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Unit 3 mentions theories, methods and techniques of teaching. There are 9 methods of teaching English. They are: +Grammar translation: In grammar–translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word. +Audio–Lingualism: is a method of foreign language teaching where the emphasis is on learning grammatical and phonological structure, especially for speaking and listening. It is based on behaviorism and so relies on formation as a basis for learning, through a great deal of mechanical repetition. + Presentation, practice and production: The teacher presents the target language and then gives students the opportunity to practice it through very controlled activities. +Task-based learning: focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. + Communicative language teaching: is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. + Community language learning: is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. + The silent way: is a language-teaching method created by Caleb Gattegno that makes extensive use of silence as a teaching method. +Suggestopedia:a teaching method that uses music and comfortable surroundings to create a relaxed environment in the belief that this enables students to learn faster and more effectively. + The lexical approach: an approach to language teaching that has vocabulary or lexis as the main focus. Whatever methods we use to teach English, we should ensure that: + Students need to exposure to language as much as possible. + Students still need some help from the teacher. + No matter how well communicative tasks offer real learning possibilities, this method is still not enough. + It is necessary to keep anxiety and stress at a low level. + Students should have the opportunities to discover the language by their own. Unit 3 also provides me with knowledge of ESA methodology. This approach often includes: Engage, Study and Activate stage. Engage is the first part of the lesson where teachers try their best to get the students involved in the lesson. Study is one of 3 phases in ESA approach and in this stage, students will focus on the language and how it is constructed. The last phase of a lesson using ESA approach is Activate where students are encouraged to practice what they have learned from study phase as much as possible. 3 stages are in an order like that: “engage –>study –> activate” in a “Straight Arrow” ESA lesson. However, A “boomerang” ESA lesson provides us with more possibilities. IT can be like that:” Engage-> Activate 1-> Study-> Activate 2”. In addition, Patchwork ESA lesson can be more flexible than “Straight Arrow”. The order of 3 phases in a lesson using “Patchwork” can be:” Engage – Study – Engage – Study – Activate” as long as it always begins with Engage phase and finishes with Activate stage. Unit 3 ends with “Giving feedback and Corrections” Section. In this section, I have learnt that not only teachers could correct mistakes for students but also the students themselves could do so. Besides, only serious mistakes should be corrected by teachers, and if students are given the chance to correct mistakes by their own, they could progress much more. Last but not least, I have also understood that teachers should focus more on positives sides of errors like recognizing efforts their students have made.
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