Meaning Approaches
Students work in pairs doing an information-gap activity: each has half of a menu and must ask questions to complete their friend's order. The teacher only corrects errors that block understanding. What method is this?
Communicative Language Teaching (CLT).
The focus is on meaningful communication and information exchange
This approach has a dual focus: students learn a school subject (like science or history) and the target language at the same time. What is it called?
Content-Based Instruction (CBI) / CLIL.
CBI and CLIL integrate content learning and language learning, so students use English to learn more than English.
This approach argues that language is made up mostly of fixed and semi-fixed chunks rather than grammar rules plus individual words. What is it called?
The Lexical Approach
It prioritizes multi-word chunks over isolated vocabulary and grammar rules.
This approach describes language ability in terms of concrete, observable "can-do" statements, often organized into levels like A1 to C2. What is it?
Competency-Based Language Teaching and the CEFR
It defines outcomes as demonstrable competencies rather than knowledge of grammar rules.
Name one of the core elements of Cooperative Language Learning that makes sure the whole team succeeds together, not just the strongest student.
Positive interdependence
These are two of the defining elements of Cooperative Learning: the group succeeds only if every member contributes and learns.
In this method, a lesson is designed around a real-world task (e.g., planning a trip). Language is not pre-selected; it emerges from what students need to complete the task. What method is this?
Task-Based Language Teaching (TBLT).
TBLT organizes teaching around the completion of meaningful tasks
Over three weeks, groups of students research a local environmental problem, interview community members in English, and present a proposed solution to an invited panel. What method is this?
Project-Based Learning (PBL).
PBL engages students in an extended, real-world task that ends in a public product for a real audience.
The teacher brings a real newspaper article to class. Students study its structure, identify its purpose and audience, and then write their own text in the same genre. What method is this?
Text-Based Instruction.
This approach uses whole authentic texts and genre analysis as the basis for teaching reading and writing.
This theory argues people have several kinds of intelligence — verbal-linguistic, logical-mathematical, spatial, interpersonal, etc. — and lessons should offer multiple ways to engage with content. What is it?
Multiple Intelligences (Gardner)
Gardner's theory encourages varied activity types so different kinds of learners can access the same content.
Students are placed in small, mixed-ability teams where each member has a specific role (reporter, timekeeper, checker), and the whole team's grade depends on every member understanding the material. What method is this?
Cooperative Language Learning.
It structures group work around positive interdependence and individual accountability within the team
What is the CLT principle called that gives students a real reason to use language— instead of practicing forms for their own sake?
Communicative prupose.
CLT activities are built so students must exchange real information to complete them, not just repeat forms
In CLIL, teachers often talk about a framework of "4 Cs." Name at least three of the four.
Content, Communication, Cognition, Culture.
The 4 Cs framework describes the dimensions a CLIL lesson should address at once.
True or False: Whole Language teaching breaks reading and writing down into isolated sub-skills (phonics drills, spelling lists) taught separately before students read authentic texts
FALSE
Whole Language treats language as a complete, meaningful system and uses authentic, whole texts from the start
True or False: in a flipped classroom, students watch a grammar explanation video at home and come to class to practice, ask questions, and apply what they learned.
TRUE
The flipped model moves direct instruction outside class time so class time is used for active, guided practice
True or False: in Cooperative Language Learning, it's acceptable for one strong student to complete all the work while the rest of the group simply signs their name to the final product.
FALSE
Individual accountability requires each member to genuinely contribute and understand the material, not just benefit from one student's work.
True or False: in TBLT, grammar is explicitly taught in a fixed sequence before students attempt any task.
FALSE
TBLT is task-first: language needs emerge from the task, and explicit attention to form usually comes after, in the post-task stage, not before.
True or False: in Project-Based Learning, the final product of the project is shown only to the teacher for grading, never to an outside audience.
FALSE
PBL emphasizes a public product or presentation for a real audience, not just a private grade for the teacher.
The Lexical Approach has a specific term for natural word partnerships like "make a decision" or "heavy rain." What is this term?
Collocations
Collocations are the fixed or semi-fixed word combinations the Lexical Approach treats as the basic unit of teaching.
The CEFR describes six main proficiency levels grouped in three pairs, from beginner to near-native. Name the three pairs.
A1/A2, B1/B2, C1/C2
Basic User (A1-A2), Independent User (B1-B2), and Proficient User (C1-C2) are the three CEFR bands.
Cooperative Language Learning and Project-Based Learning both rely on group work. What's the main difference: is the group's goal usually one big product over weeks, like in PBL, or something else?
Cooperative Learning uses shorter, structured tasks; PBL uses one extended project
Cooperative Learning typically structures shorter activities/exercises with built-in individual accountability; PBL sustains one real-world project and product over an extended period.
Both CLT and TBLT reduce the teacher's control over exact language forms. What is the key difference: does CLT structure a whole lesson around ONE task the way TBLT does?
No — CLT is broader; TBLT is more specific
CLT organizes teaching around communicative functions and general meaningful interaction; TBLT structures the entire lesson around completing one real-world task (pre-task, task, post-task).
CLIL and PBL both take students beyond "just learning English." What are students working toward in each: a fixed subject curriculum in one, and what in the other?
CLIL follows a subject curriculum; PBL follows a driving question
In CLIL, students follow an existing subject curriculum (science, history) taught through English; in PBL, students pursue a self-directed inquiry or "driving question" and produce an original product.
The Lexical Approach and Whole Language both reject teaching language as small, isolated pieces. What do they focus on instead, respectively: chunks vs. something else?
Multi-word chunks (Lexical Approach) vs. whole authentic texts (Whole Language)
Lexical Approach: the basic unit is the collocation/chunk. Whole Language: the basic unit is the complete, meaningful text.
Multiple Intelligences and the CEFR both describe learners/learning in a structured way. What is the key difference: does the CEFR describe HOW a student learns best, or WHAT a student can DO?
The CEFR describes what a student can DO
The CEFR focuses on observable "can-do" performance in the language; Multiple Intelligences focuses on the different cognitive strengths a learner brings to learning.
Of all the methods studied in "Current Approaches and Methods," name TWO that organize an entire unit of work around ONE real-world task or product, not just an activity within a lesson.
Task-Based Language Teaching and Project-Based Learning
Both TBLT and PBL structure teaching around completing one meaningful task/product, unlike broader approaches such as CLT or the Lexical Approach, which describe general principles rather than a single organizing task.