Teaching Grammar - 2- Corrected
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This document provides details about an activity to teach 12-year old students about using the simple present tense third person singular correctly. The activity involves a quiz with sentences for students to identify whether the verb used with a third person subject is in the simple present or third person singular form. The purpose is for students to learn when to use the third person singular tense and to enjoy learning through a game. The teacher will first explain the grammar point and check student understanding before having them complete the activity.
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The classroom teacher was able to quickly regain student attention after breaks through effective classroom management techniques. Students worked collaboratively in small groups and used technology for assignments. The teacher maintained control of the classroom through established rules and consequences, grouping students strategically, and engaging lessons that incorporated music, games and competition.
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The document discusses several language teaching methods, including their advantages and disadvantages. It describes the Grammar Translation Method, noting its advantages are that the target language is quickly explained and vocabulary is easy to learn for beginners. However, it focuses more on grammar rules than meaning and results in a slow learning rate. Total Physical Response is described as helpful for learning vocabulary through actions but limited and not very creative. Suggestopedia aims to lower students' anxiety but can lead to infantilization and relies on hypnosis. The Community Language Learning method creates a warm relationship for speaking practice but success relies on the counselor's translation skills.
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This document discusses the TPR and Audio Lingual language teaching methods. The Audio Lingual Method was developed during World War II to rapidly teach soldiers foreign languages. It emphasizes listening and speaking before reading and writing through the use of dialogues, mimicry, and immediate error correction. TPR was developed by James Asher and involves physical responses by learners to commands from the teacher in the target language. Both methods aim to actively engage students in the classroom and help them learn and remember through repetition and actions. However, they may lack focus on other skills like grammar and creative expression.
Point task based-learning
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Total Physical Response and Suggestopedia
Total Physical Response (TPR) is a language teaching method developed by James Asher that is based on learning through physical activities. Students first develop physically and then produce language. The method aims to create a fun atmosphere to help students memorize and understand material better. It does not require spoken output in early stages and teachers wait for students to speak spontaneously once they acquire enough language through listening. Feedback is only given after students finish responding. Suggestopedia is a method developed by Georgi Lozanov that promises faster language learning through relaxation, soft seating, dim lighting, peripheral learning materials, Baroque music, error tolerance, limited homework, and integration of music and drama.
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1. The document discusses approaches, methods, and techniques for teaching early childhood education.
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3. Techniques for early childhood should involve play, as students learn best through play at this age. The teacher can participate in play and use pictures and animations, engaging students through games and activities to keep them interested and challenge their curiosity without causing stress.
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The silent way(SW), a method of language teaching, originated in the early 1970s and introduced by Caleb Gattegno, who, an Europe educator, is well known for the use of colored sticks called Cuisenaire rods and for his approach to the teaching of initial reading in which sounds are taught by colors
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EDEL 100 Notes day 1
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3. Techniques for early childhood should involve play, as students learn best through play at this age. The teacher can participate in play and use pictures and animations, engaging students through games and activities to keep them interested and challenge their curiosity without causing stress.
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The document discusses the role of the teacher in language acquisition. The teacher is the primary source of comprehensible input for students and creates a low-stress environment where students feel comfortable practicing the language. Errors are not corrected during speech, but may be on homework, and students are exposed to meaningful language before being required to speak. The teacher is responsible for choosing enriching activities and materials to facilitate language learning.
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the silent way by Meiry agresti part 1
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The document discusses two self-assessment worksheets that teachers can use with students. Worksheet 1 is intended for secondary students aged 13-17 and can be done individually once a week. Worksheet 2 is for primary students aged 7-12 and involves assessing learning before and after lessons. It also suggests doing self-assessments outdoors in pairs to engage students. Finally, it provides background information on self-assessment from authors like Penny Ur, H. Douglas Brown, and Jeremy Harmer.
SILENT WAY
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Desopedia[sxd1]
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1) The lesson plan involves students learning about conflicts in the American colonies through a jigsaw activity where they are divided into expert groups to read sections of text and then reconvene in home groups to share their findings. This allows English language learners like Anna to receive support from peers.
2) As an extension, students will role play as representatives of Britain or the colonies to explain conflicts from their perspective and how outcomes affected modern relations.
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Total physical response (tpr)
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TPR-Total Physical Response
For the activity you have to tell an story that contain all the vocabulary written in the slides 18-19. You will tell the story except the words written there. One of the students will see the word and will try to make his classmate to guess the words through body language.
Suggestopedia- A Method Of Teaching
The document discusses the suggestopedia method of teaching developed by Georgi Lozanov. It involves creating a relaxing environment with Baroque music and having students alternately actively and passively read texts while following the teacher. The method aims to use positive suggestion and now focuses more on "desuggestive learning." It involves four phases - introduction, concert session, elaboration, and production. The role of the teacher is important in guiding activities like games and songs to help students learn effectively. While it can be useful for some students, it requires significant effort from teachers and may not work as well in large classes.
Natural approach
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12 teaching method
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1. Grammar Translation Method focuses on translating written language and learning grammatical rules.
2. Direct Method forbids the first language and teaches speaking first through an inductive approach.
3. Audiolingual Method emphasizes habit formation through repetition of phrases and grammar drills.
4. Situational Language Teaching connects language to real world contexts and teaches orally before writing.
5. Silent Way keeps the teacher silent so students focus on each other's language use through discovery.
Natural approach
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
The natural approach - teaching methedology
Main representatives are Tracy Terrel and Stephen Krashen, starting in 1977
Krashen and Terrell identified The Natural Approach with the Traditional Approach.
They relate Natural Approach with Natural Method.
Classroom interaction
The document discusses different forms of classroom interaction ranging from teacher-centered to student-centered. It also covers types of classroom activities and interactions such as group work, questioning, and individual work. Effective classroom interaction requires clarity, learning value, interest, availability of responses, extension of learning, and appropriate teacher reaction.
Teaching Grammar.- Activity.
This document outlines an activity to teach 12-year old students about using the simple present tense third person singular correctly. The activity involves students looking at sentences on a board and identifying whether the verb used with a third person subject is in the correct singular or plural form. The purpose is to help students learn when to use the third person singular tense in daily life and to make grammar learning enjoyable through a game. Some sample sentences are provided for the activity.
Community Language Learning Notes
1) The Community Language Learning method focuses on creating a secure environment where students' feelings are respected and they can take risks in learning a new language.
2) The teacher acts as a language counselor, translating students' words and building relationships to help lower anxiety. Students' conversations are recorded and transcribed for analysis.
3) Throughout the lesson, feedback is gathered from students and their perspectives are valued to continually improve the learning process. Various techniques keep students actively engaged, including role playing, group work, and reflective listening activities.
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Suggestopedia, power point
Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to accelerate language learning through the use of suggestion. It relies on building student trust in the method and creating a relaxed environment. The method has three stages: presentation to relax students and introduce material through dialogues accompanied by music, concerts where students memorize the material while listening to music, and practice through role plays and games. Suggestopedia aims to replace negative assumptions about learning with positive ones to help students unlock their full learning potential.
the silent way by Meiry agresti part 1
The Silent Way is a language teaching method developed by Caleb Gattegno that hypothesizes learning is facilitated through discovery, physical objects, and problem solving. The teacher remains mostly silent while using gestures and materials like Cuisenaire rods to model language concepts for students to inductively derive on their own. The goals are for students to gain oral proficiency, near-native fluency, and practical grammar knowledge in the target language. Lessons focus on introducing grammatical items and vocabulary according to complexity. Students are expected to self-correct, work autonomously, and cooperatively to create their own utterances building on the minimal input from the silent teacher.
The natural approach
The document summarizes The Natural Approach theory of second language acquisition proposed by Stephen Krashen and Tracy Terrell. The theory emphasizes natural language acquisition over formal language learning, prioritizing meaningful communication, vocabulary building, and lowering the affective filter over grammar instruction. It proposes that acquisition occurs through extensive comprehensible input and that students progress through silent, early production, and speech emergence phases. The teacher's role is to provide rich comprehensible input and a low-anxiety classroom environment.
Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses music, relaxation, and persuasive communication to help students learn a language quickly. Some key aspects include playing Baroque music to relax students, having the teacher be a confident source of information, focusing on dialogues and spontaneous speaking/writing, and reading texts multiple times varying tone and rhythm. Suggestopedia aims to deliver advanced conversational skills faster than traditional methods by activating students' mental potential and creating an affective learning environment. While it may allow learning 3-4 times quicker, some find the music irritating and there can be physical or financial limitations to implementation.
Self-assessment
The document discusses two self-assessment worksheets that teachers can use with students. Worksheet 1 is intended for secondary students aged 13-17 and can be done individually once a week. Worksheet 2 is for primary students aged 7-12 and involves assessing learning before and after lessons. It also suggests doing self-assessments outdoors in pairs to engage students. Finally, it provides background information on self-assessment from authors like Penny Ur, H. Douglas Brown, and Jeremy Harmer.
SILENT WAY
The silent method is an educational approach developed by Caleb Gattegno that focuses on students discovering language concepts through problem solving using physical objects rather than direct instruction. The teacher's role is to silently monitor student interactions and provide clues, while students are expected to work cooperatively and self-correct through guided discovery. The goal is for beginning students to gain oral and written near-native fluency in the target language.
Desopedia[sxd1]
Desuggestopedia aims to accelerate foreign language learning for communication through reducing psychological barriers and activating the subconscious mind. The teacher creates a relaxed environment through confidence, security, and role-playing activities while students follow instruction easily. Characteristics include a decorated classroom, new student identities, handouts, conversations set to music, and games with minimal grammar instruction and emphasis on speaking. Student interactions are initiated by the teacher in groups or individually while using body language or target language. Feelings of relaxation, confidence and security are developed through assuming new roles. Language and culture are viewed as interconnected, and the native language is used initially and reduced over time, with evaluation based on performance instead of tests and gentle error correction.
Lesson plan
1) The lesson plan involves students learning about conflicts in the American colonies through a jigsaw activity where they are divided into expert groups to read sections of text and then reconvene in home groups to share their findings. This allows English language learners like Anna to receive support from peers.
2) As an extension, students will role play as representatives of Britain or the colonies to explain conflicts from their perspective and how outcomes affected modern relations.
3) Students will be evaluated based on participation in class activities and demonstration of understanding through a reaction paper, with additional support given to English learners through dialogue journals with the teacher.
Inga sharadze module 1 observation
This document provides feedback on an English language lesson taught by Inga Sharadze to 5th grade students in Batumi, Georgia. The feedback notes that the teacher demonstrated many learner-centered practices, including focusing on students, considering their needs, using a communicative approach, and keeping students engaged and speaking in English. Suggestions for improvement include clarifying objectives, providing more student choices, and moving from memorization to oral production. The teacher and observers discussed ways to further modernize lessons with more technology and establish democratic class leadership.
Total physical response (tpr)
Total Physical Response (TPR) is a language teaching method where instructors give commands in the target language and students respond through physical actions. The teacher plays an active role by directing students as actors, while students primarily listen and perform actions. TPR is advantageous because it is fun, easy to prepare, good for vocabulary learning, works for large classes, and has no age barriers. However, it risks overuse and is limited compared to other methods.
Natural approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on acquiring a second language naturally. It believes adults can acquire a new language in the same way children do, through meaningful interaction and comprehension of messages rather than conscious learning of grammar rules. The key principles are the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. The teacher's role is to create a low-anxiety environment where students can engage in activities using the target language, while students respond through physical actions and interaction at early stages.
Suggestopedia Method of Teaching
This document summarizes the suggestopedia language teaching method. Suggestopedia uses suggestive factors like music, relaxation, and positive reinforcement to stimulate learning. It aims to remove psychological barriers and allow students to reach communicative competence more quickly. The method involves choosing identities, indirect positive suggestion, and activities integrated with music, drama, and art. The roles of the teacher in leading confidently and the materials in creating a bright environment are described. Stages of listening, speaking, writing and reading are outlined, along with advantages like quicker learning and disadvantages like potential boredom.
TPR-Total Physical Response
For the activity you have to tell an story that contain all the vocabulary written in the slides 18-19. You will tell the story except the words written there. One of the students will see the word and will try to make his classmate to guess the words through body language.
Suggestopedia- A Method Of Teaching
The document discusses the suggestopedia method of teaching developed by Georgi Lozanov. It involves creating a relaxing environment with Baroque music and having students alternately actively and passively read texts while following the teacher. The method aims to use positive suggestion and now focuses more on "desuggestive learning." It involves four phases - introduction, concert session, elaboration, and production. The role of the teacher is important in guiding activities like games and songs to help students learn effectively. While it can be useful for some students, it requires significant effort from teachers and may not work as well in large classes.
Natural approach
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1. Grammar Translation Method focuses on translating written language and learning grammatical rules.
2. Direct Method forbids the first language and teaches speaking first through an inductive approach.
3. Audiolingual Method emphasizes habit formation through repetition of phrases and grammar drills.
4. Situational Language Teaching connects language to real world contexts and teaches orally before writing.
5. Silent Way keeps the teacher silent so students focus on each other's language use through discovery.
Natural approach
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
The natural approach - teaching methedology
Main representatives are Tracy Terrel and Stephen Krashen, starting in 1977
Krashen and Terrell identified The Natural Approach with the Traditional Approach.
They relate Natural Approach with Natural Method.
Classroom interaction
The document discusses different forms of classroom interaction ranging from teacher-centered to student-centered. It also covers types of classroom activities and interactions such as group work, questioning, and individual work. Effective classroom interaction requires clarity, learning value, interest, availability of responses, extension of learning, and appropriate teacher reaction.
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8
12 teaching method
This document reviews 12 foreign language teaching methods:
1. Grammar Translation Method focuses on translating written language and learning grammatical rules.
2. Direct Method forbids the first language and teaches speaking first through an inductive approach.
3. Audiolingual Method emphasizes habit formation through repetition of phrases and grammar drills.
4. Situational Language Teaching connects language to real world contexts and teaches orally before writing.
5. Silent Way keeps the teacher silent so students focus on each other's language use through discovery.
6. Total Physical Response associates language with physical actions in response to commands.
7. Community Language Learning views language learning as a collective experience determined by students.
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Summary of the most important methods presented in class
The document summarizes six major language teaching methods: 1) Grammar Translation focuses on reading, writing, and grammar rules with translation activities; 2) Direct Method uses only the target language and teaches vocabulary through objects/pictures; 3) Audio-Lingual Method drills grammar through repetition and replaces/rephrases sentences; 4) Community Language Learning uses students' native language initially and focuses on reducing anxiety; 5) Total Physical Response links the target language to physical activities to reinforce comprehension; 6) Communicative Language Teaching promotes real communication through tasks and meaningful activities like role-plays.
Language for teaching a language
The document discusses language use in teaching and techniques for classroom interaction from a socio-cultural perspective. It describes how teachers use language to organize activities, control behavior, teach curriculum, and assess students. A common interaction pattern of initiation-response-feedback is examined, where the teacher elicits and evaluates student responses. Specific techniques for teaching include eliciting knowledge, responding to students, and describing shared experiences. Effective classroom interaction is viewed as a dialogical process that builds understanding through relationships and culture.
Language Experience Lesson Activity
This document describes a Language Experience Approach (LEA) lesson conducted by an elementary school teacher in Florida. The teacher had students collect leaves outside, then guided them through describing the experience. As the students shared what they did, the teacher wrote down their words to create a class-generated text. The teacher had the students read the text together multiple times. This LEA lesson supported language acquisition for English learners and helped develop reading skills for all students.
resource adddet from local
This document describes a Language Experience Approach (LEA) lesson conducted by an elementary school teacher in Florida. The teacher had students collect leaves outside, then guided them through describing the experience. As the students shared what they did, the teacher wrote down their words to create a class-generated text. The teacher had the students read the text together multiple times. This LEA lesson supported language acquisition for English learners and helped develop reading skills for all students.
Presentation on direct method
The document describes the Direct Method, an approach to foreign language teaching developed in the late 19th century as a reaction to traditional grammar-based methods. It aimed to teach language in a similar way that children acquire their first language, through immersion. Key features included conducting class only in the target language, inductive grammar instruction, teaching functional vocabulary, and emphasizing speaking practice through role-plays and simulations. Both benefits and limitations are discussed.
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Teaching Grammar - 2- Corrected
- 1. Teaching Grammar Name : Hanan Alrefai ID: 10120127
- 2. Teaching Grammar – Activity People who speak the same language are able to communicate because they- intuitively know the grammar system of that language. This quiz to asses the learner’s understanding of simple present tense (Third person singular) . - This activity is planned to teach students at the age of 12 years . - The purpose of the activity : 1- Students need overt instruction that connects grammar points with larger communication contexts. 2- Student will learn how to use simple present, third person singular.
- 3. * Teacher explains the topic and illustrated it with different examples, he/she need to check for student understanding – how will teacher knows that students are learning? The teacher need to think about activity to catch the students’ attention and appeal to different learning styles .After the lesson, Teacher will explain the activity and ask them to solve questions. * The activity would be beneficial: -Student will know when to use third person singular tense ; he will be able to use it in daily life. - Student will enjoy and learn while play; games are an effective factor in teaching.
- 4. Daily Routine What do they do ?
- 6. 1- She the dishes. a. wash b. washes 2- She the floor. sweepsa. b. sweep Washes sweeps
- 7. 3- She the clothes. a. iron b. irons 4- She a bath. a. takes b. take irons takes
- 8. 5- She her teeth. a. brush b. brushes .6- He a. gets up b. get up brushes gets up
- 9. 7. She care of the horse. a. take b. takes 8- She the window. a. clean b. cleans takes cleans
- 10. 9- she her lessons. a. study b. studies 10. She the guitar. a. plays b. play studies plays
- 11. 11. She her car. a. drive b. drives 12. He a song. a. sings b. sing drives sings