Chapter II elt methods: a basic Appraisal 1 Humanistic Approaches

Teaching large classes

Large classes are a reality in Palestine and they pose particular challenges. Which of the following represent a challenge of teaching a large class? Can you add 2 more challenges?

a. It's difficult to keep good discipline going in a large class.
b. You have to provide for more children of different ages and different abilities, wanting to learn different things at different speeds and in different ways.
c. You can't easily give each child the individual attention they need.
d. You may not have enough books or teaching and learning aids.
e.
f.
In groups of threes, try to discuss 3 techniques that you can use to help learning in a large class.
a.
b.
c.
Motivation
What is the difference between intrinsic and extrinsic motivation?
Discuss 4 ways or techniques that you would use to increase learners’ motivation.
a.
b.
c.
d.
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Chapter II. ELT Methods: A Basic Appraisal

This section very briefly outlines the basic principles and features of the main ELT (English language teaching) methods and approaches, listed below:

1. The Grammar-Translation Method
2. The Direct Method
3. The Audio-Lingual Method
4. Humanistic Approaches
a. Community Language Learning (CLL)
b. The Silent Way
c. Suggestopedia
d. Total Physical Response (TPR)
5. Communicative Language Teaching
Carefully reading each of the principles and features of each ELT method and taking the Palestinian teaching-learning context in consideration, try to identifying the main weaknesses and strengths of each method in relation to:
1. Level of focus on language skills (reading, writing, listening and speaking)
2. Level of focus on language sub-skills (grammar, vocabulary, pronunciation and spelling)
3. Teacher’s role
4. Learner’s role
5. Level of focus on affective factors
6. Level of focus on thinking skills
7. Types of activities and exercises used in class
8. Other comments222.1

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2Grammar Translation-Method

The Grammar Translation method was originally used to teach Latin and Greek in the 19th century. It was common method for many decades before 1970. Its primary focus is on memorization of grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing on developing students' appreciation of the target language's literature as well as teaching the language.