The ability to transfer the

knowledge into another

person is what makes an
excellent instructor stand
out.

Visual
Auditory
Verbal
Kinesthetic
Logical
Interpersonal
Intrapersonal

Information is only stored

permanently when it
relates to day-to-day
living.

Failure Is a Fabulous
Teacher

DIRECT METHOD
All teaching is done in the
target language, grammar is
taught inductively, there is a
focus on speaking and
listening, and only useful
everyday' language is taught.

PROCEDURES:
1. Classroom instruction was conducted exclusively in the
target language.
2. Only everyday vocabulary and sentences were taught.
3. Oral communication skills were built up in a carefully
graded progression organized aroundquestion-andanswer exchanges between teachers and students in
small, intensive classes.
4. New teaching points were introduced orally.
5. Concrete vocabulary was taught through
demonstration, objects, and pictures; abstract
vocabulary was taught by association of ideas.
6. Both speech and listening comprehension were taught.
7. Correct pronunciation and grammar were emphasized.

AUDIO-LINGUAL
This approach to learning is
similar to the Direct
Method, in that the lesson
takes place entirely in the
target language.

The emphasis was not on

the understanding of
words, but rather on the
acquisition of structures
and patterns in common
everyday dialogue.

Some characteristics of this method are:

Drills are used to teach structural patterns
Set phrases are memorised with a focus
on intonation
Grammatical explanations are kept to a
minimum
Vocabulary is taught in context
Audio-visual aids are used
Focus is on pronunciation
Correct responses are positively
reinforced immediately

TOTAL PHYSICAL
RESPONSE
It attempts to teach language
through physical (motor)
activity.

The majority of class time in TPR lessons is

spent doing drills in which the instructor
gives commands using the imperative mood.
Students respond to these commands with
physical actions. Initially, students learn the
meaning of the commands they hear by
direct observation.
After they learn the meaning of the words in
these commands, the teacher issues
commands that use novel combinations of
the words the students have learned.

TASK BASED APPROACH

The primary focus of classroom
activity is the task and language
is the instrument which the
students use to complete it.

Each task will be organized in the

following way:
Pre-task activityan introduction to
topic and task
Task cycle: Task > Planning > Report
Language FocusandFeedback