6. -The only resources in a lesson are the teachers, students
and whatever they bring to class.
-All the teacher’s questions must be ‘real’ ones (e.g. ‘What did you do last
Saturday?’) instead of ‘display’ questions (e.g. ‘What’s the past tense of GO?’)
-A pre-planned syllabus is forbidden. A grammar point should emerge
during the lesson, not dictate it.
-Topics generated by the students themselves must be
given priority over any other input.
-Grading of students into different levels is disallowed.
Students should join a class where they feel comfortable.
-The criteria and administration of any testing procedure must
be negociated with the learners.
-Teachers themselves will be evaluated according to only one criterion:
that they are not boring.
7. “ The psycholinguistic approach”, by Ricardo Schütz.
- Affection and an intimate relationship between the instructor and the learner,
with both on the same level, provide the necessary framework.
-The focus shifts from grammar and sentence formation to a deep sense of
personal communication.
-The learner's interests are explored and his own ideas are used as
teaching materials.
- Resorting to the same resources used in psychoanalysis, the counselor-instructor
plays the role of confidant and brings the conversation (always in the target language)
to the center of the learner's interest.
-This communicative-psychological approach is ideal for intermediate
and advanced students and requires a skillful instructor.
14. 1, 2 – red
Personal or controversial questions.
Not easy to answer!
3,4 – yellow
Questions about your opinion
on certain topics. They can also be
personal but a bit lighter than the
red ones
5, 6 – green
Light questions which are very easy
and nice to answer.