Lesson plan (observe)
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This lesson plan is for a 6th grade English class about loving the environment. The 50-minute lesson focuses on using "should" and "should not" to make sentences about proper environmental behavior. Vocabulary words related to the environment are introduced and practiced. Students will be divided into groups to play a game making sentences with the target language. They will also complete a worksheet filling in "should" and "shouldn't" to identify proper environmental actions. The objectives are for students to use "should" and "should not" regarding the environment and recognize important environmental concepts.
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Developing activities and resources for the teaching of
This document discusses developing activities and resources for teaching grammar in primary school. It outlines several principles for selecting meaningful activities, such as ensuring activities are purposeful, provide practice opportunities, and encourage active participation. A list of fluency and accuracy focused activities is presented. The document emphasizes that grammar teaching activities should help students master the item, meaning, and use. Types of activities mentioned include drills, substitution tables, and jazz chants to help practice language forms in an engaging manner.
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The Grammatical Translation Method focuses on grammar rules, translation of sentences, and reading/writing skills over speaking/listening. Vocabulary is taught through lists and dictionary study. Teachers analyze grammar rules then have students translate sentences between the target and native languages. The goals are to read literature and translate between languages, while developing reading/writing skills. It effectively applies grammar but stresses students less while demanding less of teachers. However, it gives the wrong view of language and creates less motivation/more frustration for learners.
Paper no 12 elt
Mansi Parmar submitted a paper on the oral and situational approach to language teaching. The situational approach developed in the 1930s-1960s and focused on developing speaking ability through vocabulary and grammar controlled by topic. Language was taught orally with new points introduced and practiced in simulated real-world situations. It relied on behavioral learning theory using real objects and pictures to demonstrate meanings clearly and facilitate memorization, though teachers found it difficult and boring to present all items situationally.
Direct method
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Compiled by:
Phattharakan Phiphitphornsirikun
Wanlapa Thaweeapiradeepiti
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1. audio lingual method
The audiolingual approach was developed from language training programs for WWII soldiers. It is based on behaviorist learning theory and structural linguistics. The approach focuses on drills, pattern practices, and imitation to teach language structures through repetitive practice. Learning activities are teacher-dominated and emphasize the use of technology like tape recorders. The goal is to train students' ears and tongues through sound-based pattern practice before introducing written symbols. While effective for its original purpose, audiolingualism declined due to its inability to enable real-world communication and its boring, unsatisfying teaching procedures.
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This document summarizes and evaluates English language learning materials. It discusses the similarities and differences between general English and English as a foreign language contexts. Coursebooks aim to develop language skills but may not adequately address learners' specific needs and environments. The document evaluates seven UK coursebooks and finds they contain outdated topics, idealized cultures, and an overemphasis on exercises over language use. It suggests materials could better engage learners by incorporating flexibility, relevant content, and a focus on language development rather than predetermined inputs. Developers and teachers should consider user feedback and apply learning principles to improve materials.
GTM method
The Grammar Translation Method is a method for teaching foreign languages that uses students' native language as a basis for understanding the target language. Students learn grammar rules deductively and translate between the native and target languages. Vocabulary and grammar are emphasized, as well as reading and writing skills. While it can help explain words and phrases and teach correct grammar, it is criticized for being unnatural and neglecting communication skills. The method was developed for teaching dead languages but is still sometimes used for its ease of conducting grammar exercises and tests.
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Developing activities and resources for the teaching of
This document discusses developing activities and resources for teaching grammar in primary school. It outlines several principles for selecting meaningful activities, such as ensuring activities are purposeful, provide practice opportunities, and encourage active participation. A list of fluency and accuracy focused activities is presented. The document emphasizes that grammar teaching activities should help students master the item, meaning, and use. Types of activities mentioned include drills, substitution tables, and jazz chants to help practice language forms in an engaging manner.
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The Grammatical Translation Method focuses on grammar rules, translation of sentences, and reading/writing skills over speaking/listening. Vocabulary is taught through lists and dictionary study. Teachers analyze grammar rules then have students translate sentences between the target and native languages. The goals are to read literature and translate between languages, while developing reading/writing skills. It effectively applies grammar but stresses students less while demanding less of teachers. However, it gives the wrong view of language and creates less motivation/more frustration for learners.
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Mansi Parmar submitted a paper on the oral and situational approach to language teaching. The situational approach developed in the 1930s-1960s and focused on developing speaking ability through vocabulary and grammar controlled by topic. Language was taught orally with new points introduced and practiced in simulated real-world situations. It relied on behavioral learning theory using real objects and pictures to demonstrate meanings clearly and facilitate memorization, though teachers found it difficult and boring to present all items situationally.
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Silent w (2)
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The document discusses the aims, objectives, and principles of teaching English as a first or second language. It outlines four specific aims of teaching English in school as understanding spoken English, speaking English, understanding written English, and writing English. The objectives at the secondary level are described as teaching English as a language rather than literature, focusing on semantic, phonetic, graphic, and phonetic-graphic development. The objectives at the higher secondary level aim for literary development, including developing taste for English literature through reading, aesthetic pleasure, critical views and analysis, and translating ability. Palmer's principles of language learning are also summarized, which include initial preparation, habit formation, accuracy, gradation, proportion, concreteness, interest/motivation
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Presentation (3)
The Audio-Lingual Method is an oral-based language teaching approach that was developed during World War II based on behaviorist theory. It uses repetitive drills and dialog memorization to develop oral skills through imitation and over-learning. The teacher acts as a model for students to mimic, and the method emphasizes speaking, listening, and pronunciation practice over other skills or using the native language. While it aims to develop oral ability through repetition, it is seen as lacking effectiveness and competence development and causing boredom.
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The direct method
The Direct Method was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. It argues that a foreign language can be taught without translation by using the target language exclusively in the classroom. Teachers demonstrate vocabulary and grammar rather than explaining or translating. Students learn inductively through examples, pictures, and activities like question-answering exercises. Correct pronunciation and communication skills are emphasized over formal language rules.
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Audiolingualmethod.nadia.bat
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A presentation for the Materials module I am doing.
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Silent w (2)
The Silent Way method developed by Caleb Gattegno in 1970 focuses on students discovering and exploring grammar inductively through cognitive principles. Teachers act as facilitators by using tools like sound/color charts, sentence construction rods, and word charts to guide students to explore and practice the language independently and orally in silence. The goal is for students to become autonomous learners by working first on oral skills and using their errors to further their language learning.
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Direct method for language teaching
The document discusses the Direct Method (or Natural Method) for teaching language. It focuses on full immersion in the target language using listening and speaking, without translation. Basic principles include teaching language inductively by having students figure things out themselves, only using the target language, and making oral communication the main objective. Advantages include improved pronunciation and fluency from oral practice, while disadvantages include other skills like reading and writing being ignored and difficulties for some student backgrounds.
Direct method
The direct method focuses on communicating in the target language through demonstration and visual aids, without translation or explicit grammar instruction. In the classroom, the teacher uses a map to ask students questions about US geography, encouraging responses in full sentences in the target language. Errors are addressed through questioning to facilitate self-correction. The goal is to think in the target language by using real-world content and situations.
Language Approach: Direct Method
The document discusses the Direct Method approach to language teaching. It is an approach that uses the target language exclusively for instruction and communication in the classroom. Key principles include conducting class only in the target language, teaching everyday vocabulary and sentences, and building oral communication skills through question-and-answer exchanges. Grammar is taught inductively and new concepts are introduced orally using objects and pictures. Techniques include questions, dictation, reading aloud, and conversation practice. The role of the teacher is to direct activities while students and teachers interact as partners. Strengths are that it mimics natural first language acquisition and emphasizes oral communication, while weaknesses include lack of structural practice and risk of incorrect rules.
Pedagogical bases
The document discusses the aims, objectives, and principles of teaching English as a first or second language. It outlines four specific aims of teaching English in school as understanding spoken English, speaking English, understanding written English, and writing English. The objectives at the secondary level are described as teaching English as a language rather than literature, focusing on semantic, phonetic, graphic, and phonetic-graphic development. The objectives at the higher secondary level aim for literary development, including developing taste for English literature through reading, aesthetic pleasure, critical views and analysis, and translating ability. Palmer's principles of language learning are also summarized, which include initial preparation, habit formation, accuracy, gradation, proportion, concreteness, interest/motivation
English for academic purposes
This document provides information about English for Academic Purposes (EAP). It defines EAP as not just a teaching approach but also a branch of applied linguistics focused on effective teaching methods. EAP involves analyzing students' academic language needs and the linguistic and discourse structures of academic texts. The document also distinguishes EAP from general English, noting EAP has a greater focus on reading, writing, and formal academic genres, while being situated within specific learner contexts and situations.
Direct method By Katherine Camacho
The Direct Method was established in Germany and France around 1900 as a contrast to traditional Grammar-Translation methods of language teaching. It immerses learners in the target language similarly to how a first language is acquired, with all teaching done in the target language through oral interaction and without using the learner's native language. Grammar is taught inductively with a focus on speaking and listening everyday language. While initially popular, the Direct Method fell out of favor due to its assumption that a second language is acquired the same as a first, when the conditions are actually very different. It paved the way for the later Audio-Lingual Method.
The direct method (1)
The document discusses the Direct Method, an approach to teaching second languages that was popular in the late 20th century. It aimed to make second language learning similar to acquiring a first language through immersion. While accepted in some private schools, it faced criticism for its weak theoretical underpinnings. By the early 21st century, the Direct Method declined and was replaced by other approaches, though some of its ideas were later incorporated into the Audiolingual Method.
Grammar Translation Method
Grammar Translation Method, PdPP June 2021,
IPGK Ipoh,
Anis Suhaila
Erin Syazwani
Aftikah
Hazimah Izzati
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.
Presentation (3)
The Audio-Lingual Method is an oral-based language teaching approach that was developed during World War II based on behaviorist theory. It uses repetitive drills and dialog memorization to develop oral skills through imitation and over-learning. The teacher acts as a model for students to mimic, and the method emphasizes speaking, listening, and pronunciation practice over other skills or using the native language. While it aims to develop oral ability through repetition, it is seen as lacking effectiveness and competence development and causing boredom.
Whole language eka
This document discusses whole language teaching methods. It lists various whole language teaching strategies like reading aloud, journal writing, and sustained silent reading. It also discusses different types of language skills like semantic, syntactic, and pragmatic skills. Finally, it notes that whole language focuses on teaching reading in context by looking at whole words rather than breaking words into parts.
GRAMMAR TRANSLATION METHOD ( GTM )
This document discusses the Grammar-Translation Method of language teaching. It outlines the goals of this method, which are to teach grammar rules and use translation exercises. It also describes the roles and interaction of teachers and students, including how teachers correct student errors. Additionally, it examines the language skills and evaluation aspects of the Grammar-Translation Method.
The direct method
The Direct Method was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. It argues that a foreign language can be taught without translation by using the target language exclusively in the classroom. Teachers demonstrate vocabulary and grammar rather than explaining or translating. Students learn inductively through examples, pictures, and activities like question-answering exercises. Correct pronunciation and communication skills are emphasized over formal language rules.
English for academic purposes
EAP involves training students to use English appropriately for academic study. It is a branch of applied linguistics focusing on effective teaching methods and analyzing students' academic language needs. There are three main parts of EAP: background research, practice, and materials development. EAP began in the 1970s and focuses on reading, writing, and teaching formal academic genres, starting with an analysis of learners' situations and language requirements for their specific fields of study.
Grammar-Translation Method
The document discusses the Grammar-Translation method of teaching foreign languages. It focuses on analyzing an experience using this method. The key aspects of the Grammar-Translation method observed include: students translating passages between the target and native languages, learning grammar rules and their application, memorizing vocabulary and verb conjugations, and answering reading comprehension questions. The method aims to enable students to read literature in the target language but is criticized for not promoting communication skills and interaction.
Audiolingualmethod.nadia.bat
The document discusses the Audio-Lingual Method, an approach to foreign language teaching developed in the 1940s. It emphasizes speaking and listening over reading and writing, uses dialogues and drills, and discourages using the native language. The theory was based on behaviorist psychology and focused on habit formation. While initially successful for military language training, it declined in the 1960s due to criticisms of its effectiveness and lack of focus on communication.
The direct method udelma
The document outlines the key principles and characteristics of a Direct Method approach to language teaching. It emphasizes using the target language from the beginning, avoiding translation, focusing on communication over grammar rules, inductive teaching of vocabulary and grammar, use of real-world contexts and activities, and evaluating students orally and through writing practice. The role of both teacher and students is to actively participate and communicate in the target language.
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Summary of the most important methods presented in class
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Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
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RESEARCH ANALYSIS AND EVALUATION
RESEARCH ANALYSIS AND EVALUATIONINTERNATIONAL INDEXED,REFERRED,MULTILINGUAL,INTERDISCIPLINARY, MONTHLY RESEARCH JOURNAL
This document summarizes a research paper on using a communicative approach for teaching English to 9th standard students. The paper outlines the principles and steps of the communicative approach, including making language learning meaningful and focusing on communication. It also discusses the teacher's role in facilitating communication and using tasks, group work, and authentic materials. The research studied 188 English teachers in Beed district to understand their current practices and challenges with the communicative approach. It found that most teachers aim to develop the four skills of listening, speaking, reading and writing through tasks and peer interaction. However, some challenges included students' affection for their mother tongue and developing vocabulary and expression. The paper recommends teachers focus on using English, audiovisual aids, andEnvironment analysis
1. The document discusses environment analysis, which involves analyzing constraints and factors related to the teaching situation that could impact course design. These include the learners, teachers, and teaching/learning environment.
2. An example is provided of an environment analysis for a course for young Japanese learners who had lived abroad and were taking weekly classes to maintain their English skills back in Japan. Key constraints included limited class time and opportunities to use English outside class.
3. The constraints could affect curriculum design, such as guiding parents to provide extra English practice, using fun, meaningful activities to maintain student interest, and focusing on teacher-centered rather than pair/group work due to the language barrier. A wider analysis may also consider
Rosetta Stone for Language Learning: Yay or Nay?
- The document summarizes a presentation given by Gillian Lord comparing the effectiveness of Rosetta Stone for learning Spanish as a second language.
- Lord collected data from university students learning Spanish through Rosetta Stone, in a classroom, or both, and assessed their linguistic outcomes, attitudes, and perceptions of the materials.
- Based on her data and criteria including professional assessments, empirical studies, and student feedback, Lord found both benefits and limitations to the Rosetta Stone approach for language learning.
Syllabus first level
This document provides a syllabus for an English I course taught at Universidad Técnica del Norte in Ecuador. The course is designed to teach English communication skills to elementary (A2) students. Over the course of 6 months, students will complete 6 units covering topics like people, work, daily life, food, places, and family. Assessment will include unit tests, midterm and final exams, projects, and class activities evaluating listening, speaking, reading and writing skills. The goal is for students to develop basic communicative abilities in English.
Developing Supplementary Listening Materials for the 7th Graders
This document summarizes the development of supplementary listening materials for 7th grade students in Indonesia. It developed 3 packages with different topics - shopping lists, greeting cards, and announcements. Each package contains 5 dialogues and exercises related to the topics. The materials were designed for self-study with e-books, audio recordings, and answer keys. An expert validated the materials and revisions were made based on feedback. The final products aimed to improve students' listening skills and motivation for independent learning outside of class.
ARS Teacher PD - February 2010
This document summarizes an ARS Language & Literacy PD session that covered the following key points in 3 sentences:
The session reviewed ARS goals of best practices, essential early literacy skills, knowledgeable educators, and engaged communities. Participants learned about the ARS curriculum approach, instructional roadmap, and practiced implementing a shared book reading protocol. Educators then had planning time to discuss what is working, needs improvement, and how to integrate various components of the ARS curriculum.
Teaching listening
This presentation describes the major stages of a listening teaching and how to address the difficulties that arise during these different stages.
METHODOLOGY I ( I Bimestre Abril Agosto 2011)
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: M S. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Primero
Bc phase one_session3
The document provides guidance for creating practical English language activities that are competence-based, outlining the learning cycles and competencies of the NEPBE framework in Mozambique. It then gives examples of activities for each cycle, from kindergarten to secondary school, and provides tips for working with different age groups, emphasizing using songs, stories, pictures and hands-on projects to engage students orally and in writing.
Ms4 annual plan
Salam
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
MONE June 2017
Ms4 annual plan
The document provides an overview of the annual English learning plan for 4th year middle school students in Tunisia. It consists of 5 projects over the school year, each lasting 5-11 weeks. Each project follows the same structure: 1) Language learning focusing on grammar, vocabulary and pronunciation, 2) Skills building where students practice reading and writing, 3) Assessment of students, and 4) Remediation as needed. The first project focuses on food and restaurants, the second on citizenship and sustainable development, and so on, covering a variety of topics to improve students' English communication skills.
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The document discusses the establishment of an English Resource Centre at DIET Pitampura. It provides background information on the need for the centre to improve English communication skills among teachers. It outlines objectives, activities conducted, modules and budget proposed for operating the centre over the next year. The total estimated budget required is Rs. 9,10,500 which will be used for conducting workshops, establishing the resource centre facility and procuring teaching-learning materials.
Revisi proposal nita sulistiani 1 (2)
This document presents a research proposal on using vocabulary trees as a technique for teaching vocabulary to junior high school students. It begins with an introduction that language and vocabulary are important for communication. It then discusses the background of the study, including definitions of vocabulary and vocabulary trees. The study aims to examine the vocabulary achievement scores of students taught with vocabulary trees versus a conventional method. It proposes that vocabulary trees may help students learn and retain more words. The significance is that it could provide teachers an effective new technique and help students improve their English vocabulary mastery.
Environment analysis ppt.pptx
This document discusses curriculum and material development through environment analysis. It explains that environment analysis involves analyzing factors like learner characteristics, teacher characteristics, and constraints. This helps identify the most important factors and their potential effects on curriculum design. Some examples provided include large class sizes requiring more group work and the time constraint requiring a focus on meaning over language. The analysis helps design a curriculum that best supports learning given the environmental constraints.
Celta presentation
This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.
Methods and Approaches of ELT
This document discusses several methods of teaching English, including the Grammar Translation Method, Direct Method, and Audio-Lingual Method. The Grammar Translation Method focuses on translating words and texts between English and the learner's native language. The Direct Method teaches English exclusively through the target language without translation. The Audio-Lingual Method is based on behaviorism and teaches language patterns through repetition and drills. Each method has its own principles, techniques, merits and demerits for developing English language skills.
English 2
This document outlines features of spoken English and principles for teaching spoken English. It discusses prosodic features, shortened forms, and organizational features of spoken language. It emphasizes using pair and group work to reduce student stress. Teachers should present models, conduct practice, and facilitate production. Correction should be done privately and encouragement emphasized. The document recommends using tasks with information gaps, games, role plays and drama. It addresses teaching large and mixed-ability classes through carefully designed group tasks and varied assignments. Motivation involves student task design, varied activities, and awareness of speaking skills benefits.
English
This document outlines features of spoken English and principles for teaching spoken English. It discusses prosodic features, shortened forms, and organizational features of spoken language. It emphasizes using pair and group work to reduce student stress. Basic principles include stressing rhythm, using songs, and correcting mistakes privately. The document recommends designing tasks with clear purposes and information gaps. It introduces the book "A Speaking Course" and addresses teaching large and mixed-ability classes through varied activities, designs, and student involvement.
GIÁO ÁN MÔN TIẾNG ANH LỚP 8 CẢ NĂM (GLOBAL SUCCESS) THEO CÔNG VĂN 5512 (2 CỘT...
GIÁO ÁN MÔN TIẾNG ANH LỚP 8 CẢ NĂM (GLOBAL SUCCESS) THEO CÔNG VĂN 5512 (2 CỘT...Nguyen Thanh Tu Collection
This document provides an English lesson plan for teaching 8th grade students about environmental protection. It includes 5 sections: an introduction to activate students and introduce the topic, a presentation of new vocabulary, practice activities to reinforce the vocabulary, a quiz to check comprehension, and assigning homework. The plan aims to help students understand the importance of environmental protection and gain listening, reading, speaking and writing skills related to the topic through various classroom activities and exercises.Similar to Lesson plan (observe) (20)
Developing Supplementary Listening Materials for the 7th Graders
Developing Supplementary Listening Materials for the 7th Graders
Methodology information, about university students
Methodology information, about university students
GIÁO ÁN MÔN TIẾNG ANH LỚP 8 CẢ NĂM (GLOBAL SUCCESS) THEO CÔNG VĂN 5512 (2 CỘT...
GIÁO ÁN MÔN TIẾNG ANH LỚP 8 CẢ NĂM (GLOBAL SUCCESS) THEO CÔNG VĂN 5512 (2 CỘT...
Lesson plan (observe)
- 1. Lesson Plan Semester 1 Academic Year 2016 Student’ Grade VI Subject English Time 1 Period Unit 4 Topic : Love our environment Teacher : Weeraya Rakworanit *********************************************************************************** 1. Topic: should / should not (environment) - Language Focus : should / should not You should (put trash in the garbage bin). You should not (throw out trash into the river). - Vocabulary Words : deodorant, factory, turn off, trash, garbage bin, throw out 2. Skills: Speaking, Listening, Writing and Reading 3. Time Allotment: 50 minutes 4. Objectives/Aims: - The students are expected to use should / should not relate to the environment. - The students are expected to recognize the environment. 5. Method: Communicative Language Teaching 6. Teaching Resources: Song/ Game/ Worksheet 7. Steps of Activities (Pre, Main, Post) A: Pre Activity (Pre task) - Read the vocabularies on the students’ notebooks and write more. - Review the last lesson by sing the song “save the environment”. - Teacher gives the students find the meaning of the words; “deodorant, factory, turn off, trash, garbage bin, throw out” then let them repeat. - Let them open page 66-67 on their textbooks then the teacher explains about should / should not and make sentences to be examples. B. Practice (Main Task) - Divide students into 2 groups to play a game “Let’s make a sentence”. - Each group has to make sentences in the correct order. Which group is the fastest; it will get a point. - Ask them “How do you save the environment?” and let them think about it.
- 2. C. Production (Post Task) - Give them to do save the world worksheet by filling should/ shouldn’t in the blanks. - Check the answer together.