1. Procedure
1.1. Describes how a method realizes its approach and desing in classroom behavior.
1.1.1. Concerned about how tasks and activities are integrated into lessons and used as the basis for teaching and learning
1.2. 3 dimensions to a method at this level
1.2.1. use of teaching activities to present new language
1.2.2. ways in which particular teaching activities are used for practice
1.2.3. procedures and techniquesused for giving feedback to learners
1.3. focuses on the way method handles the presentation, practice, and feedback phases of teaching.
2. Anthony
2.1. Anthony's model
2.1.1. distinguishes
2.1.1.1. abstraction
2.1.1.2. specificity
3. Levels of conceptualization and organization
3.1. Approach
3.1.1. set of assumptions
3.1.1.1. axiomatic
3.1.1.1.1. languaje
3.2. Method
3.2.1. overall plan
3.2.1.1. based on:
3.2.1.1.1. selected approach
3.3. Technique
3.3.1. Implementational
3.3.1.1. trick / stratagem
3.3.1.1.1. accomplish immediate objective
3.3.1.2. trick or stratagem
4. Reform Movement
4.1. Direct Method
4.1.1. Reading Method
4.1.1.1. Mackey
4.1.1.1.1. Teaching Analysis
5. Approach
5.1. theories about the nature of language ñearning
5.1.1. source of practices and principles in language teaching
5.1.1.1. Theory of Lnaguaje
5.1.1.1.1. Structural view
5.1.1.1.2. Functional view
5.1.1.1.3. Interactional view
5.1.1.2. Theory of language learning
5.1.1.2.1. responds to two questions:
5.2. Interaction (Rivers 1987)
6. What the objectives of a method are, how language content is selected and organized, types of learning tasks and teaching activities, roles of learners, teachers and materials
6.1. Design
6.1.1. Types of learning and teaching activities
6.1.1.1. Objectives of a method are defined in terms of product or process
6.1.1.1.1. Differences of methods (level of approach) show themselves in the choice of different kind of learning and teaching
6.1.1.2. Third component (desing in method analysis)
6.1.1.2.1. serve to distinguis methods
6.1.1.3. different kinds of activities and different uses for particular activity types
6.1.1.3.1. reflect different philosophies (level of approach)
6.1.1.3.2. may involve different arragements and groupings of learners
6.1.2. Methods attribute different roles and functions to learners, teachers and instructional materials
6.1.2.1. because of the different assumptions they make about learning processes, syllabuses and learning activities
6.1.2.1.1. three components of desing in method analysis
6.1.3. Objectives