C-Map Total Physical Response
•Download as PPT, PDF•
1 like•1,341 views
Total Physical Response is a language teaching method developed by James Asher in the 1960s-1970s that uses physical movements in response to verbal commands to reduce anxiety. The teacher initially directs all student behaviors through modeling to build comprehension before speaking. This helps students react to language without overthinking and facilitates long-term retention of vocabulary, grammar, and phonological systems as listening, reading, and speaking abilities develop over time.
Report
Share
Report
Share
Recommended
Total Physical Response
Here I am sharing my presentation of paper no-12 English Language Teaching. It is submited to Department of English Dr. Dilip Barad.
The audio lingual method
The Audio-lingual Method was developed in the US during World War II based on behavioral psychology. It views language learning as a habit formation process through repetition and reinforcement. Key principles include using only the target language, modeling dialogues, preventing errors, choral repetition, drilling, and the teacher guiding student behavior. While it aims to construct language through correct patterns, it is criticized as being too rigid, dragging, decontextualized, and time-consuming.
Task based language teaching (formato 2010)
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
Methods, approaches ... efl
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language. It defines key terms like approach, method, procedure and technique. It then provides details on specific methods like grammar translation, audio-lingualism, communicative approach, task-based learning, community language learning, the silent way, suggestopedia and total physical response. It also discusses principles of humanistic teaching, the lexical approach, the relationship between methods and culture, and considerations for making choices about what approaches to use.
Popular methodology 21 oct 2011
The document discusses various approaches, methods, procedures and techniques used in language teaching. An approach describes the nature of language and learning. A method is the practical application of an approach and includes procedures and techniques. A procedure is an ordered sequence of techniques. Techniques are single activities. The document then examines several specific methods in more detail, including Grammar Translation, Direct Method, Audiolingualism, Communicative Approach, Task-Based Learning and the Lexical Approach. It notes the importance of choosing eclectically based on principles like exposure, input, lowering anxiety and allowing output. Culture also influences appropriate methodology choices.
Task based learning
Task-based learning involves completing meaningful tasks using various language skills. It has three main stages: 1) a pre-task introduction and preparation, 2) a task cycle of completing the task, planning a report, and reporting back, and 3) post-task language analysis and practice. This approach aims to make language learning more authentic, reflective, and motivating compared to traditional Presentation-Practice-Production lessons by basing it around real-world tasks rather than predetermined language points.
The lexical approach
The document discusses "The Lexical Approach" proposed by Michael Lewis in 1993. It focuses on developing learner proficiency with lexis (words and phrases) rather than grammar. The key aspects covered include: types of lexis like chunks, collocations, idioms; principles like observing language use; considerations for designing lexical approach-based classes like objectives, syllabus, teacher/learner roles, materials; procedures involving noticing patterns and recording collocations; implications for providing input and practice opportunities; and concluding that it is still being developed as a full methodology.
Natural approach merits and demerits
The natural approach is a language teaching method based on how people acquire first and second languages naturally. It focuses on developing basic communication skills through meaningful interactions in the target language. Benefits include students interacting at their own level without being forced to respond immediately. However, critics argue it ignores essential course design factors and simply borrows techniques from other methods without unique methods of its own.
Recommended
Total Physical Response
Here I am sharing my presentation of paper no-12 English Language Teaching. It is submited to Department of English Dr. Dilip Barad.
The audio lingual method
The Audio-lingual Method was developed in the US during World War II based on behavioral psychology. It views language learning as a habit formation process through repetition and reinforcement. Key principles include using only the target language, modeling dialogues, preventing errors, choral repetition, drilling, and the teacher guiding student behavior. While it aims to construct language through correct patterns, it is criticized as being too rigid, dragging, decontextualized, and time-consuming.
Task based language teaching (formato 2010)
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
Methods, approaches ... efl
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language. It defines key terms like approach, method, procedure and technique. It then provides details on specific methods like grammar translation, audio-lingualism, communicative approach, task-based learning, community language learning, the silent way, suggestopedia and total physical response. It also discusses principles of humanistic teaching, the lexical approach, the relationship between methods and culture, and considerations for making choices about what approaches to use.
Popular methodology 21 oct 2011
The document discusses various approaches, methods, procedures and techniques used in language teaching. An approach describes the nature of language and learning. A method is the practical application of an approach and includes procedures and techniques. A procedure is an ordered sequence of techniques. Techniques are single activities. The document then examines several specific methods in more detail, including Grammar Translation, Direct Method, Audiolingualism, Communicative Approach, Task-Based Learning and the Lexical Approach. It notes the importance of choosing eclectically based on principles like exposure, input, lowering anxiety and allowing output. Culture also influences appropriate methodology choices.
Task based learning
Task-based learning involves completing meaningful tasks using various language skills. It has three main stages: 1) a pre-task introduction and preparation, 2) a task cycle of completing the task, planning a report, and reporting back, and 3) post-task language analysis and practice. This approach aims to make language learning more authentic, reflective, and motivating compared to traditional Presentation-Practice-Production lessons by basing it around real-world tasks rather than predetermined language points.
The lexical approach
The document discusses "The Lexical Approach" proposed by Michael Lewis in 1993. It focuses on developing learner proficiency with lexis (words and phrases) rather than grammar. The key aspects covered include: types of lexis like chunks, collocations, idioms; principles like observing language use; considerations for designing lexical approach-based classes like objectives, syllabus, teacher/learner roles, materials; procedures involving noticing patterns and recording collocations; implications for providing input and practice opportunities; and concluding that it is still being developed as a full methodology.
Natural approach merits and demerits
The natural approach is a language teaching method based on how people acquire first and second languages naturally. It focuses on developing basic communication skills through meaningful interactions in the target language. Benefits include students interacting at their own level without being forced to respond immediately. However, critics argue it ignores essential course design factors and simply borrows techniques from other methods without unique methods of its own.
TEFL - The Audiolingual Method
The document discusses the Audiolingual Method, an approach to teaching foreign languages that was popular in the United States in the 1950s-1960s. It was based on behaviorist theory that language learning involves habit formation through repetition and reinforcement. Teachers modeled target language structures, which students practiced through drills with a focus on speaking and listening before reading and writing. While it aimed to make language learning more scientific, critics argued it lacked focus on communication and was boring for students. The decline of Audiolingualism coincided with the rise of theories prioritizing meaning over structure.
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
whole language
The whole language approach involves the simultaneous teaching of listening, speaking, reading and writing skills through exposure to meaningful content. It was developed by Noam Chomsky and Kenneth Goodman in the 1960s. Key principles include teaching English as spoken by native speakers with no separate phonics instruction, and emphasizing experience and exposure over parts of individual skills. The method uses big books with predictable text and rhyme/repetition to aid word recognition, allowing students to fill in missing words and complete rhymes.
audio lingual method
This document discusses the audio-lingual method (ALM) of teaching foreign languages. It provides background on ALM's origins in the US during World War II. ALM is based on theories of structuralism and behaviorism - it views language as a system of structured elements and learning as stimulus-response-reinforcement. Its goals are listening, speaking, and accurate pronunciation through repetition drills. Techniques include dialog memorization, substitution drills, and question/answer practice. While repetition builds skills, critics argue ALM is boring and passive for students. The document compares ALM to the direct method and concludes that ALM focuses on habit formation through practiced repetition in the classroom.
The Silent Way Method
The Silent Way method focuses on developing student independence through minimal cues and prompts from the teacher. Sounds and pronunciation are introduced through charts before addressing single grammar structures. Students are encouraged to describe their reactions and respond to each other, with the teacher acting as a technician to guide attention rather than correct errors. Evaluation is informal and continuous, aiming for steady progress over perfection.
The Community Language Learning method aims to reduce student defensiveness through the teacher taking on a counselor role. Conversation in the students' native language is recorded and transcribed so emerging grammar needs can be addressed. The teacher acknowledges and responds to student feelings to build rapport as they progress from dependent to independent. Evaluation integrates writing or oral interviews over discrete
Methods, approaches and techniques of teaching english
Methods, approaches and techniques of teaching englishShardabai Pawar Mahila Arts, Commerce & Science College, Shardanagar
Its a simple presentation made by me for primary and secondary teachers in India.
Feel free to suggest additions !!The silent way
The silent way is a language teaching method developed by Caleb Gattegno in the 1970s. Its key principles are that learning is facilitated through discovery rather than repetition, using accompanying physical objects, and problem solving. The teacher's role is to design lessons and elicit student responses through gestures without speaking. Students are expected to learn independently and rely on each other by interacting and self-correcting. The process focuses students on language structures through minimal cues and practice without repetition. The teacher observes students closely and addresses any feelings that interfere with learning through feedback sessions.
Natural approach-Nidia&Gerardo
The natural approach is a language teaching method developed in the late 1970s that focuses on providing students with large amounts of comprehensible language input through activities like mime and gestures. It aims to make the learning environment stress-free. Students' language output is not forced but allowed to emerge naturally after attending to input. Key characteristics include an emphasis on communication over language forms, tolerance of errors, informal rule acquisition, and prioritizing vocabulary and comprehension over speaking.
Task based instruction
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
Total physical response
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
Lexical approach
The lexical approach is a method for teaching foreign languages developed by Michael Lewis in 1993. It is based on the idea that understanding words and phrases is key to language learning. The principles of this approach include that language consists of lexicalized grammar and grammaticalized lexis, vocabulary and grammar are integrated, and collocations are an organizing principle. Examples of lexical items taught include words, phrases, collocations, and sentence frames. Teaching lexical chunks brings fluency and they can be acquired as wholes since they are context-bound.
Direct method and series method
The document discusses the Direct Method of language teaching. It was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. Key aspects of the Direct Method include using only the target language in the classroom, teaching grammar inductively without explicit rules, focusing on speaking before reading and writing, and immersing students in everyday language use and culture.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Collaboration & Co-Teaching for ELLs
This presentation explores how teacher collaboration can become an effective schoolwide practice to accommodate the needs of diverse English Language learners (ELLs) and to help all students meet national and state learning standards. In addition, a co-teaching approach to instruction is showcased in conjunction with
various co-teaching models for ELLs.
Teaching english young learners
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
The Natural Approach
The Natural Approach is a method for teaching second languages developed by Tracy Terrell and Stephen Krashen in 1977. It aims to apply the principles of natural language acquisition to the classroom. In this approach, language is acquired unconsciously through meaningful communicative interactions, as it is in childhood. Key principles include the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. The purpose is to develop basic communication skills through comprehensible input, speaking and listening rather than reading and writing. Teachers provide input and a comfortable environment while learners decide when to start speaking.
Teaching grammar in the classroom
The document summarizes research on teaching grammar deductively versus inductively. It describes a study that compared teaching 10 French grammar points deductively by explaining rules first versus inductively by exposing students to example sentences first without explanation. Students performed better on immediate and delayed tests of the grammar points when they were taught inductively, discovering the rules through meaningful examples and communication rather than being directly taught the rules. The document concludes with criteria for effective inductive grammar lessons, noting students can communicate using new structures before being taught the linguistic rules.
Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
The communicative approach kk
The communicative approach focuses on developing students' communicative competence through meaningful communication. The teacher's role is to facilitate communication between students by keeping teacher talk time low and providing relevant activities. Effective activities involve information sharing between students, such as games, role-plays and simulations, and use authentic materials. The goal is to give students opportunities to practice all language skills through communicative, learner-centered lessons and activities.
Direct method ppt
The document discusses the direct method approach to teaching foreign languages. It originated in the late 19th century in response to a need to develop oral proficiency in foreign languages. Key principles of the direct method include conducting classroom instruction solely in the target language without translation, teaching everyday vocabulary through pictures and objects, inductive grammar instruction, and encouraging students to think in the target language. Speaking is taught before reading or writing, and translation is banned. Techniques include reading aloud, question-and-answer exercises, conversation practice, and dictation. The teacher's role is to demonstrate and facilitate without using the native language. The advantages include quick understanding of spoken language and easy conversation skills, while the disadvantages include difficulty learning without relying on
Tres.2
This document provides instructions on using "must" and "must not" to describe obligations and prohibitions. It explains that "must" expresses a strong obligation due to personal circumstances, and provides examples of its use. Students are assigned to create a diptych explaining what they must and must not do at their school.
More Related Content
What's hot
TEFL - The Audiolingual Method
The document discusses the Audiolingual Method, an approach to teaching foreign languages that was popular in the United States in the 1950s-1960s. It was based on behaviorist theory that language learning involves habit formation through repetition and reinforcement. Teachers modeled target language structures, which students practiced through drills with a focus on speaking and listening before reading and writing. While it aimed to make language learning more scientific, critics argued it lacked focus on communication and was boring for students. The decline of Audiolingualism coincided with the rise of theories prioritizing meaning over structure.
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
whole language
The whole language approach involves the simultaneous teaching of listening, speaking, reading and writing skills through exposure to meaningful content. It was developed by Noam Chomsky and Kenneth Goodman in the 1960s. Key principles include teaching English as spoken by native speakers with no separate phonics instruction, and emphasizing experience and exposure over parts of individual skills. The method uses big books with predictable text and rhyme/repetition to aid word recognition, allowing students to fill in missing words and complete rhymes.
audio lingual method
This document discusses the audio-lingual method (ALM) of teaching foreign languages. It provides background on ALM's origins in the US during World War II. ALM is based on theories of structuralism and behaviorism - it views language as a system of structured elements and learning as stimulus-response-reinforcement. Its goals are listening, speaking, and accurate pronunciation through repetition drills. Techniques include dialog memorization, substitution drills, and question/answer practice. While repetition builds skills, critics argue ALM is boring and passive for students. The document compares ALM to the direct method and concludes that ALM focuses on habit formation through practiced repetition in the classroom.
The Silent Way Method
The Silent Way method focuses on developing student independence through minimal cues and prompts from the teacher. Sounds and pronunciation are introduced through charts before addressing single grammar structures. Students are encouraged to describe their reactions and respond to each other, with the teacher acting as a technician to guide attention rather than correct errors. Evaluation is informal and continuous, aiming for steady progress over perfection.
The Community Language Learning method aims to reduce student defensiveness through the teacher taking on a counselor role. Conversation in the students' native language is recorded and transcribed so emerging grammar needs can be addressed. The teacher acknowledges and responds to student feelings to build rapport as they progress from dependent to independent. Evaluation integrates writing or oral interviews over discrete
Methods, approaches and techniques of teaching english
Methods, approaches and techniques of teaching englishShardabai Pawar Mahila Arts, Commerce & Science College, Shardanagar
Its a simple presentation made by me for primary and secondary teachers in India.
Feel free to suggest additions !!The silent way
The silent way is a language teaching method developed by Caleb Gattegno in the 1970s. Its key principles are that learning is facilitated through discovery rather than repetition, using accompanying physical objects, and problem solving. The teacher's role is to design lessons and elicit student responses through gestures without speaking. Students are expected to learn independently and rely on each other by interacting and self-correcting. The process focuses students on language structures through minimal cues and practice without repetition. The teacher observes students closely and addresses any feelings that interfere with learning through feedback sessions.
Natural approach-Nidia&Gerardo
The natural approach is a language teaching method developed in the late 1970s that focuses on providing students with large amounts of comprehensible language input through activities like mime and gestures. It aims to make the learning environment stress-free. Students' language output is not forced but allowed to emerge naturally after attending to input. Key characteristics include an emphasis on communication over language forms, tolerance of errors, informal rule acquisition, and prioritizing vocabulary and comprehension over speaking.
Task based instruction
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
Total physical response
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
Lexical approach
The lexical approach is a method for teaching foreign languages developed by Michael Lewis in 1993. It is based on the idea that understanding words and phrases is key to language learning. The principles of this approach include that language consists of lexicalized grammar and grammaticalized lexis, vocabulary and grammar are integrated, and collocations are an organizing principle. Examples of lexical items taught include words, phrases, collocations, and sentence frames. Teaching lexical chunks brings fluency and they can be acquired as wholes since they are context-bound.
Direct method and series method
The document discusses the Direct Method of language teaching. It was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. Key aspects of the Direct Method include using only the target language in the classroom, teaching grammar inductively without explicit rules, focusing on speaking before reading and writing, and immersing students in everyday language use and culture.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Collaboration & Co-Teaching for ELLs
This presentation explores how teacher collaboration can become an effective schoolwide practice to accommodate the needs of diverse English Language learners (ELLs) and to help all students meet national and state learning standards. In addition, a co-teaching approach to instruction is showcased in conjunction with
various co-teaching models for ELLs.
Teaching english young learners
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
The Natural Approach
The Natural Approach is a method for teaching second languages developed by Tracy Terrell and Stephen Krashen in 1977. It aims to apply the principles of natural language acquisition to the classroom. In this approach, language is acquired unconsciously through meaningful communicative interactions, as it is in childhood. Key principles include the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. The purpose is to develop basic communication skills through comprehensible input, speaking and listening rather than reading and writing. Teachers provide input and a comfortable environment while learners decide when to start speaking.
Teaching grammar in the classroom
The document summarizes research on teaching grammar deductively versus inductively. It describes a study that compared teaching 10 French grammar points deductively by explaining rules first versus inductively by exposing students to example sentences first without explanation. Students performed better on immediate and delayed tests of the grammar points when they were taught inductively, discovering the rules through meaningful examples and communication rather than being directly taught the rules. The document concludes with criteria for effective inductive grammar lessons, noting students can communicate using new structures before being taught the linguistic rules.
Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
The communicative approach kk
The communicative approach focuses on developing students' communicative competence through meaningful communication. The teacher's role is to facilitate communication between students by keeping teacher talk time low and providing relevant activities. Effective activities involve information sharing between students, such as games, role-plays and simulations, and use authentic materials. The goal is to give students opportunities to practice all language skills through communicative, learner-centered lessons and activities.
Direct method ppt
The document discusses the direct method approach to teaching foreign languages. It originated in the late 19th century in response to a need to develop oral proficiency in foreign languages. Key principles of the direct method include conducting classroom instruction solely in the target language without translation, teaching everyday vocabulary through pictures and objects, inductive grammar instruction, and encouraging students to think in the target language. Speaking is taught before reading or writing, and translation is banned. Techniques include reading aloud, question-and-answer exercises, conversation practice, and dictation. The teacher's role is to demonstrate and facilitate without using the native language. The advantages include quick understanding of spoken language and easy conversation skills, while the disadvantages include difficulty learning without relying on
What's hot (20)
Methods, approaches and techniques of teaching english
Methods, approaches and techniques of teaching english
More from dannaet
Tres.2
This document provides instructions on using "must" and "must not" to describe obligations and prohibitions. It explains that "must" expresses a strong obligation due to personal circumstances, and provides examples of its use. Students are assigned to create a diptych explaining what they must and must not do at their school.
Uno.2
This document provides information about a lesson where students will comprehend a tourist leaflet about Calico, a ghost town in California. The leaflet describes that Calico was a silver mining town and provides details about driving there, parking, and amenities like a campground. As part of the lesson, students will create a poster explaining rules for behavior in their hometown.
Final reflection
This document is a final reflection on a teaching practice experience. It discusses the author's initial nerves about teaching, and how they learned teaching requires being an educator, psychologist, adviser and developing students holistically. The author found getting to know students and connecting lessons to their interests through media was successful. Large class sizes made group work difficult, but warm-ups engaged students. Advice from a co-teacher helped develop new activities. While large group discussions were challenging, speaking activities targeting students' interests helped oral skills. The experience emphasized organizing time well and developing values like professionalism, empathy and resilience to face challenges as an educator.
Reflection on my role and expectations of the professional practicum experience
The student teacher was anxious but prepared to put their university lessons into practice during their practicum at an all-girls school. They found managing 45 students of varying English levels and ages challenging. While nervous at first, getting to know their students helped them feel more confident teaching. Counseling students on personal issues was unfamiliar and proved their biggest challenge to overcome. The student hoped to motivate students and help them become better people through learning English.
Estandar 4 dannae del campo
The document presents a teacher's evaluation plan for a unit on places and directions. It includes the unit's general objective, learning goals, and evaluation methods for each goal. The evaluation methods incorporate diverse formal and informal assessment tools, including diagnostic tests, formative worksheets and projects, and summative tests. The plan aims to monitor student progress, determine achievement of learning goals, and provide feedback to support student learning.
Dannae unit plan and individual lessons
The document contains a unit plan for an English lesson for 1st grade high school students in Chile. The lesson plan aims to have students comprehend a tourist leaflet about Calico, a ghost town in California. It includes pre-reading activities to engage students and predict the topic. During reading, students will read the text aloud and complete comprehension activities. Post-lesson comments assess how the lesson aligned with plans and identify aspects for future improvement.
Standards 2 and 3
The document outlines standards and tasks for developing lesson plans. It describes planning a unit on giving directions. The teacher considered students' interests as visual learners and included PowerPoint presentations with images. Reading was challenging since students lose focus easily, so the class read together with different students reading parts. Accommodations like enlarged text were made for a student with visual problems. Reflecting, connecting activities to objectives and considering students' comprehension were the most difficult parts of planning, but revising the plan helped address these issues.
Standard I
This document summarizes information about the context of a professional practicum taking place at Colegio Maria Inmaculada school in Concepción, Chile. It describes characteristics of the school including its educational approach, vision, and available resources. It then provides details about the specific classroom, including the layout, students, and teacher routines. Finally, it analyzes which contextual factors and student characteristics will most impact lesson planning, such as the school's values-based approach, available technology, and understanding student interests and needs.
Estándar 6
Este documento presenta la autoevaluación reflexiva de un estudiante de pedagogía en inglés sobre su práctica docente. El estudiante identifica sus fortalezas como su dominio del idioma inglés y buena comunicación con los estudiantes, pero debilidades en establecer disciplina. Reconoce que necesita más experiencia para mejorar en el control de grandes grupos y encontrar el equilibrio entre autoridad y cercanía con los estudiantes.
Estándar 5
Este documento resume las modificaciones realizadas a la planificación de una unidad didáctica para 45 estudiantes, los resultados de las evaluaciones formativas, y una evaluación general de la efectividad de la enseñanza. La autora realizó cambios a las actividades debido a la falta de participación de las estudiantes y su dificultad para mantener la atención de un grupo tan grande. A pesar de esto, las metas de aprendizaje fueron adecuadas y coherentes con los objetivos de la unidad.
Estandar 4
El documento presenta un plan de evaluación para una unidad sobre lugares y direcciones. El plan incluye evaluaciones diagnósticas, formativas y sumativas antes, durante y después de la unidad para monitorear el progreso y logro de los estudiantes a través de diversos instrumentos y actividades alineados con las metas de aprendizaje.
MDD3
Este documento presenta el proceso de planificación de clases para un curso de inglés. El autor tomó en cuenta los planes del MINEDUC y el libro de texto para establecer objetivos y aprendizajes. Las estrategias se basaron en las preferencias de aprendizaje visual de las alumnas mediante el uso de imágenes y experiencias personales. Un desafío fue planificar la lectura para evitar distracciones. Otro desafío fue preparar material adaptado para una alumna con problemas de vista.
MDD2
La profesora reflexiona sobre el proceso de formular y secuenciar las metas de aprendizaje para sus estudiantes. Inicialmente, fue difícil hacer coincidir las metas seleccionadas con las actividades planeadas. Tras revisar la planificación con mayor atención a la metodología, se dio cuenta que algunas actividades no eran necesarias o no abarcaban los elementos centrales. Esto le permitió mejorar la planificación para que las estudiantes comprendieran mejor los objetivos. Como resultado, la estructura y secuencia de la unidad mejoraron
MDD1
El documento proporciona información sobre el contexto educativo y las características de los estudiantes de un curso de inglés en particular. Describe la institución como un colegio católico con énfasis en la formación integral y académica de sus estudiantes. Explica que el curso está compuesto por 45 estudiantes mujeres de 14 años, 2 de las cuales tienen necesidades educativas especiales. También indica que la mayoría de las estudiantes aprende de manera visual y disfruta de la música, por lo que estas características deb
Ict
Teachers should evaluate websites that assess language systems to prepare for using technology in lessons, as students now live in a technological era and will be more engaged learning with available tools. When choosing websites to teach and assess students, teachers must be careful and select ones that provide immediate feedback and a variety of practice items for different language systems to reliably test learning. It is up to teachers to make second language teaching more interesting through technology, increasing student confidence, motivation, and meaningful learning.
Speaking task reflection
This reflection discusses creating a speaking assessment task that allows students to demonstrate their speaking skills based on principles of assessment and rubric design learned in previous units. It was challenging to determine the appropriate difficulty level and encourage full sentences for evaluation. A pilot test proved effective in identifying issues for students. The reflection also notes the importance of considering the assessment context and designing communicative tasks that relate to real world applications.
Rubrics reflection
Rubrics are important tools for teachers to assess student performance and ensure fairness. When students understand what a rubric expects, they can develop better work and achieve better results. Rubrics also allow teachers to clearly identify their assessment criteria. The appropriate type of rubric - checklist or scale - depends on the area being assessed. For example, a checklist is best for listening assessment. Understanding how to create consistent and precise rubrics helps both students and teachers, as students know expectations and teachers can rely on results.
Theoretical framework reflection
As a future teacher, the author found learning about language assessment principles to be helpful for creating good evaluation instruments to properly assess student learning. Designing tests carefully is important so teachers can provide students with effective feedback and ensure their teaching methods are effective. Learning about assessment will enrich the author's teaching practicum and allow them to create fair tests that meet standards as a good instrument for evaluating students.
More from dannaet (20)
Reflection on my role and expectations of the professional practicum experience
Reflection on my role and expectations of the professional practicum experience
C-Map Total Physical Response
- 1. Total Physical Response James Asher 60s and 70s Language learning should start with understanding and then proceed to producction A method of teaching language using physical movement to react verbal input Initially is the director of all students behavior It reduces students anxiety and stress It helps to facilitate long term retention It allows students to react to language without thinking too much They are imitators of teacher’s non verbal model , at some point students will be ready to speak listening , reading and speaking abilities. Vocabulary , phonological and grammar systems Created by During the With the purpose of is Teacher’s role Student’s role In which It develops Dannae Del Campo M. Gabriela Quezada C.