INDEX I- A Summary of The History of English Teaching Methodology II- A Background of Language Teaching Methodology III- The Grammar

Translation 3.1 Lesson Plan 3.2 The class 3.3 The test 3 9 10 12 13 17

Bibliography

I-

The History of English Teaching Methodology

Language teaching has been around for many centuries, and over the centuries, it has changed. Various influences have affected language teaching. Reasons for learning language have been different in different periods. In some eras, languages were mainly taught for the purpose of reading. In others, it was taught mainly to people who needed to use it orally. These differences influenced how language was taught in various periods. Also, theories about the nature of language and the nature of learning have changed. However, many of the current issues in language teaching have been considered off and on throughout history. Ancient Times The history of the consideration of foreign language teaching goes back at least to the ancient Greeks. They were interested in what they could learn about the mind and the will through language learning. The Romans were probably the first to study a foreign language formally. They studied Greek, taught by Greek tutors and slaves. Their approach was less philosophical and more practical than that of the Greeks. Europe in Early Modern Times In Europe before the 16th century, much of the language teaching involved teaching Latin to priests. In the sixteenth and seventeenth centuries, French was a lingua franca for speaking to foreigners. Members of the court spoke French, of course, but it was also a necessary language for travelers, traders, and soldiers. French was fairly widely taught during this period, and a study of the theoretical books and language textbooks from this period indicate that many of the same questions that are being considered today by language teachers were being considered then. These included questions about practice versus learning rules and formal study versus informal use. The status of Latin changed during this period from a living language that learners needed to be able to read, write in, and speak, to a dead language

which was studied as an intellectual exercise. The analysis of the grammar and rhetoric of Classical Latin became the model language teaching between the 17th and 19th centuries, a time when thought about language teaching crystalized in Europe. Emphasis was on learning grammar rules and vocabulary by rote, translations, and practice in writing sample sentences. The sentences that were translated or written by the students were examples of grammatical points and usually had little relationship to the real world. This method came to be known as the grammar-translation method. Though some people tried to challenge this type of language education, it was difficult to overcome the attitude that Classical Latin (and to a lesser extent Greek) was the most ideal language and the way it was taught was the model for the way language should be taught. When modern languages were taught as part of the curriculum, beginning in the 18th century, they were generally taught using the same method as Latin. The 19th and Early to Mid-20th Century The Grammar Translations Method. The grammar-translation method was the dominant foreign language teaching method in Europe from the 1840s to the 1940s, and a version of it continues to be widely used in some parts of the world, even today. However, even as early as the mid-19th, theorists were beginning to question the principles behind the grammar-translation method. Changes were beginning to take place. There was a greater demand for ability to speak foreign languages, and various reformers began reconsidering the nature of language and of learning. Among these reformers were two Frenchmen, C. Marcel and F. Gouin, and an Englishman, T. Pendergast. Through their separate observations, they concluded that the way that children learned language was relevant to how adults should learn language. Marcel emphasized the importance of understanding meaning in language learning. Pendergast proposed the first structural syllabus. He proposed arranging grammatical structures so that the easiest were taught first. Gouin believed that children learned language through using language for a sequence of related actions. He emphasized presenting each item in context and using gestures to supplement verbal meaning.

Though the ideas of these and other reformers had some influence for a time, they did not become widespread or last long. They were outside of the established educational circles, and the networks of conferences and journals which exist today did not exist then to spread their ideas. Reforms However, in the late 1800s and early 1900s, linguists became interested in the problem of the best way to teach languages. These reformers, who included Henry Sweet of England, Wilhelm Vietor of Germany, and Paul Passy of France, believed that language teaching should be based on scientific knowledge about language, that it should begin with speaking and expand to other skills, that words and sentences should be presented in context, that grammar should be taught inductively, and that translation should, for the most part, be avoided. These ideas spread, and were consolidated in what became known as the Direct Method, the first of the "natural methods." The Direct Method became popular in language schools, but it was not very practical with larger classes or in public schools. Behaviorism and Language Teaching Developments in other fields have, at times, had an effect on language teaching. In the field of psychology, behaviorism has had a great effect on language teaching. Various scientists in the early to mid-1900s did experiments with animals, trying to understand how animals learned, and through animals, how humans learned. One of the most famous of these scientists was Ivan Pavlov. His experiments showed that if he rang a bell before giving food to the dogs he was studying, when the dogs heard the bell, they would salivate, even before the food was presented to them. This is called a conditioned response. Pavlov believed that this indicated that this is how animals learned, even in the wild. Pavlov and other studying in fields of animal behavior (including John Watson and B.F. Skinner) came to believe that animal behavior was formed by a series of

rewards or punishments. Skinner, in particular, promoted the idea that human behavior could be described using the same model. In applying his principles to language, Skinner theorized that parents or other caretakers hear a child say something that sounds like a word in their language, they reward the child with praise and attention. The child repeats words and combinations of words that are praised and thus learns language. Behaviorism, along with applied linguistics, which developed detailed descriptions of the differences between languages, had a great influence on language teaching. Theorists believed that languages were made up of a series of habits, and that if learners could develop all these habits, they would speak the language well. Also, they believed that a contrastive analysis of languages would be invaluable in teaching languages, because points in which the languages were similar would be easy for students, but points in which they were different would be difficult for students. From these theories arose the audio-lingual method. The audio-lingual method is based on using drills for the formation of good language habits. Students are given a stimulus, which they respond to. If their response is correct, it is rewarded, so the habit will be formed; if it is incorrect, it is corrected, so that it will be suppressed. The Mid- to Late-20th Century In the years following World War II, great changes took place, some of which would eventually influence language teaching and learning. Language diversity greatly increased, so that there were more languages to learn. Expansion of schooling meant that language learning was no longer the prerogative of the elite but something that was necessary for a widening range of people. More opportunities for international travel and business and international social and cultural exchanges increased the need for language learning. As a result, renewed attempts were made in the 1950s and 1960s to 1) use new technology (e.g., tape recorders, radios, TV, and computers) effectively in language teaching, 2) explore new educational patterns (e.g., bilingual education, individualized instruction, and immersion programs), and 3) establish methodological innovations (e.g., the audio-lingual method). However, the hoped-for increase in the effectiveness of language education did not

materialize, and some of the theoretical underpinnings of the developments were called into question. Beginning in the mid-1960s, there has been a variety of theoretical challenges to the audio-lingual method. Linguist Noam Chomsky challenged the behaviorist model of language learning. He proposed a theory called Transformational Generative Grammar, according to which learners do not acquire an endless list of rules but limited set of transformations which can be used over and over again. For example, a sentence is changed from an affirmative to a negative sentence by adding not and the auxiliary verb to, i.e., "I go to New York every week" would be changed to "I do not go to New York every week." With a fairly limited number of these transformations, according to Chomsky, language users can form an unlimited number of sentences. Other theorists have also proposed ideas that have influenced language teaching. Stephen Krashen, for example, studied the way that children learn language and applied it to adult language learning. He proposed the Input Hypothesis, which states that language is acquired by using comprehensible input (the language that one hears in the environment) which is slightly beyond the learner's present proficiency. Learners use the comprehensible input to deduce rules. Krashen's views on language teaching have given rise to a number of changes in language teaching, including a de-emphasis on the teaching of grammatical rules and a greater emphasis on trying to teach language to adults in the way that children learn language. While Krashen's theories are not universally accepted, they have had an influence. Developments in various directions have taken place since the early 1970s. There has been developments such as a great emphasis on individualized instruction, more humanistic approaches to language learning, a greater focus on the learner, and greater emphasis on development of communicate, as opposed to merely linguistic, competence. Some "new methods," including the Silent Way, Suggestopedia, and Community Language Learning, have gained followings, and these reflect some of the above trends. In addition, there has been a disillusionment with the whole methods debate, partly due to inconclusiveness of research on methods, and calls for a deeper understanding of the process of language learning itself. Finally, there has been a greater

stress on authenticity in language learning, meaning that the activities involved in language learning reflect real-world uses of the language. Conclusion Over the centuries, many changes have taken place in language learning, and yet there is evidence that considerations related to language learning have come up again and again through history. No doubt the search for a greater understanding of language learning, and more effective language teaching, will continue.

II-

A Background of Language Teaching Methodology

Language teaching came into its own as a profession in the last century. Central to this phenomenon was the emergence of the concept of "methods" of language teaching. The method concept in language teaching - the notion of a systematic set of teaching practices based on a particular theory of language and language learning - is a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century. Howatt's (1984) overview documents the history of changes of practice in language teaching throughout history, bringing the chronology up through the Direct Method in the 20th century. One of the most lasting legacies of the Direct Method has been the notion of "method" itself. Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Within methodology a distinction is often made between methods and approaches, in which methods are held to be fixed teaching system with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom.

The period from the 1950s to the 1980s has often been referred to as "The Age of Methods", during which a number of quite detailed prescriptions for the language teaching were proposed. Situational Language teaching evolved in the United Kingdom while a parallel method, Audio-Lingualism, emerged in the United States. The early well-known language teaching methods include the GrammarTranslation Method, the Direct Method, the Oral Approach or Situational Language Teaching and the Audio-Lingual Method. In the middle-methods period, a variety of methods were proclaimed as successors to the then prevailing Situational Language Teaching and Audio-Lingual methods. These alternatives were promoted under such titles as Silent Way, Suggestopedia, Community Language Learning and total Physical Response. In the 1980s, these methods in turn came to be overshadowed by more interactive views of language teaching, which collectively came to be known as Communicative Language Teaching (CLT). IIIThe Grammar Translation

At the height of the Communicative Approach to language learning in the 1980s and early 1990s it became fashionable in some quarters to deride so-called "old-fashioned" methods and, in particular, something broadly labelled "Grammar Translation". There were numerous reasons for this but principally it was felt that translation itself was an academic exercise rather than one which would actually help learners to use language, and an overt focus on grammar was to learn about the target language rather than to learn it. As with many other methods and approaches, Grammar Translation tended to be referred to in the past tense as if it no longer existed and had died out to be replaced world-wide by the fun and motivation of the communicative classroom. If we examine the principal features of Grammar Translation, however, we will see that not only has it not disappeared but that many of its characteristics have been central to language teaching throughout the ages and are still valid today.

The Grammar Translation method embraces a wide range of approaches but, broadly speaking, foreign language study is seen as a mental discipline, the goal of which may be to read literature in its original form or simply to be a form of intellectual development. The basic approach is to analyse and study the grammatical rules of the language, usually in an order roughly matching the traditional order of the grammar of Latin, and then to practise manipulating grammatical structures through the means of translation both into and from the mother tongue. The method is very much based on the written word and texts are widely in evidence. A typical approach would be to present the rules of a particular item of grammar, illustrate its use by including the item several times in a text, and practise using the item through writing sentences and translating it into the mother tongue. The text is often accompanied by a vocabulary list consisting of new lexical items used in the text together with the mother tongue translation. Accurate use of language items is central to this approach. Generally speaking, the medium of instruction is the mother tongue, which is used to explain conceptual problems and to discuss the use of a particular grammatical structure. It all sounds rather dull but it can be argued that the Grammar Translation method has over the years had a remarkable success. Millions of people have successfully learnt foreign languages to a high degree of proficiency and, in numerous cases, without any contact whatsoever with native speakers of the language (as was the case in the former Soviet Union, for example). There are certain types of learner who respond very positively to a grammatical syllabus as it can give them both a set of clear objectives and a clear sense of achievement. Other learners need the security of the mother tongue and the opportunity to relate grammatical structures to mother tongue equivalents. Above all, this type of approach can give learners a basic foundation upon which they can then build their communicative skills.

Applied wholesale of course, it can also be boring for many learners and a quick look at foreign language course books from the 1950s and 1960s, for example, will soon reveal the non-communicative nature of the language used. Using the more enlightened principles of the Communicative Approach, however, and combining these with the systematic approach of Grammar Translation, may well be the perfect combination for many learners. On the one hand they have motivating communicative activities that help to promote their fluency and, on the other, they gradually acquire a sound and accurate basis in the grammar of the language. This combined approach is reflected in many of the EFL course books currently being published and, amongst other things, suggests that the Grammar Translation method, far from being dead, is very much alive and kicking as we enter the 21st century. Without a sound knowledge of the grammatical basis of the language it can be argued that the learner is in possession of nothing more than a selection of communicative phrases which are perfectly adequate for basic communication but which will be found wanting when the learner is required to perform any kind of sophisticated linguistic task. 3.1 Lesson Plan Disciplina: Ingls. Ensino Fundamantal 7 ano IDADE ENTRE 13 E 14 ANOS 35 ALUNOS EM SALA Durao: 50 minutos. 1. Tema: Simple Present

2. Objetivos: - Introduzir o simple present

- Reconhecer o simple present.

- Empregar o simple present

- Ampliar o vocabulrio e entender a utilizao do simple present. 3. Procedimentos Pedaggicos: - Distribuio da apostila e introduo ao assunto; - Leitura do Texto Little Red Riding Hood - Identificao do simple present no texto;.
Os alunos devero grifar os verbos no presente. Durao

15 minutos 10 minutos
10 minutos

- Aplicao de exerccios e correo. 4. Recursos: Apostila

15 minutos

5. Avaliao: Exerccios escritos. 3.2 The Class O presente simples pode ser usado para expressar: 1- Uma ao habitual, ou seja, aquilo que costumamos fazer sempre: I always leave home at 7:00. (Eu sempre saio de casa s 7h). They generally have lunch at the shopping mall . (Eles geralmente almoam no shopping). I never work on Sundays. (Eu nunca trabalho aos domingos). 2- Uma verdade universal: Babies cry. (Crianas choram). Dogs bark. (Cachorros latem). Birds sing. (Pssaros cantam). Odo e o does so os dois auxiliares do presente simples, e eles sempre devem ser usados em frases negativas e interrogativas, conforme a tabela abaixo: Negativas I do not / I dont You do not / you dont He does not / he doesnt She does not / she doesnt Interrogativas Do I ? Do you ? Does he.? Does she?

It does not / it doesnt We do not / we dont You do not/ you dont They do not / they dont Ex.:

Does it? Do we? Do you ? Do they...?

I dont have to work today. (Eu no tenho que trabalhar hoje). She doesnt have to wash the dishes. (Ela no tem que lavar a loua). They dont go to school on the weekends. (Eles no vo escola nos finais de semana). Do you generally wake up at seven? (Voc geralmente acorda s 7h?). Does the dog bark a lot during the night? (O co late muito durante a noite?). Does he work as a waiter at that new restaurant? (Ele trabalha como garom naquele novo restaurante?). No necessrio o uso dos auxiliares do e does nas frases afirmativas, no entanto, os verbos sofrem algumas alteraes nas terceiras pessoas do singular (he, she, it). Como regra geral deve-se acrescentar um s no verbo para essas pessoas. Ex.: Mary lives downtown. (A Maria mora no centro da cidade). Bob loves chocolate. (Bob ama chocolate). Susans dog sleeps a lot during the day. (O cachorro da Susan dorme muito durante o dia). No entanto, existem algumas excees que se referem s terceiras pessoas do singular (he, she, it). So elas: 1- Quando o verbo terminar em y precedido de consoante, tira-se o y e acrescenta-se ies . Carol studies at a good college. (A Carol estuda numa boa universidade). Mom fries eggs in a pan. (Mame frita ovos numa panela). 2- Quando os verbos terminarem em ss, sh, ch, x e o, acrescenta-se es. Bob fixes everything at his house. (Bob conserta tudo na casa dele). Daniel watches cartoon every morning. (Daniel assiste desenho todas as manhs). Every day after the meals, my mom washes the dishes. (Todo dia aps as refeies, minha me lava a loua). Jack does his homework at night. (Jack faz seu dever de casa noite).

Cindy kisses her parents every day. (Cindy beija seus pais todos os dias). Little Red Riding Hood The story revolves around a girl called Little Red Riding Hood, after the red hooded cap she wears. The girl walks through the woods to deliver food to her sick grandmother. A wolf wants to eat the girl but is afraid to do so in public. He approaches Little Red Riding Hood and she navely tells him where she is going. He suggests the girl pick some flowers, which she does. In the meantime, he goes to the grandmother's house and gains entry by pretending to be the girl. He swallows the grandmother whole, and waits for the girl, disguised as the grandma. When the girl arrives, she notices he looks very strange to be her grandmother. Little Red Riding Hood then says, "What big hands you have!" In most retellings, this eventually culminates with Little Red Riding Hood saying, "My, what big teeth you have!", to which the wolf replies, "The better to eat you with," and swallows her whole, too. A hunter, however, comes to the rescue and cuts the wolf open. Little Red Riding Hood and her grandmother emerge unharmed. They fill the wolf's body with heavy stones. The wolf awakens thirsty from his large meal and goes to the well to seek water, where he falls in and drowns. 1) Answer the questions: (In Portuguese) a- What is the story Little Red Riding Hood about? A: b- Why does the wolf approaches from Little Red Riding Hood? A: c- Who rescues Little Red Riding Hood and her grandmother? A: 2) Find in the text synonyms for the following words:

a) Apreehensive: __________ b) Saves: __________ c) Uninjured: ___________ d) Ingenuously: __________ 3) Choose the correct alternative: a) I (like/likes) to (play/plas) with my toys everyday. b) He (wakes/wake) up at 8 oclock every morning. c) My Mom always (wear/wears) these shoes. d) Everybody (knows/know) that dogs (barks/bark) during the night. e) He always (studies/study) hard.

4) Write a paragraph about your favorite story.

5) Traduza para o portugus:

a) My father washes his car on Saturdays.

b) Lisa always remembers my birthday.

c) Does she works with you?

d) I dont have any money. _______________________________________________________________

6) Translate the following passages into English:

a) Bebs choram o tempo todo. b) Voc sabe se o Joo est doente?

c) Eu no gosto desse tipo de comida. ______________________________________________________________

3.3 The Test. Black Friday Black Friday is the day after Thanksgiving in the United States. It is one of the busiest shopping days of the year. Many people feel it is the official beginning of the holiday
shopping season. Stores and Retailers open earlier with blitz type sales and have great deals throughout the day. Over the last few years, internet sales have also boomed on this day. Most online retailers have the same sales and bargains as brick and mortar stores. The origin of the name is commonly believed to be tied to the fact that the heavy shopping day after Thanksgiving is when many retailers are thought to become profitable. Businesses once recorded losses in red ink and gains in black, a tradition that lives on in modern accounting software, hence the name. However, employees of retail stores have for years used the term in a satirical way, to note the extremely stressful and hectic nature of the day.

IA:

Check your comprehension: (answers in Portuguese) [MEDIUM]

1- What is the Black Friday?

2- What happens during the Black Friday?

A:

3- What is the origin of the name?

A:

4- How are the sales and the deals during Black Friday?

A: IVLigue as palavras a seu significado: [EASY] Thanksgiving Stores Prices

Sales

Lojas Vendas
Comprar Ao de Graas Preos

To buy

V-

Do you like shopping? What would you buy during the Black Friday? (answer in Portuguese) [EASY]

VI-

Assinale a alternativa que apresenta a forma correta de SUGESTO em

ingls: [MEDIUM]

a- Vamos lavar a cebola. a) Cook the onion. b) Lets cook the onion. c) Dont wash the onion. d) Wash the onion. e) Lets wash the onion. b- No vamos beber uma Coca-Cola. a) Lets drink not a coke. b) Dont drink a coke. c) Lets not drink a coke. d) Dont lets drink a coke. e) Not lets dont drink a coke.

A- Assinale a alternativa que apresenta a traduo correta dos verbos abaixo: [EASY] to see to play to work to wash to buy. a) ver brincar trabalhar lavar comprar b) dormir comer cortar trabalhar vender c) jogar assistir trabalhar lavar iniciar d) cair brincar sair assistir comear e) comer brincar dormir lavar deixar B- Complete with Many or Much [MEDIUM] a - There is________peper there . b- There werent _____hamburgers in the refrigerator. c- Was there_____water in the bottle? d- Are there ____animals on the farm today C- Complete with Simple Present or Present Continuous: [MEDIUM] a- We are _______ (to dance) samba at present. b- We like ________(to swim) every Tuesday. c- My parents _________ (to travel) to Spain tonight. d- They always _________ (to go) to the movies. D- Choose the correct alternative. [EASY] The students are reading the books______. We have got_____house. Gloria likes to visit ____classmates. Joseph is in ____bedroom. a) Their her his its b) Her its mine their c) Theirs our her his d) Your his my our e) Our your her his E- D o antnimo das seguintes palavras retiradas do texto: [EASY] a- Many:

b- Open: c- Early: d- Heavy: F- Escreva um pargrafo em ingls utilizando as seguintes palavras: [HARD] Friday People Holiday Shopping Tradition Bibliography ANTHONY, Edward N. Approach, method and technique. English Language Teaching. New York: Mac Graw Hill, Inc., 1963. BROWN, H. Douglas. An Interactive Approach to Language Pedagogy. Teaching by principles (2nd ed.). San Francisco State University: Longman, 2001. BROWN, H. Douglas (2001). Principles of Learning and Teaching (4th ed.). San Francisco Sate University: Longman. BRUMFIT, Christopher J. and KEITH, Johnson. The Communication approach to language teaching. Oxford: Oxford University Press. CHRISTISON, M. Applying multiple intelligences theory in preservice and inservice TEFL education, 1998 GARDNER, H. Frames of mind. New York: Basic Books, 1983. HARMER, J. The practice of English language teaching .London : Longman, 1991. HEATON, J. Classroom testing . London: Longman, 1990. HOWATT, A. A history of English language teaching . Oxford: Oxford University Press, 1984. HUBBAR, Peter et al.A Training Course for TEFL . Oxford: Oxford University Press, 1989. HUTCHINSON & WATERS. English for specific purposes. Cambridge: CUP, 1987.

SENIOR, Rose M. The Experience of Language Teaching . Cambridge: CUP, 2006. SPRATT, Mary. English for the teacher: A language development courser. Cambridge: CUP, 2001. SKEHAN, Peter. A Cognitive Approach to Language Learning. Oxford: Oxford University Press, 1998