Classroom language
•Download as PPTX, PDF•
1 like•327 views
Classroom language refers to the routine language used regularly in the classroom, such as giving instructions or praise. It takes time for both teachers and students to learn this aspect of language when teaching a new language. Teachers can facilitate learning classroom language by starting with short, simple commands and progressively making them longer or using alternate phrases that mean the same thing. It is also important to frequently use the introduced classroom language concepts so students become accustomed to them and are eventually able to employ the language themselves. Visual aids can help students learn and remember the new classroom language.
Report
Share
Report
Share
Recommended
Speaking Time
*Speaking Time is a three-level speaking series designed for elementary school students of English.
*Guided practice activities presented in each unit of the books help students expand their basic speaking skills.
*Listening and paired and group work activities provide opportunities for students to hear spoken models and practice their own oral skills in communicative situations.
Teacher talk and student talk
The document discusses the advantages and disadvantages of teacher talking time (TTT) and student talking time (STT). While the teacher is important for modeling language and giving instructions, high levels of student talking time make classes more interesting, motivating, and help students learn more quickly. Both TTT and STT have benefits - TTT allows the teacher to explain things to the class, while STT helps students develop skills through practice. However, too much TTT limits student speaking practice, while too much STT can make the classroom noisy and difficult to manage. In conclusion, talk time should be balanced between teacher and students so learning objectives are met.
Language Speaking Skill - Intensive Listening: "Live Listening" By Wajid Huss...
Live listening is the part of intensive listening don't be too confused please. These were taken from an american book.
Audio lingual method Silent Way
The document describes several methods for teaching language:
The audio-lingual method focuses on listening and speaking through the use of dialogs, emphasizing listening and speaking before reading and writing. New dialogs are presented for repetition and drilling of structures.
The silent way method focuses students' perceptions through gestures rather than translation. The teacher is silent to encourage cooperation and learning from peers. Students learn to listen to themselves without vocalization from the teacher.
Pattern drills are used to build familiarity with key structures, starting with repetition of short phrases and building up to full sentences. Substitution drills replace parts of sentences to reinforce understanding of grammar patterns.
Teaching Listening
Created by Reyna Flor Antonio. Studied @ University of Southeastern Philippines taking Bachelor of Arts in English Major in Language.
Using voxopop ppt
Voxopop is a free online tool that allows teachers to easily create recorded discussions for language learners to access and practice spoken English. It enables interaction through student introductions and conversations, practicing intonation, pronunciation, and narrative building. Students can develop speaking, pronunciation, and listening skills by sharing recordings, both in class and at home. Voxopop requires only a computer, microphone, and internet access.
Active Learning of English Skills vs. Traditional Passive Learning
In the traditional methods of Passive Learning English skills - reading, listening and speaking – are learned separately.
In the Active Learning of English skills - reading, listening, and speaking – are learned simultaneously. Active Learning stops cross-translation in the head and allows start thinking in English from the first lesson.
Alm final
The Audio Lingual Method (ALM) is a language teaching method introduced in the US in the 1940s that focuses on speaking and listening skills. It emphasizes imitation, memorization of dialogues, and uses of drills. While ALM improved speaking abilities, it was criticized for ignoring reading and writing skills. The method also lost popularity in the 1950s when linguist Noam Chomsky questioned its theoretical foundations. ALM is still used in some contexts in Pakistan to help students memorize lessons and improve English speaking, though it has disadvantages if used as the sole method of instruction.
Recommended
Speaking Time
*Speaking Time is a three-level speaking series designed for elementary school students of English.
*Guided practice activities presented in each unit of the books help students expand their basic speaking skills.
*Listening and paired and group work activities provide opportunities for students to hear spoken models and practice their own oral skills in communicative situations.
Teacher talk and student talk
The document discusses the advantages and disadvantages of teacher talking time (TTT) and student talking time (STT). While the teacher is important for modeling language and giving instructions, high levels of student talking time make classes more interesting, motivating, and help students learn more quickly. Both TTT and STT have benefits - TTT allows the teacher to explain things to the class, while STT helps students develop skills through practice. However, too much TTT limits student speaking practice, while too much STT can make the classroom noisy and difficult to manage. In conclusion, talk time should be balanced between teacher and students so learning objectives are met.
Language Speaking Skill - Intensive Listening: "Live Listening" By Wajid Huss...
Live listening is the part of intensive listening don't be too confused please. These were taken from an american book.
Audio lingual method Silent Way
The document describes several methods for teaching language:
The audio-lingual method focuses on listening and speaking through the use of dialogs, emphasizing listening and speaking before reading and writing. New dialogs are presented for repetition and drilling of structures.
The silent way method focuses students' perceptions through gestures rather than translation. The teacher is silent to encourage cooperation and learning from peers. Students learn to listen to themselves without vocalization from the teacher.
Pattern drills are used to build familiarity with key structures, starting with repetition of short phrases and building up to full sentences. Substitution drills replace parts of sentences to reinforce understanding of grammar patterns.
Teaching Listening
Created by Reyna Flor Antonio. Studied @ University of Southeastern Philippines taking Bachelor of Arts in English Major in Language.
Using voxopop ppt
Voxopop is a free online tool that allows teachers to easily create recorded discussions for language learners to access and practice spoken English. It enables interaction through student introductions and conversations, practicing intonation, pronunciation, and narrative building. Students can develop speaking, pronunciation, and listening skills by sharing recordings, both in class and at home. Voxopop requires only a computer, microphone, and internet access.
Active Learning of English Skills vs. Traditional Passive Learning
In the traditional methods of Passive Learning English skills - reading, listening and speaking – are learned separately.
In the Active Learning of English skills - reading, listening, and speaking – are learned simultaneously. Active Learning stops cross-translation in the head and allows start thinking in English from the first lesson.
Alm final
The Audio Lingual Method (ALM) is a language teaching method introduced in the US in the 1940s that focuses on speaking and listening skills. It emphasizes imitation, memorization of dialogues, and uses of drills. While ALM improved speaking abilities, it was criticized for ignoring reading and writing skills. The method also lost popularity in the 1950s when linguist Noam Chomsky questioned its theoretical foundations. ALM is still used in some contexts in Pakistan to help students memorize lessons and improve English speaking, though it has disadvantages if used as the sole method of instruction.
Audio lingual ahmet faruk mutluer
The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
Voxopop
This document provides information about Voxopop, a free online discussion site that allows users to easily create and access recorded discussions to practice spoken English. It describes how to register and set up a talkgroup on the site. It then gives examples of ways teachers can use Voxopop with students, such as having students introduce themselves, practice pronunciation and intonation, build narratives, and check comprehension. Benefits of Voxopop include developing speaking, pronunciation, and listening skills through voice sharing from anywhere with only an Internet-connected computer and microphone. Potential problems that may arise include uploads taking a long time, students laughing at peer recordings, seeing it as just a game, and microphones not working.
My experiences in learning English
Pich Chueng shares his experiences learning English as a non-native speaker from Cambodia. He found that writing vocabulary words, watching English movies with subtitles, listening to English songs, and practicing speaking were the most helpful activities. For vocabulary, he would copy words from the whiteboard and recite them until he had memorized them. Watching movies helped him learn pronunciation, vocabulary, and idioms in context. Listening to music was enjoyable and teachers would use lyrics to reinforce lessons. Regular speaking practice, such as conversations with classmates, helped improve his fluency. Through dedicated study using these methods, he was able to enhance his English communication skills.
How can we learn a skill
This document provides examples and techniques for learning new skills such as languages. It explains that learning a skill requires breaking it down into gradual steps, consistent practice, and perseverance. For language skills specifically, it recommends pairing audio and text, watching movies with and without subtitles, and practicing presentations, public speaking, reading aloud, and various types of writing to develop listening, speaking, reading, and writing abilities. The overall message is that learning a new skill is a process that takes time and repeated exercise to master.
Pp methodology expo
The document discusses appropriate uses of students' first language (L1) in the English language classroom. It acknowledges that banning L1 is common but that some strategic use can help learning. It proposes three levels of L1 use, from functional to develop language awareness and discourse skills. The L1 should not replace English as the primary classroom language but can be an enabling tool when carefully managed by the teacher. Overall it argues a principled approach to L1 use can support learning without compromising an English-focused environment.
From extensive reading to form-focussed learning
The document describes an activity where students read graded readers before class and then retell the stories to the teacher or their peers. As students tell the stories, their speaking is written down so it can be analyzed for errors or places where alternative language could be used. This allows the class to focus on form during communicative speaking activities. Implementing this in larger classes would involve students retelling to small groups first before sharing with the whole class. The goal is to give students massive comprehensible input through extensive reading while also prompting them to produce accurate output through focused feedback on their spoken retellings.
Repetition1
Repetition is defined as repeating something that has already been said or written, or the recurrence of an action or event. It is commonly used in teaching to help students learn new vocabulary, grammar rules, and manage dialogues. While repetition can aid memory and sound learning, overusing it risks becoming boring. The document recommends using repetition strategically, such as in short reviews at the start or end of class, interactive games, and disappearing dialogues. It is important to confirm student understanding rather than relying solely on drilling. Overall, repetition is a useful tool for teachers when applied judiciously.
Repetition Presentation
Repetition is defined as repeating something that has already been said or written, or the recurrence of an action or event. The document discusses how repetition can be used effectively in teaching by helping students remember new vocabulary, grammar rules, and dialogues, but it requires using varied methods to avoid becoming boring. Some effective ways to incorporate repetition into class include short reviews at the beginning and end of lessons, using flashcards, and having students repeat dialogues with fewer written prompts over time. While repetition can aid learning if done strategically, it depends on the teacher's implementation and ensuring students confirm their understanding rather than just repeating through rote learning.
Hanson fluency or accuracy grammar recordings
Help students increase spoken fluency while also attending to accuracy with weekly grammar recordings, an assignment that measures fluency through production of grammar structures. The presenter will explain logistics, share sample prompts and student feedback, and discuss adaptations for in and out of class uses for various proficiency levels.
Foreign languages speaking
This document contains a series of questions about language learning experiences, methods, and abilities. It asks about speaking multiple languages, learning a second language such as English, the best ways to learn a foreign language, whether understanding can surpass speaking ability, the importance of cultural knowledge, challenges using a language while traveling, benefits of language exams, learning through media, classroom vs 1-on-1 lessons, teacher influence, self-study ability, practice importance, personal qualities that help learning, grammar vs vocabulary importance, poor learning experiences, and whether language ability is determined by attitude or innate skills.
How to teach listening
This document provides tips for learners to improve their listening comprehension skills. It recommends that learners expand their vocabulary, read grammar books, and listen extensively to different genres and levels of content, including films with and without subtitles. Some key strategies discussed include being patient, listening and transcribing or noting the gist, and knowing details about the speaker, topic, and intended task before listening. The document also outlines best practices for pre-listening, while-listening, and post-listening activities to enhance comprehension.
001 first-episode speak-english-now-podcast(1)
The podcast aims to help listeners improve their English speaking skills. Each episode will have two parts: the first part will discuss topics related to English language learning like culture, vocabulary, or advice; and the second part will be an English conversation. The founder has helped thousands of learners improve through online courses and wants the podcast to be a new resource. Listeners are encouraged to visit the website to get transcripts of episodes.
Topic for writing test 2
The document provides suggestions to improve an English language school (OLS). It suggests that the school should have more modern equipment for teaching English and implement more tests during courses instead of relying solely on final exams. It also recommends that teachers speak more English in class, make lessons more engaging, focus on both grammar and communication, and encourage the use of authentic materials. Additionally, it advises students to work hard, attend classes frequently, prepare for lessons, and respect teachers and classmates. The overall goal of the suggestions is to enhance the learning environment and help students develop their English skills.
Error correction new teachers training}
This document discusses error correction techniques during accuracy and fluency work. It defines errors as part of a learner's developing language skills. There are different types of errors such as lexical, grammar, discourse and pronunciation errors. Errors can be caused by factors like L1 interference, overgeneralization, ignorance of rules, and incomplete application of rules. The document provides examples of feedback teachers can give during accuracy and fluency work, including gentle correction, reformulation, and recording mistakes to address later. It emphasizes allowing learners to self-correct and maintaining communication flow during fluency activities.
Five Fun Activities to Build Listening Skills
Can listening activities be fun and motivating? These slides look at listening in the EFL classroom and outline five fun and easy-to-use activities to help EFL learners build listening skills in an enjoyable and exciting way. Material from the e-future texts Listen Up and Listen Up Plus are used in the slides.
These slides are from a presentation delivered at KOTESOL in Seoul on October 12th, 2013.
Lesson Shapes
The document discusses different conceptual frameworks for structuring a lesson, including:
1) A linear beginning-middle-end structure that starts with reviewing homework, sets the lesson context, has students do exercises, and ends with reviewing and assigning homework.
2) A pre-while-post structure that engages students before the lesson, has students do tasks during the lesson, and follows up after.
3) A test-teach-test structure where the teacher tests students initially, teaches new material, and tests students again to check understanding.
First class puj
Professor Angel Watler Archbold welcomes students to English IV and outlines the importance of learning English for professional and personal development given its status as a global language. The document provides an overview of the course methodology, which includes stations, games, role-plays, videos, blogs, presentations and quizzes. Evaluation is based on two exams, quizzes, presentations, writing assignments, attendance, a final exam, and a blog. Class policies are also outlined regarding attendance, late assignments, cell phone use, respectful behavior, and participation. The textbook is listed as Touchstone 3b and students are encouraged to contact the professor with any questions or concerns.
Strengths and weknesses
The audiolingual method originated during World War II as the Army Method and is based on structural views of language and behaviorist theories of language learning. It rejects the use of the native language and stresses speaking and listening before reading and writing. While similar to the Direct Method, the audiolingual method focuses more on grammar drills than vocabulary. Strengths include an active classroom with correct imitation drilled, developing strong speaking and listening skills through repetition, and immersing students in the language. Weaknesses are that it can be boring for stronger students and not develop grammar or meaning as fully as some other methods.
Spoken english issues
This document discusses issues with spoken English and potential solutions. It notes that English is seen as difficult and is mainly used in school, while native languages are used otherwise. This leads to poor vocabulary, inability to express thoughts, fear of making mistakes, and lack of fluency and guidance in spoken English. Suggested solutions include increasing English exposure from a young age, practicing speaking aloud, joining skill courses, speaking in groups to correct each other, and consistency in using English. The overall message is that English proficiency requires thinking, writing, and speaking in English on a regular basis.
Audio lingual method
The Audio-Lingual Method developed in the 1950s based on structural linguistics and behaviorism. It focused heavily on drills, repetition, and practice of grammar patterns in the target language only without translation. While initially popular, it fell out of favor by the 1960s as critics argued it lacked theoretical foundation and students struggled to use the language communicatively.
Total Physical Respose Method
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn a new language. In TPR, the instructor gives students commands in the target language and students respond by acting out those commands with their bodies. It was developed to reduce stress and focus on comprehension through meaningful actions rather than memorization. TPR is commonly used with beginners and young learners to introduce vocabulary and grammar through engaging physical activities.
MA-TeachingPronunciation.ppt
This document provides guidance on teaching pronunciation to English language learners. It discusses focusing on word stress, sentence stress, intonation, and word linking which all influence spoken English. Improving pronunciation can boost confidence and facilitate communication. A student's first language often interferes with English pronunciation, and they may have trouble producing or hearing certain sounds. The document then provides specific exercises and techniques to practice voicing, aspiration, mouth positioning, intonation, linking, syllable stress, vowel length, minimal pairs, and discriminating between long and short vowels. Communicative exercises are encouraged to practice pronunciation skills.
More Related Content
What's hot
Audio lingual ahmet faruk mutluer
The Audio-Lingual Method was developed in the United States during World War II to rapidly teach soldiers foreign languages for military use. It focuses on teaching speaking and listening skills through repetition drills and imitation of the teacher. Students are not allowed to use their native language in class. The teacher leads drills where students practice substituting words and transforming sentence structures through repetitive question-and-answer exercises and memorization of short dialogues. The goal is to create habits through imitation and practice to allow students to communicate in the target language.
Voxopop
This document provides information about Voxopop, a free online discussion site that allows users to easily create and access recorded discussions to practice spoken English. It describes how to register and set up a talkgroup on the site. It then gives examples of ways teachers can use Voxopop with students, such as having students introduce themselves, practice pronunciation and intonation, build narratives, and check comprehension. Benefits of Voxopop include developing speaking, pronunciation, and listening skills through voice sharing from anywhere with only an Internet-connected computer and microphone. Potential problems that may arise include uploads taking a long time, students laughing at peer recordings, seeing it as just a game, and microphones not working.
My experiences in learning English
Pich Chueng shares his experiences learning English as a non-native speaker from Cambodia. He found that writing vocabulary words, watching English movies with subtitles, listening to English songs, and practicing speaking were the most helpful activities. For vocabulary, he would copy words from the whiteboard and recite them until he had memorized them. Watching movies helped him learn pronunciation, vocabulary, and idioms in context. Listening to music was enjoyable and teachers would use lyrics to reinforce lessons. Regular speaking practice, such as conversations with classmates, helped improve his fluency. Through dedicated study using these methods, he was able to enhance his English communication skills.
How can we learn a skill
This document provides examples and techniques for learning new skills such as languages. It explains that learning a skill requires breaking it down into gradual steps, consistent practice, and perseverance. For language skills specifically, it recommends pairing audio and text, watching movies with and without subtitles, and practicing presentations, public speaking, reading aloud, and various types of writing to develop listening, speaking, reading, and writing abilities. The overall message is that learning a new skill is a process that takes time and repeated exercise to master.
Pp methodology expo
The document discusses appropriate uses of students' first language (L1) in the English language classroom. It acknowledges that banning L1 is common but that some strategic use can help learning. It proposes three levels of L1 use, from functional to develop language awareness and discourse skills. The L1 should not replace English as the primary classroom language but can be an enabling tool when carefully managed by the teacher. Overall it argues a principled approach to L1 use can support learning without compromising an English-focused environment.
From extensive reading to form-focussed learning
The document describes an activity where students read graded readers before class and then retell the stories to the teacher or their peers. As students tell the stories, their speaking is written down so it can be analyzed for errors or places where alternative language could be used. This allows the class to focus on form during communicative speaking activities. Implementing this in larger classes would involve students retelling to small groups first before sharing with the whole class. The goal is to give students massive comprehensible input through extensive reading while also prompting them to produce accurate output through focused feedback on their spoken retellings.
Repetition1
Repetition is defined as repeating something that has already been said or written, or the recurrence of an action or event. It is commonly used in teaching to help students learn new vocabulary, grammar rules, and manage dialogues. While repetition can aid memory and sound learning, overusing it risks becoming boring. The document recommends using repetition strategically, such as in short reviews at the start or end of class, interactive games, and disappearing dialogues. It is important to confirm student understanding rather than relying solely on drilling. Overall, repetition is a useful tool for teachers when applied judiciously.
Repetition Presentation
Repetition is defined as repeating something that has already been said or written, or the recurrence of an action or event. The document discusses how repetition can be used effectively in teaching by helping students remember new vocabulary, grammar rules, and dialogues, but it requires using varied methods to avoid becoming boring. Some effective ways to incorporate repetition into class include short reviews at the beginning and end of lessons, using flashcards, and having students repeat dialogues with fewer written prompts over time. While repetition can aid learning if done strategically, it depends on the teacher's implementation and ensuring students confirm their understanding rather than just repeating through rote learning.
Hanson fluency or accuracy grammar recordings
Help students increase spoken fluency while also attending to accuracy with weekly grammar recordings, an assignment that measures fluency through production of grammar structures. The presenter will explain logistics, share sample prompts and student feedback, and discuss adaptations for in and out of class uses for various proficiency levels.
Foreign languages speaking
This document contains a series of questions about language learning experiences, methods, and abilities. It asks about speaking multiple languages, learning a second language such as English, the best ways to learn a foreign language, whether understanding can surpass speaking ability, the importance of cultural knowledge, challenges using a language while traveling, benefits of language exams, learning through media, classroom vs 1-on-1 lessons, teacher influence, self-study ability, practice importance, personal qualities that help learning, grammar vs vocabulary importance, poor learning experiences, and whether language ability is determined by attitude or innate skills.
How to teach listening
This document provides tips for learners to improve their listening comprehension skills. It recommends that learners expand their vocabulary, read grammar books, and listen extensively to different genres and levels of content, including films with and without subtitles. Some key strategies discussed include being patient, listening and transcribing or noting the gist, and knowing details about the speaker, topic, and intended task before listening. The document also outlines best practices for pre-listening, while-listening, and post-listening activities to enhance comprehension.
001 first-episode speak-english-now-podcast(1)
The podcast aims to help listeners improve their English speaking skills. Each episode will have two parts: the first part will discuss topics related to English language learning like culture, vocabulary, or advice; and the second part will be an English conversation. The founder has helped thousands of learners improve through online courses and wants the podcast to be a new resource. Listeners are encouraged to visit the website to get transcripts of episodes.
Topic for writing test 2
The document provides suggestions to improve an English language school (OLS). It suggests that the school should have more modern equipment for teaching English and implement more tests during courses instead of relying solely on final exams. It also recommends that teachers speak more English in class, make lessons more engaging, focus on both grammar and communication, and encourage the use of authentic materials. Additionally, it advises students to work hard, attend classes frequently, prepare for lessons, and respect teachers and classmates. The overall goal of the suggestions is to enhance the learning environment and help students develop their English skills.
Error correction new teachers training}
This document discusses error correction techniques during accuracy and fluency work. It defines errors as part of a learner's developing language skills. There are different types of errors such as lexical, grammar, discourse and pronunciation errors. Errors can be caused by factors like L1 interference, overgeneralization, ignorance of rules, and incomplete application of rules. The document provides examples of feedback teachers can give during accuracy and fluency work, including gentle correction, reformulation, and recording mistakes to address later. It emphasizes allowing learners to self-correct and maintaining communication flow during fluency activities.
Five Fun Activities to Build Listening Skills
Can listening activities be fun and motivating? These slides look at listening in the EFL classroom and outline five fun and easy-to-use activities to help EFL learners build listening skills in an enjoyable and exciting way. Material from the e-future texts Listen Up and Listen Up Plus are used in the slides.
These slides are from a presentation delivered at KOTESOL in Seoul on October 12th, 2013.
Lesson Shapes
The document discusses different conceptual frameworks for structuring a lesson, including:
1) A linear beginning-middle-end structure that starts with reviewing homework, sets the lesson context, has students do exercises, and ends with reviewing and assigning homework.
2) A pre-while-post structure that engages students before the lesson, has students do tasks during the lesson, and follows up after.
3) A test-teach-test structure where the teacher tests students initially, teaches new material, and tests students again to check understanding.
First class puj
Professor Angel Watler Archbold welcomes students to English IV and outlines the importance of learning English for professional and personal development given its status as a global language. The document provides an overview of the course methodology, which includes stations, games, role-plays, videos, blogs, presentations and quizzes. Evaluation is based on two exams, quizzes, presentations, writing assignments, attendance, a final exam, and a blog. Class policies are also outlined regarding attendance, late assignments, cell phone use, respectful behavior, and participation. The textbook is listed as Touchstone 3b and students are encouraged to contact the professor with any questions or concerns.
Strengths and weknesses
The audiolingual method originated during World War II as the Army Method and is based on structural views of language and behaviorist theories of language learning. It rejects the use of the native language and stresses speaking and listening before reading and writing. While similar to the Direct Method, the audiolingual method focuses more on grammar drills than vocabulary. Strengths include an active classroom with correct imitation drilled, developing strong speaking and listening skills through repetition, and immersing students in the language. Weaknesses are that it can be boring for stronger students and not develop grammar or meaning as fully as some other methods.
Spoken english issues
This document discusses issues with spoken English and potential solutions. It notes that English is seen as difficult and is mainly used in school, while native languages are used otherwise. This leads to poor vocabulary, inability to express thoughts, fear of making mistakes, and lack of fluency and guidance in spoken English. Suggested solutions include increasing English exposure from a young age, practicing speaking aloud, joining skill courses, speaking in groups to correct each other, and consistency in using English. The overall message is that English proficiency requires thinking, writing, and speaking in English on a regular basis.
Audio lingual method
The Audio-Lingual Method developed in the 1950s based on structural linguistics and behaviorism. It focused heavily on drills, repetition, and practice of grammar patterns in the target language only without translation. While initially popular, it fell out of favor by the 1960s as critics argued it lacked theoretical foundation and students struggled to use the language communicatively.
What's hot (20)
Similar to Classroom language
Total Physical Respose Method
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn a new language. In TPR, the instructor gives students commands in the target language and students respond by acting out those commands with their bodies. It was developed to reduce stress and focus on comprehension through meaningful actions rather than memorization. TPR is commonly used with beginners and young learners to introduce vocabulary and grammar through engaging physical activities.
MA-TeachingPronunciation.ppt
This document provides guidance on teaching pronunciation to English language learners. It discusses focusing on word stress, sentence stress, intonation, and word linking which all influence spoken English. Improving pronunciation can boost confidence and facilitate communication. A student's first language often interferes with English pronunciation, and they may have trouble producing or hearing certain sounds. The document then provides specific exercises and techniques to practice voicing, aspiration, mouth positioning, intonation, linking, syllable stress, vowel length, minimal pairs, and discriminating between long and short vowels. Communicative exercises are encouraged to practice pronunciation skills.
MA-TeachingPronunciation.ppt
This document provides guidance on teaching pronunciation to English language learners. It discusses focusing on word stress, intonation, linking words, and specific sounds. Some techniques mentioned include having students touch their throats to feel voiced sounds, using a tissue to demonstrate aspiration, drawing diagrams of mouth positions, and using minimal pairs to distinguish similar sounds. Exercises described are counting syllables while clapping, identifying long and short vowels by writing numbers, and practicing word strings as a "telephone number." The overall message is that pronunciation teaching should be simple, fun, communicative, and combine listening and speaking practice.
Lessonplanning 100922210039-phpapp01-170822145541
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
Lessonplanning 100922210039-phpapp01-170822145541
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and demonstrate professionalism when teaching.
Lessonplanning 100922210039-phpapp01
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers organize their time, balance activities and ensure lessons are aim-driven to meet students' learning needs.
Lessonplanning
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
Second language teaching methods
This document describes several methods for teaching second or foreign languages:
- The Grammar-Translation Method focuses on grammar rules and translation between the native and target languages.
- The Direct Method uses only the target language and teaches grammar inductively through examples.
- The Reading Method emphasizes reading skills and knowledge of the target language culture.
- The Audio-Lingual Method uses repetition and mimicry of dialogs to teach grammatical structures.
- Community Language Learning and the Silent Way focus on building confidence through counseling and minimizing speaking in the native language. Materials like color charts are used to teach pronunciation.
Second language teaching methods
The document describes several methods for teaching second or foreign languages:
- The Grammar-Translation Method focuses on grammar rules and translation between the native and target languages.
- The Direct Method uses only the target language and teaches grammar inductively through examples.
- The Reading Method emphasizes reading skills and knowledge of the target language culture.
- The Audio-Lingual Method uses repetition and mimicry of dialogs to teach grammatical structures.
- Community Language Learning uses counseling techniques to build student confidence in the target language.
- The Silent Way focuses on pronunciation and student autonomy, using colored materials and gestures from the teacher.
Second language teaching methods
The document describes several methods for teaching second or foreign languages:
- The grammar-translation method focuses on grammar rules and translation between the native and target languages.
- The direct method uses only the target language and teaches grammar inductively through examples.
- The reading method emphasizes reading skills and knowledge of the target language culture.
- The audio-lingual method uses repetition and mimicry of dialogs to teach grammatical structures.
- Community language learning and the silent way focus on building confidence through counseling and use of visual aids, with the teacher acting more as a facilitator than instructor.
Total Physical Response
TPR (Total Physical Response) is a language teaching method that incorporates physical movement and actions. It aims to teach language through physical activities by having students first develop physically and then produce the language. Key principles include focusing on listening in early stages before speaking, allowing responses in students' native language initially, and only giving feedback after students have finished responding. Advantages are that it is fun, easy to prepare, and good for vocabulary learning, while disadvantages include potential overuse and limitations if not combined with other approaches.
Classroom management
The document provides tips for using effective body language, voice, and classroom management strategies to engage English language students. Teachers should speak slowly and clearly, use students' names to make them feel comfortable and pay attention, and consider how classroom arrangement can encourage discussion. Different activities like individual, pair, and group work each have benefits and disadvantages. Teachers must check concepts to ensure student understanding and use organized boardwork and authoritative yet approachable behavior.
The silent way language teaching method
The Silent Way language teaching method aims to have the teacher be silent as much as possible to encourage student production of the target language. Learning is facilitated through student discovery and problem-solving using physical objects like colored rods. The method focuses on pronunciation and introduces new sounds and structures gradually, using specialized materials to set up learning situations for students to practice the target language independently and in meaningful contexts.
Second language teaching methods
This document describes several methods for teaching second or foreign languages:
1) The grammar-translation method focuses on grammar rules and translation exercises with little use of the target language.
2) The direct method immerses students in the target language without translation or use of the native language.
3) The reading method prioritizes developing reading skills over other abilities.
4) The audio-lingual method uses behaviorist techniques like repetition and memorization to teach language structures.
5) Community language learning uses counseling techniques to build students' confidence speaking the target language.
6) The silent way emphasizes student autonomy and uses visual aids and teacher silence to encourage self-correction.
Audiolingual Method and Total Physical Method
May this material can increase your understanding about these two methods which is so far from perfection.
Dedi Purwanto (16108810002)
This document discusses different approaches and methods for teaching English as a foreign language. It describes student-centered and teacher-centered approaches. Some example methods covered are the grammar translation method, direct method, audio-lingual method, silent way, communicative language teaching, participatory learning, and total physical response. Each method is defined and an example activity provided. The document serves to outline common approaches and methods used in teaching English as a foreign language.
Teaching methods to teach English
Teaching methods to teach English. Teachers of English always find it difficult to figure out the methods they must use while teaching English in the class. This presentation will help the teachers teaching English to choose from the given methods and teach accordingly.
Community Language Learning
The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
How to improve speaking skills
This document provides 10 tips for improving students' speaking skills in English:
1) Reduce teacher talking time and increase student talking time by asking students questions.
2) Avoid yes/no questions and ask questions that require students to speak more.
3) Gently correct students and encourage them to improve rather than pointing out mistakes.
4) Activities like group discussions, debates, and role plays can help students speak more.
5) Encourage students to watch English movies and take notes on useful phrases. The goal is effective communication over perfection.
Avinda Hervy Wahyu Manggalita ( 16108810041 )
The document summarizes several approaches to teaching English as a foreign language (TEFL), including their key advantages and disadvantages. The approaches discussed are: grammar-translation, direct method, reading approach, audio-lingual approach, community language learning, silent way, communicative approach, functional-notional approach, total physical response (TPR), and natural approach. Each approach is briefly characterized with its focus on skills, use of the native language, and role of the teacher.
Similar to Classroom language (20)
More from Temuulen Nyamdorj
More from Temuulen Nyamdorj (20)
Recently uploaded
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Recently uploaded (20)
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Classroom language
- 2. What is classroom language ? • Classroom language is the routine that used on a regular basis in classroom like giving instruction of praise. • For example: “Please sit down” , “Please put down the chairs”. This is language that teachers are used to using and students are used to hearing, but when teaching a language it takes a while to learn this part of the language.
- 3. How can classroom language be taught? • When teaching classroom language, there are several strategies a teacher can employ to facilitate the learning: • Start with short commands, maybe just one word such as “Sit”. Then the teacher can progress to a longer command, such as “Sit down please” and eventually students can learn alternate phrases that mean the same think, for example “Take a seat” • Don’t leave them out of the learning process
- 4. How can classroom language be taught? • Once you introduce the concepts, use them! Employ them as much as possible so the students become accustomed to them and eventually are able to use them as well. • Use prompts such as language ladders or visuals to help students learn and remember the classroom language.
- 5. • The end