TIẾNG ANH CHUYÊN NGÀNH Chapter 4

Chapter 4:

How to
describe learning &
teaching
Harmer, J. (1999). How to teach English. Longman


1. Concepts about language
learning & teaching




Adults: learning w/o studying if in the right
kind of contact
Children & adults similarly acquire
language successfully outside the
classroom:
First, being exposed to the language
Second, motivated to learn to communicate
Third, having opportunities to use the
language they have just learned


2. Elements for successful
language learning in the
classroom


Engage



Study



Activate


 Engage
Aims
 Arousing learners’ interest & involving
their emotions
 Activities & Materials:
 Games (depending on ages, types)
 Music
 Discussion
 Pictures
 Stories/anecdotes



 Study










Main focus:
 the construction of the language
Activities
Pronunciation practice
Grammar presentation
Structure/grammar drills
Vocabulary presentation/practice
Reading a text (content/language)


 Activate
Purpose/Aim:
 Getting Ss using the language as freely
and communicatively as they can
 Typical activities:
 Role – plays
 Debates & discussions
 Story & poem writing
 Writing in a group



3. ESA in different lesson
sequences


ESA Straight Arrow Sequence



EAS(A) Boomerang Sequence



EAASASEA (etc) Patchwork
Sequence


 ESA Straight Arrow Sequence
Engage  Study  Activate (p.27)
 Taking Ss in a straight line
 First, get Ss interested & Engaged
 Then, study something (e.g. how grammar
points are constructed) & give Ss a chance to
practice the language in a controlled way
 Finally, Ss try to Activate it by putting it into
production (e.g giving them a chance to activate
the new language in an enjoyable way)


Limitations of ESA lessons




not appropriate for advanced learners
with more complex language

not answer the learners’ need


 The Bomerang Sequence
Engage Activate Study Activate (p.28)
 Teacher: answering the need of learners
 The connection b/w what Ss need to learn &
what they are taught: transparent
 placing a great burden one teacher b/c
he/she will have to be able to find materials
based on the (unforseen) problems thrown
up at the Activate stage
 Appropriate for intermediate & advanced
level


 The Patchwork
Engage Activate Activate  Study
Activate Study Activate Study
Engage  Activate
(page 29)


4. What teaching models have influenced
current teaching practice?

Grammar Translation
 Audio-lingualism
 Presentation-Practice-Production
 Task-Based Learning

 Communicative Language
Teaching
