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
◦ 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
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.
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.
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).
Grammar rules are explained explicitly Translation examples Once students understand a rule, they are asked to apply it to some different examples.
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
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
In order to show that students understand the meaning make up sentences in which they use the new words
a topic in the target language Sometimes, instead of creating a composition, students are asked to prepare a précis
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
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
The students complete the dialogue which is given in pairs using their imagination Then they act it out in front of the class
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
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
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
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
The Sound Colour Chart is a system for teaching sounds in the target language Each sound is represented by a colour
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
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
Students are invited to talk about the days instruction Students learn to take responsibility for their own learning by becoming aware of themselves
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
Teach sound spelling association listed together colored the same as the color block for the sound /eı/ are „ay‟, ea,ei,ight, etc.
12 English charts containing about 500 words Functional vocabulary of English The words are written in different colours Students can learn basic pronunciation patterns