My Methodology

I am always opened to any activities of any approaches or methods if I consider

them suitable for my group’s circumstances. Therefore, the methodology I apply is an eclectic methodology.

Despite the eclectic choice, the methodology followed is mainly based on the

Communicative Approach and the Task-based Approach recommended by the

Common European Framework of Reference for Languages. Moreover, the Internet

is a basic tool in the development of every teaching unit.

COMMUNICATIVE APPROACH

The Communicative Approach has established one of the most successful in

providing confident learners who are able to make themselves effectively understood

in the shortest possible time. The teacher is responsible to create situations which

are likely to promote communication, and provide an authentic background for

language learning.

Therefore, the teacher prioritizes the communicative competences over accurate

grammar. Let thestudents communicate first – build on their accuracy afterwards.

Thus, the feedback and correction is usually given by the teacher after the

conversation has been completed, rather than interrupting the flow.

The teacher’s main role is a facilitator and monitor rather than leading the class. The

students find out the grammar rules through receptive skills or other communicative

activities. Learners are often more motivated, they participate directly on their

learning, constructing it and reinforcing learning to learn.

The teacher as a facilitator has to provide the students with the necessary tools and

exposes them to comprehensible input.

Learners are encouraged to speak and communicate interacting with each other in

pairs or groups, to support a flow of language and maximize the percentage of talking

time, rather than just teacher to student and vice versa.

Lessons are usually topic or theme based, with the target grammar “hidden” in the

context.

TASK-BASED APPROACH

The final communicative task will be connected with both the theme of the unit and

the grammar rule taught. It helps to deal with diversity within the group as it is an

open-ended task, that is to say, it can be completed in many different ways according

to students’ possibilities. The tasks will follow certain stages during different sessions:

Pre-task: the teacher introduces the task and gives the students clear instructions

on what they will have to do.

Task: the students complete a task in pairs or groups using the language resources

that they have as the teacher monitors and offers encouragement.

Task presentation: The students report their task orally or written to their

classmates, or to other students.

THE INTERNET

Students’ motivation is also activated with the use of new technologies, which

students are very familiar with, and more particularly with the use of the Internet as a

way of learning.The Internet offers endless teaching-learning resources. Moreover, Any

authentic materials are available on it. These authentic materials facilitate a great variety

of activities such as scanning reading through Treasure Hunts, or listening to up-to-date videos,

songs, interviews, etc. Most of these activities will be offered in the teacher’s blog