Gov. Alfonso D.
Tan College
Maloro, Tangub City
ENGLISH LANGUAGE TEACHING APPROACHES AND
METHODS
MODULE 2
ENGLISH LANGUAGE TEACHING APPROACHES AND METHODS
- Humanistic Approaches
- Methods in Language Teaching
MODULE OUTCOMES
Introduce students to the current teaching methods and approaches
Develop a reflective approach to teaching through classroom observations.
Articulate the rationale, purpose, and strength of various methodological approaches to English
teaching;
Module II deals with different approaches and methods. This section describes approaches and
methods that have attracted support at different times and in different places throughout the last 30 or so years,
but have generally not been widely accepted or, in some cases, have not maintained substantial followings.
The chapters on Total Physical Response, the Silent Way, Community Language Learning, and Suggestopedia
are shorter versions of chapters from the first edition. Additional and more recent references have been added
to these chapters. Because these methods are no longer widely used, a shorter treatment seemed appropriate .
HUMANISTIC APPROACHES
Language learning is an anxiety-causing and provoking activity so learners need to be relaxed and
confident enough to exploit the learning opportunities available to them. Teachers should work on
developing the students’ trust and regard them as their clients. Great care should be given to interpersonal
relationships and to the social dynamics of the group. Four methods, developed in the 1970s and 1980s,
have had a considerable impact upon language teaching even if they are rarely used exclusively in
‘mainstream’ teaching. They are frequently described, together, as humanistic approaches because in
three out of four cases at least, the designers are primarily concerned to lower the student’s affective
filters and so remove a psychological barrier to learning (Harmer 2001:88).
Unit 1: TOTAL PHYSICAL RESPONSE
Week2
UNIT OUTCOMES
At the end of this unit, you should be able to:
Define TOTAL PHYSICAL RESPONSE Approach
Develop principled awareness and understanding TOTAL PHYSICAL
RESPONSE approach
Apply the methods studied in class to the teaching of English Language
ENGAGE
ACTIVITY 1: Activate Your Mind
TOTAL PHYSICAL RESPONSE DEFINITION
Surf and navigate the web, provide three (3) definitions of Total Physical Response and
include the link of the source.
TOTAL PHYSICAL RESPONSE (TPR)
EXPLORE AND EXPLAINATION
This section will be done through reading the book indicated below and by watching different
PowerPoint presentations and videos. Let us explore various resources to have a clear understanding
of this lesson. Let us unpack some concepts and terms related to TOTAL PHYSICAL RESPONSE. Read
the chapters indicated and take down notes.
(PDF will be found on the folder named ELT BOOKS)
You may look for an additional source to further discuss the terms and concepts related to TPR.
Topics Reference Use Page Other Links
Humanistic Richards. J.C. & T. Rodgers; https://www.slideshare.net/vblori/appro
Approaches (2014) Approaches and Methods aches-and-methods-for-language-
in Language Teaching (3rd R1 p73 teaching
edition)
R1 R5 Chapter 8 Video link: https://youtu.be/-d79-
Larsen-Freeman, D. (2002) veEBXQ
Techniques & Principles in
Total Language Teaching.(3rd edition).
Physical OUP
Response R5
ELABORATION
Key Themes and Concept
– TPR became well-know in the 1970s and derived its main principles from the observing
how children acquire their first langauge. “If children learn much of their language from
speech directed at them in the form of commands to perform actions, then adults will
learn best in that way too. Accordingly, TPR asks students to respond physically to the
language they hear.” (Harmer 2001:90) In other words, language learning is reinforced by
body movement and associating language to physical actions or movements (smiling,
reaching, grabbing, looking, etc).
TPR emphasized the role comprehensible input as comprehension precedes production.
– Memory is stimulated and increased when it is closely associated with motor activity
– Learning should be as fun and stress-free as possible, and should be dynamic through the
use of accompanying physical activity.
The following sequenced steps represent the techniques used in classroom as listed by Mora
(2002):
Step 1.The teacher says the commands as he himself performs the action.
Step 2.The teacher says the command as both the teacher and the students then perform the
action.
Step 3.The teacher says the command but only students perform the action
Step 4.The teacher tells one student at a time to do commands
Step 5.The roles of teacher and student are reversed. Students give commands to teacher and to
other students.
Step 6.The teacher and student allow for command expansion or produces new sentences.
EVALUATIO
ACTIVITY 2: THINK IT OVER
Apply what you have understood about Total Physical Response
1. Although the teacher uses imperatives, she does so in a gentle, pleasant way, the
way a parent would (usually) do with a child. Her voice, facial expression, and
manner are kind. Practice giving the commands in this chapter in this way.
2. A lot of target language structures and vocabulary can be taught through the
imperative. Plan part of a TPR lesson in which the present continuous tense, or
another structure in the target language, is introduced.
3. In the action sequence (operation) that we looked at, the teacher had the students
pretend to write and mail a letter. Think of three other common activities which could
be used as action sequences in the classroom. Make a list of commands for each one.
Note: In making this activity you students will only write your answers inside the box.
Basis for scoring:
Content – 20 points
Clarity of idea – 15 points
Comprehensiveness – 15 points
50 points
Minimum no. of words: 300
