Ms.

Ana Rojas – MET 1

I.

1. Lessons usually begin with dialogs.

2. A lot of mimicry and memorization are used based
on the assumption that language is habit
formation.
3. Ss. constantly work on Language drills.
4. Pronunciation is stressed from the beginning.
5. Vocabulary is limited.
6. The T. prevents ss. errors.
7. Language is manipulated without regard to
meaning or context.
8. Language carries little communicative function.

II.

1. Students are generally involved in group and pair

work in order to negotiate meaning in situations
where one person has information that the other
person lacks. (information gap activities).
2. Students often engage in role-play, simulation or
dramatization to adjust their use of the target
language to different social contexts.
3. Classroom materials and activities are often
authentic (prepared for native speakers , like
magazines, newspapers, etc.) to reflect real life
situations and demands.
4. The teacher’s role is primarily to facilitate
communication instead of correcting errors; therefore, the teacher will not
intervene to stop an activity.
5. The focus is on language functions, rather than on grammar and vocabulary-
that is- the focus is on content not form.
6. Ss. are trained to use a variety of language forms in different contexts and
with different purposes.

III.

1. The focus of the lesson is not the structure

but the task.
2. A session would include these three stages:
 PRE-TASK :T. intoduces the topic and the task
by focusing, if necessary, on useful words
and phrases that ss. may need in order to
understand both the topic and the task.
 TASK CYCLE: Ss. perform the task in pairs or
groups, plan how they will tell the class what
they did and how it went, and report on the
task either orally or in writing.
 LANGUAGE FOCUS : Ss. examine and discus
specific features of language they have discovered while working on the task,
and then the T. may guide some form of practice
of specific language features which the task has
provoked.
IV.

1. The class is considered to be a community.

2. Ss. decide what they want to talk about.
 Ms. Ana Rojas – MET 1
3. Ss. sit in circles, and the teacher, the knower, stands outside the circle
answering the questions that ss make when they need. These questions can
be made in the ss´native language, in which case the teacher will give them
the English equivalent for them to use.
4. Some times these conversations are recorded and analyzed later.
5. There is a period for reflection when ss have a chance to talk about how they
felt while working on the activity.

V.

1. The teacher remains silent, but elicits production from students with the aid
of charts and Cuisenaire rods( small
wooden or plastic blocks used in order to
represent sounds, words or even
sentences).
2. It is not possible for the teacher to praise
or criticize a student.
3. Ss. cannot make questions or use their
native language.
4. The teacher corrects and guides by using
gestures, or silent lip movements.
5. Learners discover language instead of
repeating what has been taught

VI.

1. There is an emphasis on lowering the

affective filter.
2. Atmosphere and physical surroundings
in class are vital.
3. Ss. have to be comfortable, confident
and relaxed
4. Ss. assume different names in order to
remove barriers to learning. That way ss
won’t feel bad when making a mistake.
5. Traumatic themes are avoided.
6. A lesson has three parts:
 Oral review section, previously learned
material is used for discussion.
 Presentation and discussion of new dialogue material and its native language
equivalent.
 The concert session, students listen to relaxing music while the teacher reads
the new dialogue material.

VII.

1. Adult second language learning is

similar to a child’s first language
acquisition.
2. Children learn from commands
initially, so adults should learn a
second language the same way,
through the use of commands.
3. Ss. are expected to respond
physically to these commands.
 Ms. Ana Rojas – MET 1
4. The teacher knows if students are understanding the language by observing
the physical action carried out by the ss.
5. Ss. don’t speak until they feel ready to.
6. Initially , the teacher is the one who gives commands to the class, but later
other ss. can assume this role..