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The classroom activities in language teaching ..

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  • 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