Your SlideShare is downloading. ×
  • Like
The classroom activities in language teaching ..
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.


Now you can save presentations on your phone or tablet

Available for both IPhone and Android

Text the download link to your phone

Standard text messaging rates apply

The classroom activities in language teaching ..



  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads


Total Views
On SlideShare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide


  • 1. Ümmügülsüm GÖKŞENLİ
  • 2.  The Classroom Activities in  The Classroom Activities in The Audio- Grammer Translation Method Lingual Method (ALM) (GTM)  Dialogue Memorisation  Minimal pairs: (for teaching  Translation of a Literary pronunciation) Passage  Complete the dialogue  Reading Comprehension Questions  Mechanical Drills  Repetition drill  Antonyms / Synonyms  Chain Drill  Cognates  Substitution Drill  Deductive Application of  The Classroom Activities in The Silent Rule Way(SW)  Fill-in-the blanks  Teaching pronunciation with "sound  Memorisation colour charts"  Cognitive coding with colour rods.  Use words in Sentences  Self correction gestures  Composition  Peer Correction The Classroom Activities  Structured feedback in The Direct Method  Fidel Charts (DM)  Word Charts
  • 3. ◦ Students translate a passage from the target language into their native language.◦ The passage provides the focus for several classes:◦ vocabulary and grammatical structures in the passage are studied in the following lessons
  • 4.  Students answer questions in the target language based on their understanding of the reading passage. information questions inference questions questions that require students to relate the passage to their own experience.
  • 5.  Students are given one set of words and are asked to find antonyms in the reading passage. asking students to find synonyms for a particular set of words.
  • 6.  Students are taught to recognise cognates by learning the spelling or sound patterns that correspond between the languages. Students should be aware of “true cognates” (i.e., theatre-tiyatro) “false cognates” (i.e., apartment-apartman).
  • 7.  Grammar rules are explained explicitly Translation examples Once students understand a rule, they are asked to apply it to some different examples.
  • 8.  Students are given a series of sentences with words missing They fill in the blanks with new vocabulary items or necessary items of grammatical features
  • 9.  lists of target language vocabulary words and their native language equivalents. are asked to memorise them. required to memorise grammatical rules grammatical paradigms such as verb conjugations
  • 10.  In order to show that students understand the meaning make up sentences in which they use the new words
  • 11.  a topic in the target language Sometimes, instead of creating a composition, students are asked to prepare a précis
  • 12.  Reading aloud Question and answer exercise Fill-in-the-blank exercise Dictation Drawing Paragraph writing
  • 13.  To sit with their pair giving the best model to the students to pronounce the dialogue to examine the dialogue whether they do not know some words in the dialogue to memorize the dialogues for several minutes to perform the dialogue giving feedback or comment
  • 14.  A minimal pair is a pair of words that differ in a single phoneme Minimal pairs are often used to show that two sounds contrast in a language For example, we can demonstrate that [s] and [z] contrast in English by adducing minimal pairs such as sip and zip, or bus and buzz Do you repairclocks/clogs?“ It will help the students with pronunciation
  • 15.  The students complete the dialogue which is given in pairs using their imagination Then they act it out in front of the class
  • 16.  When there is control of response and only one correct way of responding, the drill is defined as mechanical drill to try what they have learned to develop quick, automatic responses not be used for prolonged practice
  • 17.  The teacher‟s language is repeated with no change The teacher has to teach the meaning of the utterance first. Teacher: It‟s cold outside Students: It‟s cold outside Teacher: It‟s warm outside Students: It‟s warm outside
  • 18.  Students sit in a circle or semicircle Then one student asks the next student a question The other students respond and go on asking The teacher starts by modeling what is expectedTeacher: My name is Mary, and I like eating. What about you?Student 1: My name is Earnest, and I like reading. What about you?Student 2: My name is Anatoli, and I like camping
  • 19.  Substitution drills are slightly interactive Teacher usually gives students practice in changing a word or structure in response to cueTeacher: You‟re a student, aren‟t you?farmerStudents: You‟re a farmer, aren‟t you?Teacher: You‟re a farmer, aren‟t you?accountantStudents: You‟re an accountant
  • 20.  The Sound Colour Chart is a system for teaching sounds in the target language Each sound is represented by a colour
  • 21.  At the beginning level, the rods can be used to teach colours and numbers Statements with prepositions Conditionals The roads allow students to be creative and imaginative
  • 22.  The teacher indicates that each of his fingers represented a word in a sentence To use this to locate the trouble spot for the student
  • 23.  Students are invited to talk about the days instruction Students learn to take responsibility for their own learning by becoming aware of themselves
  • 24.  Peer correction is a classroom technique where learners correct each other, rather than the teacher doing this The assignments are interchanged among the students They look at the errors Discuss the errors and corrections Also find corrections to errors
  • 25.  Teach sound spelling association listed together colored the same as the color block for the sound /eı/ are „ay‟, ea,ei,ight, etc.
  • 26.  12 English charts containing about 500 words Functional vocabulary of English The words are written in different colours Students can learn basic pronunciation patterns