Giving high priority to attitude goals: most syllabuses identify two sort of
goals; content goals and attitude goals.
o Content goals: are concerned with the elements of language and
ways in which they are used. They are arranged in any of these
ways:
Structures: set out in terms of grammatical structures. Ex: I like
swimming/dancing/reading.
Topics and situations: the word is arranged according to topics or
situations like family or the supermarket.
Functions: what the learner can use the language for. Ex:
expressing likes/dislikes/preferences.
o Attitude goals: relate to the kind of learning experiencies we set
up and the rrelationships and atmosphere in the language
classroom.
The balance between the attitude goals and content goals shifts as a child
moves through the education system. In the later stages the content goals
begin to dominate. We have a responsibility to give high priority to attitude
goals at primary level. If we dont establish rist taking, confidence and general
goodwill towards language learning, children will have difficult times in later
stages.
Knowing which activities stir a class and which settle them help us plan
lessons which neither stay stuck in dullness nor get out of hand in
excitement. Its useful to make your own list from expericne of your
particular class.
o Oral work always seems to stir and listening usually settles.
Knowing which activities engage childrens minds and which keep them
physically occupied: we can identify two main types of involvement:
o Mental engagement: the activity makes them think and engages
their emotions.puzzles, imagining. Ex: games,
o Actual occupation: the activity makes them concentrate but not
think very hard. The child is physically doing something. Ex:
writing, drawing.
Choosing the style to suit the mood: we need to adjust the activities to
the class mood. Maybe the children has just come to class after PE or
after literature class. To settle them down we can engage them with
something occupying. To stir them we can start with a mental engaging
game.
Keeping the lesson simple: variation doesnt mean we have to keep
changing the topic. Instead, we can keep to the same topic and
materials and change the word we do. Keeping an eye on the stir/settle
and involvement factors, its possible to devise a varied lesson on as
little as five words for as long as an hour.
Reusing materials: some materials are reusable round the same theme.
Ex: promptcards and grids can act as promprs for a wide range of
different phrases and exchanges as long as we make what we are doing
clear. Just keep the promptcards very simple, drawn in black, thickish
lines without any writing.
o We can also reduce our thinking preparation by identyfing a core
of activity types which we can use and reuse in order to teach
different language content.
Reusing a core of ideas: Simple activities are the best because they will
transfer to all kinds of topics and situations. Because you use them
regularly you will quickly get to know the best way to set them up and
the class will take them easy.
INNATIST(1959)
PRINCIPLES
Language is formed by vocabulary and
grammar.
Learning takes place through a habit
formation process.
Repetition in form of drills, accuracy and
no mistakes.
CREATIVE
CONSTRUCTION
HYPOTHESIS
HUMANISTIC
APPROACH (1968)
METHODS
Audio-Lingual
PPP: Presentation,
Practice and Production
Communicative Language
Teaching.
Task-Based Learning.
Community Language
Learning.
Total Physical Response.
PIAGET
VYGOTSKY (1978)
BRUNER (1983)
Eclectic PPP.