ELT METHODS

The Audio lingual Method
TPR
CLT
CBLT

1. Does it make any sense to you that forming questions / answers through a chain drill may be a worthwhile activity but it is not generating purposeful communication? Can you state the reasons that justify your answer?

The Audio lingual method often uses this kind of tools. The drills suppose to create habits for the student. But in real situations students may not have and exact event as the one learned by the drill. So the drill by itself it is not making communication. I think it will help the student to identify grammar and in that way it will be useful for him in a real context.

2. Should teachers overlook certain student errors in the beginning? If so. What type of errors should be disregarded?

At the Audio Lingual Method not mistakes are allowed. It was developed on 1950`s with other priorities and concepts of education. It has some good aspects but not in this point. Other methods accept error as sign of learning rather than failure. I think that teachers can ignore some errors at the begging in order that students can win self confidence but later the teacher must find a way to make emphasis on what was going on and what will be the appropriated way to do it but with out affecting students attention and participation.

3. Non-verbal behavior is an important aspect of any culture. Why is its use relevant in CLT?

Because in this method students learn English to communicate and language is one way for people to communicate but there are other ways for us to understand each other like: hands, signs, drawing, singing, all our body express something about us. This use of behavior is relevant because will give emphasis on meaning and preparing students using English in a real situations.

4. Since CBT has been designed around the notion of competency not around the notion of subject knowledge, do you think that competency-based approach is suitable for every subject? If yes. What subjects?

I think this approach is good depending on the students you want to teach, depending on their needs, since this method was developed for immigrants that need special needs for jobs but not for family, making friends, or buying. So it will be good for teaching vocational activities, like bilingual secretaries, and also for special situations in a teal context like taking the subways, buying or selling by phone, making an order at restaurant, checking in and out the hotel room, buying tickets, asking information.