English teaching practicum1 learning activity 2
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This document discusses different approaches, methods, procedures and techniques for language learning. An approach describes theories of language and learning that inform teaching practices. A method is the practical application of an approach through types of activities, teacher and learner roles, and materials. A procedure is an organized sequence of techniques to complete an activity like listening, reading or writing. Techniques refer to specific ways language is acquired, such as listening, reading or writing techniques.
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The document discusses key concepts in communication language teaching (CLT) such as interactional processes in teaching and learning, and learners needing to decide to learn and engage cognitively. It also covers reading skills like linguistic competence and integrating reading strategies before, during, and after reading. Writing instruction focuses on conventions like spelling, punctuation, and grammar to make essays clear. Listening skills involve identifying and understanding what others say considering accent, vocabulary, and meaning. Speaking involves building and sharing meaning verbally and non-verbally in various contexts. Teaching speaking focuses on sounds, stress, rhythm, vocabulary selection based on social context.
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The document discusses the four basic language skills: listening, speaking, reading, and writing. It provides details on each skill: Listening requires concentration to process meaning from words and sentences, it is an active process. Speaking is conveying one's message verbally and develops understanding through communication. Reading helps discover new things by enabling self-education and develops the mind. Writing is an important tool used for communication and storing information. The four skills are integrated and interdependent on each other.
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Controlled activities focus on practicing language skills like spelling and handwriting. They are done to practice the language itself. Free activities allow for self-expression and creativity, with content being most important. The process approach emphasizes starting writing early and using pre-writing activities like brainstorming, while the product approach focuses on the final writing and correcting errors.
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The document discusses four important language skills for teachers and learners: listening, speaking, reading, and writing. Listening involves both bottom-up processing of sounds and top-down processing using context clues. Speaking refers to oral communication skills that can differ from formal written language. Reading is an interactive cognitive process between the reader and text through which the reader gains knowledge. Writing serves to communicate ideas, thoughts, and feelings through the visual representation of language using written symbols in an ordered system.
Graphic organizer
Graphic organizers are visual displays that help learners organize information. They connect content in a meaningful way to improve understanding. There are four main types: sequential, conceptual, cyclical, and hierarchical organizers. Graphic organizers benefit students by organizing information, requiring higher-order thinking, building analytical skills, providing scaffolding, and engaging students with graphics. They also help teachers structure lessons and assess student understanding. Common uses of graphic organizers include sequencing events, analyzing concepts, note-taking, comparing ideas, and relating information to main topics. Effective implementation involves familiarizing students with organizers, using examples, and reviewing student work.
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This document discusses different approaches to syllabus design for language learning. It identifies six types of syllabi: content-based, which teaches content using the target language; structural/formal, which focuses on grammatical forms and structures; notional/functional, which focuses on language functions and notions; situational, which uses real or imaginary situations; skill-based, which focuses on specific abilities; and task-based, which uses a series of complex, purposeful tasks. The document examines concepts like needs analysis and goal-setting in designing effective syllabi to guide both teachers and learners.
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Functional English refers to using the English language in a practical sense for communication purposes like listening, speaking, reading and writing. It focuses on using English in routine life. To use English functionally requires having a good vocabulary, knowledge of grammar rules, parts of speech, tenses and good comprehension skills. The process of developing functional English involves building vocabulary, learning grammar, and polishing the four skills through regular listening, speaking, reading and writing activities in English.
Language arts
The document discusses language arts and its key components. It notes that language arts incorporates four skills - reading, writing, listening, and speaking - as well as visual literacy. It emphasizes that these skills are interrelated and should not be taught discretely. Some tips provided for teaching language arts effectively include incorporating modern technologies, focusing on tasks over errors, and using portfolio-based and project-based assessments. Examples of classroom activities that engage multiple language arts skills, like shared reading and word sorting, are also outlined.
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The document discusses key concepts in communication language teaching (CLT) such as interactional processes in teaching and learning, and learners needing to decide to learn and engage cognitively. It also covers reading skills like linguistic competence and integrating reading strategies before, during, and after reading. Writing instruction focuses on conventions like spelling, punctuation, and grammar to make essays clear. Listening skills involve identifying and understanding what others say considering accent, vocabulary, and meaning. Speaking involves building and sharing meaning verbally and non-verbally in various contexts. Teaching speaking focuses on sounds, stress, rhythm, vocabulary selection based on social context.
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Controlled activities focus on practicing language skills like spelling and handwriting. They are done to practice the language itself. Free activities allow for self-expression and creativity, with content being most important. The process approach emphasizes starting writing early and using pre-writing activities like brainstorming, while the product approach focuses on the final writing and correcting errors.
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The document discusses four important language skills for teachers and learners: listening, speaking, reading, and writing. Listening involves both bottom-up processing of sounds and top-down processing using context clues. Speaking refers to oral communication skills that can differ from formal written language. Reading is an interactive cognitive process between the reader and text through which the reader gains knowledge. Writing serves to communicate ideas, thoughts, and feelings through the visual representation of language using written symbols in an ordered system.
Graphic organizer
Graphic organizers are visual displays that help learners organize information. They connect content in a meaningful way to improve understanding. There are four main types: sequential, conceptual, cyclical, and hierarchical organizers. Graphic organizers benefit students by organizing information, requiring higher-order thinking, building analytical skills, providing scaffolding, and engaging students with graphics. They also help teachers structure lessons and assess student understanding. Common uses of graphic organizers include sequencing events, analyzing concepts, note-taking, comparing ideas, and relating information to main topics. Effective implementation involves familiarizing students with organizers, using examples, and reviewing student work.
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This document discusses different approaches to syllabus design for language learning. It identifies six types of syllabi: content-based, which teaches content using the target language; structural/formal, which focuses on grammatical forms and structures; notional/functional, which focuses on language functions and notions; situational, which uses real or imaginary situations; skill-based, which focuses on specific abilities; and task-based, which uses a series of complex, purposeful tasks. The document examines concepts like needs analysis and goal-setting in designing effective syllabi to guide both teachers and learners.
Functional English: an introduction
Functional English refers to using the English language in a practical sense for communication purposes like listening, speaking, reading and writing. It focuses on using English in routine life. To use English functionally requires having a good vocabulary, knowledge of grammar rules, parts of speech, tenses and good comprehension skills. The process of developing functional English involves building vocabulary, learning grammar, and polishing the four skills through regular listening, speaking, reading and writing activities in English.
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The document discusses language arts and its key components. It notes that language arts incorporates four skills - reading, writing, listening, and speaking - as well as visual literacy. It emphasizes that these skills are interrelated and should not be taught discretely. Some tips provided for teaching language arts effectively include incorporating modern technologies, focusing on tasks over errors, and using portfolio-based and project-based assessments. Examples of classroom activities that engage multiple language arts skills, like shared reading and word sorting, are also outlined.
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A symposium is a discussion where multiple speakers present on different aspects of a central theme. Each speaker is assigned a specific aspect to focus on. The chairman coordinates the presentations to ensure all aspects are covered without repetition. A symposium differs from a panel discussion in that the audience does not typically engage in discussion. By assigning aspects to students and having them prepare presentations, a classroom can be converted into a symposium. The components of a symposium are the theme, chairman, speakers, and audience. A symposium allows for varied viewpoints to be explored thoroughly and stimulates thinking among participants. However, it risks passivity from the audience and potential repetition if speakers are not well coordinated.
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This document discusses the importance of discourse analysis in language teaching. It notes that since the 1970s, the focus of language teaching has shifted from grammatical structures to communication. Discourse analysis provides a basis for decisions about language teaching and learning. Whereas language teaching used to focus only on sentences, more recent approaches examine discourse and texts. This requires considering sociolinguistic features and shared knowledge between participants. The document also discusses strategies for the four language skills - speaking, writing, reading and listening - and emphasizes incorporating contextual clues and background knowledge. It concludes that the main challenge is providing teachers proper grounding in discourse analysis to connect theory and practical classroom activities.
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The document discusses listening skills and their development. It notes that listening requires as much mental effort as speaking. It then discusses debates around developing listening skills, including whether input should be simplified and the role of silent periods. It describes bottom-up and top-down listening processes and skills needed for effective listening. The document concludes by outlining implications for the classroom, including creating motivations for listening and designing listening activities with pre, during, and post stages.
Approaches to teaching writing
The process approach to teaching writing focuses on the writing process rather than the finished product. Students go through stages of prewriting, drafting, and revising to produce written work. The teacher takes on a facilitative role, giving students freedom over topics and providing feedback to help students discover new ideas and language forms. Key aspects of this approach include student choice of topics, collaboration between students, and viewing writing as a developmental process similar to professional authors.
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The document discusses the lecture method of teaching. It defines a lecture as a formal presentation that sets forth the structure of an entire topic while making limited use of narratives. The purposes of a lecture are to motivate, clarify, expand, and revise the topic for students. Preparing a good lecture involves being familiar with the subject matter, using supporting aids, taking notes, providing examples, sequencing content logically, asking questions, maintaining eye contact, managing time, and speaking clearly. Techniques include maintaining eye contact, speaking conversationally, using gestures, and stimulating thinking. Advantages are presenting information quickly to large groups while disadvantages are passive learning and lack of interaction or progress checking.
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- 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.
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- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
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The document discusses the situational syllabus approach to language teaching. It defines the situational syllabus as organizing language content according to real-life situations where the language would be used. The approach is based on the theory that language is used in context. It includes selecting vocabulary, grammar, and skills for situations like "in the classroom" or "at the bank." The process involves listing situations, analyzing their relevance, and creating conversations. The goal is to improve communicative competence. Advantages include motivation and developing inductive ability. Disadvantages include not including all real-life situations and artificial dialogs not reflecting natural language. The conclusion states no single syllabus is appropriate for all contexts.
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This document provides an overview of speaking skills for an exam preparation course. It defines speaking as using sounds to communicate ideas and notes that successful speaking requires correct pronunciation, grammar, fluency, and body language. It describes common speaking activities like answering questions, telling stories, and interacting. Fluency is speaking smoothly at a normal pace while accuracy involves correct grammar, vocabulary and pronunciation. Speaking lessons typically involve a lead-in, practice activities, and post-task discussion. Interaction and getting feedback helps keep listeners engaged. Learners need time to process new language before producing it and speak more freely with vocabulary practice and time to organize ideas.
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This document discusses language teaching across the curriculum. It outlines the aims of language teaching as developing the abilities to understand spoken language, read, develop creative skills, and understand specific language aspects. Principles of effective language teaching include exercises, child-centered learning, language exposure, motivation, oral approaches, habit formation, relating to life, and accounting for individual differences. The functions of language are divided into primary functions of information, expression, and direction, and secondary functions including communication, aesthetics, preservation, and culture. In the classroom, language serves information, communication, instrumental, regulatory, personal, and imaginative functions.
Online assignment
A symposium is a discussion where multiple speakers present on different aspects of a central theme. Each speaker is assigned a specific aspect to focus on. The chairman coordinates the presentations to ensure all aspects are covered without repetition. A symposium differs from a panel discussion in that the audience does not typically engage in discussion. By assigning aspects to students and having them prepare presentations, a classroom can be converted into a symposium. The components of a symposium are the theme, chairman, speakers, and audience. A symposium allows for varied viewpoints to be explored thoroughly and stimulates thinking among participants. However, it risks passivity from the audience and potential repetition if speakers are not well coordinated.
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This document discusses the importance of discourse analysis in language teaching. It notes that since the 1970s, the focus of language teaching has shifted from grammatical structures to communication. Discourse analysis provides a basis for decisions about language teaching and learning. Whereas language teaching used to focus only on sentences, more recent approaches examine discourse and texts. This requires considering sociolinguistic features and shared knowledge between participants. The document also discusses strategies for the four language skills - speaking, writing, reading and listening - and emphasizes incorporating contextual clues and background knowledge. It concludes that the main challenge is providing teachers proper grounding in discourse analysis to connect theory and practical classroom activities.
Ilo presentation 2013 ok
The document discusses listening skills and their development. It notes that listening requires as much mental effort as speaking. It then discusses debates around developing listening skills, including whether input should be simplified and the role of silent periods. It describes bottom-up and top-down listening processes and skills needed for effective listening. The document concludes by outlining implications for the classroom, including creating motivations for listening and designing listening activities with pre, during, and post stages.
Approaches to teaching writing
The process approach to teaching writing focuses on the writing process rather than the finished product. Students go through stages of prewriting, drafting, and revising to produce written work. The teacher takes on a facilitative role, giving students freedom over topics and providing feedback to help students discover new ideas and language forms. Key aspects of this approach include student choice of topics, collaboration between students, and viewing writing as a developmental process similar to professional authors.
The process of materials writing 2
The document outlines principles for developing effective materials for writing instruction including: providing authentic texts as examples rather than constructed ones, using engaging content to motivate students to talk or write, exposing students to natural unscripted language, emphasizing review over presenting new grammar, providing personalized practice activities, integrating language skills so they build on each other, balancing inductive, deductive, and affective approaches, and respecting learners and the profession.
Lecture method
The document discusses the lecture method of teaching. It defines a lecture as a formal presentation that sets forth the structure of an entire topic while making limited use of narratives. The purposes of a lecture are to motivate, clarify, expand, and revise the topic for students. Preparing a good lecture involves being familiar with the subject matter, using supporting aids, taking notes, providing examples, sequencing content logically, asking questions, maintaining eye contact, managing time, and speaking clearly. Techniques include maintaining eye contact, speaking conversationally, using gestures, and stimulating thinking. Advantages are presenting information quickly to large groups while disadvantages are passive learning and lack of interaction or progress checking.
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The document discusses various approaches and methods for teaching language, including:
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- 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.
Listening skill - Learning and Acquisition of English as Foreign Language
This document discusses listening as an important skill in language learning. It defines listening as an interactive process using prior knowledge and linguistic knowledge to understand messages. The acquisition of listening requires sufficient language exposure where meaning can be inferred. Various types of listening tasks and performances are described, as well as the listening process involving top-down and bottom-up approaches. The teaching of listening is outlined as involving pre, during and post listening activities. Nation's four strands of balancing input, output, language focus and fluency in teaching are also summarized. The document concludes that listening is a complex skill that requires practice and evaluation to develop consciously.
ESP Materiasl Evaluation
The document discusses various aspects of evaluating English for Specific Purposes (ESP) teaching materials, including designing, adapting, and selecting existing materials. It describes designing original materials by providing input and language learning opportunities for students. It also discusses adapting existing materials to suit specific purposes and evaluating materials by looking at what meets learner needs. Key aspects of evaluation include examining how well materials fulfill learning objectives, suit a task-based syllabus, and provide a basis for improving future materials. The document also provides examples of preliminary, performance, and formative evaluation types and criteria for course book evaluation.
Situational syllabus
The document discusses the situational syllabus approach to language teaching. It defines the situational syllabus as organizing language content according to real-life situations where the language would be used. The approach is based on the theory that language is used in context. It includes selecting vocabulary, grammar, and skills for situations like "in the classroom" or "at the bank." The process involves listing situations, analyzing their relevance, and creating conversations. The goal is to improve communicative competence. Advantages include motivation and developing inductive ability. Disadvantages include not including all real-life situations and artificial dialogs not reflecting natural language. The conclusion states no single syllabus is appropriate for all contexts.
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This document discusses key aspects of teaching listening and speaking skills. It addresses questions about what listeners and speakers are doing, factors that affect good listening and speaking, characteristics of real-life communication, common techniques used, and principles for instruction. Some techniques discussed include using authentic materials, developing strategies, emphasizing response, and ensuring activities lead to communicative goals rather than testing. Drills should be limited and guidelines followed. Factors like motivation and feedback are important for teaching pronunciation and conversation skills effectively.
Comprehensible Input
This document discusses comprehensible input for teaching English as a foreign language. It emphasizes using hands-on activities, guarded vocabulary, cooperative learning, and visuals. Specific strategies are outlined, including grouping students and including various activities in lesson plans. Standards and objectives for teaching English at an A1 level in Ecuador are provided, along with an example lesson plan applying comprehensible input strategies to teach about future occupations.
The whole-language-approach (1)
The whole language approach emerged in the 1970s as a method of teaching children to read. It focuses on learning language as a whole through real communication, reading, and writing for pleasure. In this approach, reading is acquired through trial and error rather than direct instruction, and children are encouraged to guess words from context clues and use invented spelling. Teachers act as facilitators rather than transmitters of knowledge, focusing on students' needs, experiences, and interests to collaboratively create meaning.
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There are key differences between listening and reading as macroskills. A listening text relies more on stress and intonation from a speaker for comprehension, while a reading text provides a structured written format. When reading, students can take more time to understand the text by re-reading passages if needed. Effective reading texts contain familiar structures, vocabulary, and organization to aid student comprehension, such as short sentences, clear organization, appealing topics, and visual supports. Teachers can empower students' reading skills through strategies like previewing vocabulary, using context clues, and encouraging prediction and inference-making. The reading lesson framework involves preparation, guided reading, and follow-up integration with other skills.
Materials For Writing In Efl
I made this presentation as part of a M.A. course entitled Material development in second/foreign language teaching, taught by professor Rubena St. Louis.
silent way
This document describes Caleb Gattegno's method of language teaching which is based on the premises that the teacher should remain silent and encourage learners to produce as much language as possible. It involves learning through discovery and problem-solving using physical objects, rather than repetition. The method focuses on propositional meaning of sentences rather than communication, uses vocabulary as a central dimension of learning, and relies on an "artificial approach" with the teacher remaining silent and learners using inner criteria.
Speaking
This document provides an overview of speaking skills for an exam preparation course. It defines speaking as using sounds to communicate ideas and notes that successful speaking requires correct pronunciation, grammar, fluency, and body language. It describes common speaking activities like answering questions, telling stories, and interacting. Fluency is speaking smoothly at a normal pace while accuracy involves correct grammar, vocabulary and pronunciation. Speaking lessons typically involve a lead-in, practice activities, and post-task discussion. Interaction and getting feedback helps keep listeners engaged. Learners need time to process new language before producing it and speak more freely with vocabulary practice and time to organize ideas.
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This material consists of theory of approahes, methods, techniques, and strategies in teaching English.
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View of Language, Culture
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contextually through dialogs.
Aspects of Language the Approach Emphasizes
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Role of Students' Native Language
Not used in class.
Means for Evaluation
Oral question-answer drills, dialog repetition, written exercises based on oral patterns.
Response to Students' Errors
Colloquium14
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This document discusses approaches and methods for teaching English as a foreign language. It defines an approach as a set of assumptions about language teaching and learning, while a method is the procedural implementation of an approach. Some example approaches mentioned are the grammatical translation approach, direct approach, and audio-lingual method. The document also discusses concepts like techniques, which are specific classroom activities, and methods for designing syllabi and lesson plans. Overall, the document provides an overview of different philosophies and frameworks for instructing English as a second language.
Methods For Teaching English
The document provides a summary of several language teaching methods:
1. Total Physical Response uses physical actions to teach language through commands and encourages listening before speaking.
2. The Silent Way focuses on problem solving and self-correction, using colored rods and charts, with the teacher staying mostly silent.
3. Community Language Learning emphasizes building trust and using recordings of student conversations, with the teacher acting as counselor.
4. Suggestopedia aims to reduce stress and tap into learning potential through relaxation, role-playing, and peripheral learning with music.
Day 5 methodology tefl
The document discusses language teaching methodology. It defines methodology as the study of practices, procedures, and principles of language teaching. Methodology involves syllabus design, teaching techniques, and evaluation. The document outlines different language teaching methods throughout history, including grammar translation, audiolingualism, cognitive code learning, humanistic approaches, and communicative language teaching. It emphasizes that the goal of methodology is no longer to find a single "right method" but rather focus on how to effectively teach based on principles and learner needs.
Developing Listening
1. The document discusses what makes listening difficult for language learners, including clustering information, redundancy, reduced forms, performance variables, colloquial language, rate of delivery, stress/rhythm/intonation, and interaction.
2. It provides principles for designing listening techniques, such as using intrinsically motivating and authentic materials tailored to students' abilities.
3. Techniques should check comprehension in various ways and encourage the development of listening strategies like predicting meaning from context.
TEACHING PRODUCTIVE SKILLS 1.pptx
Teaching a language is a complex process that involves more than just a set of easy steps. It requires considering many interrelated factors, such as learner characteristics, age, context, instructional variables, and the integration of listening, speaking, reading, and writing skills. Developing language skills can be challenging due to various obstacles. The goals of language instruction may include helping students acquire competence in using the rules of the language system as well as the performance skills needed to communicate in different situations. Lesson objectives should be specific and measurable statements about what students will learn within a given time period, such as a single lesson.
Audio lingualism
The document discusses the audiolingual method of foreign language teaching. It is based on behaviorism and structuralism. The goal is accurate pronunciation, grammar, and the ability to respond quickly through speech practice. Key characteristics include viewing mistakes as bad, presenting oral language first, and drilling practices. Main activities involve reading dialogues aloud, repeating model sentences, and drilling grammatical patterns with an emphasis on correct pronunciation.
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Introduction to objective, scope and outcome the subject
Chapter 2
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English teaching practicum1 learning activity 2
- 4. APPROACH Here we will be able to find theories about the nature of language and language learning that would be use as platter for lots of practices and principles in the teaching of language. An approach in language describes how it is use and its internally part work offering a model of language competence. Approach will also describe how people obtains and unravel their language knowledge .
- 5. METHOD Is the practical realization of an approach. Here we can get to many different decisions about types of activities. Find roles of teachers and learners. Tools and materials that will be use.
- 6. PROCEDURE It could be define as an organized sequence of techniques. Ordered steps to complete an activity, It could be listening activity, reading activity or writing activity.
- 7. TECHNIQUE oIt is about the way or the manner in which language is acquired. oHere we can find the listening technique to learn language. oWe can find the reading technique to learn language. oIt is important to use the writing technique to learn more vocabulary and express in a well and organized way our ideas and thoughts.