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This document summarizes the lexical approach to language teaching developed by Michael Lewis in the 1990s. The lexical approach focuses on developing students' proficiency with vocabulary, including individual words, multi-word units, collocations, and sentence frames. It aims to provide scaffolding for students and make the teacher's language the main input source. Students are encouraged to observe and classify real language samples to discover patterns themselves. The advantages are that it encourages and motivates students through a step-by-step process, and teachers feel more comfortable with a clearly defined curriculum. The disadvantages are that language cannot be perfectly divided and some topics considered advanced can actually be taught at lower levels.
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The lexical approach.ppt
The lexical approach focuses on teaching vocabulary through meaningful chunks or collocations rather than individual words. It emphasizes acquiring vocabulary through observing language in use and hypothesizing about its patterns, rather than through mechanical exercises. Learning vocabulary is seen as a branching process where words are associated with each other, and listening skills have priority over other language skills. The goal is to build a large pool of lexical chunks that allow for fluent production of the language.
Lexical Approach
The lexical approach is a language teaching method published in 1993 that focuses on developing learner proficiency with lexis (words and phrases). It views lexis as the central component of language, rather than grammar or other elements. The approach involves teaching lexical chunks, collocations, and other multi-word units. The teacher's role is to help learners notice patterns in language and discover knowledge independently. While it lacks a fully developed learning theory, the lexical approach provides an alternative to traditional grammar-focused methods.
Lexical approach
“Language consists not of traditional grammar and vocabulary but often multi-word prefabricated chunks.”
Notional functional syllabus
The document discusses the notional/functional syllabus approach to language teaching. It begins by defining the notional/functional syllabus and explaining that it focuses on the functional uses of language over grammatical forms. It then provides more details on the origins and key concepts of the notional/functional approach, including notions, functions, form-function mapping, and its relationship to communicative language teaching. The document also discusses strengths and limitations of the notional/functional syllabus and how it can be applied.
Lexical approach Presentation
The lexical approach focuses on teaching language as fixed expressions and chunks that occur frequently, rather than as single words. Students are thought to learn grammar patterns and vocabulary more effectively by perceiving language this way. Key aspects of this approach include teaching collocations, idioms, social greetings, and other combinations of words that commonly go together, as well as having students accumulate and store chunks in a lexical notebook. However, the lexical approach lacks a detailed learning theory and full characterization as an approach.
The lexical approach
The document discusses "The Lexical Approach" proposed by Michael Lewis in 1993. It focuses on developing learner proficiency with lexis (words and phrases) rather than grammar. The key aspects covered include: types of lexis like chunks, collocations, idioms; principles like observing language use; considerations for designing lexical approach-based classes like objectives, syllabus, teacher/learner roles, materials; procedures involving noticing patterns and recording collocations; implications for providing input and practice opportunities; and concluding that it is still being developed as a full methodology.
Lexical approach
This document outlines Michael Lewis's Lexical Approach to language teaching. It discusses the fundamentals of the approach, which posit that language consists of grammaticalized vocabulary rather than lexicalized grammar. Key features include a focus on multi-word chunks rather than individual words and grammar. The roles of teachers in providing input and learners in noticing patterns are described. Limitations include the lack of a full learning theory and challenges in selecting which chunks to teach.
The lexical approach
The Lexical Approach is a language teaching method developed by Michael Lewis in the 1990s that focuses on vocabulary and multi-word phrases rather than traditional grammar. It posits that language consists largely of prefabricated chunks like collocations, idioms, and fixed phrases. Teachers following this approach aim to help students learn and comprehend these common lexical units. Classroom activities emphasize identifying lexical patterns in authentic texts and increasing retention of vocabulary chunks. The goal is for students to perceive language structures through meaningful lexical exposure rather than explicit grammar instruction.
Recommended
The lexical approach.ppt
The lexical approach focuses on teaching vocabulary through meaningful chunks or collocations rather than individual words. It emphasizes acquiring vocabulary through observing language in use and hypothesizing about its patterns, rather than through mechanical exercises. Learning vocabulary is seen as a branching process where words are associated with each other, and listening skills have priority over other language skills. The goal is to build a large pool of lexical chunks that allow for fluent production of the language.
Lexical Approach
The lexical approach is a language teaching method published in 1993 that focuses on developing learner proficiency with lexis (words and phrases). It views lexis as the central component of language, rather than grammar or other elements. The approach involves teaching lexical chunks, collocations, and other multi-word units. The teacher's role is to help learners notice patterns in language and discover knowledge independently. While it lacks a fully developed learning theory, the lexical approach provides an alternative to traditional grammar-focused methods.
Lexical approach
“Language consists not of traditional grammar and vocabulary but often multi-word prefabricated chunks.”
Notional functional syllabus
The document discusses the notional/functional syllabus approach to language teaching. It begins by defining the notional/functional syllabus and explaining that it focuses on the functional uses of language over grammatical forms. It then provides more details on the origins and key concepts of the notional/functional approach, including notions, functions, form-function mapping, and its relationship to communicative language teaching. The document also discusses strengths and limitations of the notional/functional syllabus and how it can be applied.
Lexical approach Presentation
The lexical approach focuses on teaching language as fixed expressions and chunks that occur frequently, rather than as single words. Students are thought to learn grammar patterns and vocabulary more effectively by perceiving language this way. Key aspects of this approach include teaching collocations, idioms, social greetings, and other combinations of words that commonly go together, as well as having students accumulate and store chunks in a lexical notebook. However, the lexical approach lacks a detailed learning theory and full characterization as an approach.
The lexical approach
The document discusses "The Lexical Approach" proposed by Michael Lewis in 1993. It focuses on developing learner proficiency with lexis (words and phrases) rather than grammar. The key aspects covered include: types of lexis like chunks, collocations, idioms; principles like observing language use; considerations for designing lexical approach-based classes like objectives, syllabus, teacher/learner roles, materials; procedures involving noticing patterns and recording collocations; implications for providing input and practice opportunities; and concluding that it is still being developed as a full methodology.
Lexical approach
This document outlines Michael Lewis's Lexical Approach to language teaching. It discusses the fundamentals of the approach, which posit that language consists of grammaticalized vocabulary rather than lexicalized grammar. Key features include a focus on multi-word chunks rather than individual words and grammar. The roles of teachers in providing input and learners in noticing patterns are described. Limitations include the lack of a full learning theory and challenges in selecting which chunks to teach.
The lexical approach
The Lexical Approach is a language teaching method developed by Michael Lewis in the 1990s that focuses on vocabulary and multi-word phrases rather than traditional grammar. It posits that language consists largely of prefabricated chunks like collocations, idioms, and fixed phrases. Teachers following this approach aim to help students learn and comprehend these common lexical units. Classroom activities emphasize identifying lexical patterns in authentic texts and increasing retention of vocabulary chunks. The goal is for students to perceive language structures through meaningful lexical exposure rather than explicit grammar instruction.
Approaches & Methods in Language Teaching
This document discusses the history and evolution of different language teaching methods. It begins with the Grammar Translation Method (GTM), then discusses reforms that led to the Direct Method. Next, it covers the Audiolingual Method and Total Physical Response. Finally, it introduces Communicative Language Teaching as an approach that focuses on communicative competence rather than grammar structures. Key differences between methods such as their use of the native language, focus on grammar rules, and emphasis on spoken or written language are also outlined.
LEXICAL APPROACH
The lexical approach focuses on teaching language as chunks or multi-word phrases rather than as individual words and grammar rules. It asserts that much of a language consists of prefabricated phrases and that students should learn these phrases as chunks. The key principles are that the lexicon, or vocabulary, makes up the main part of a language and that lexical chunks like phrases and collocations are important units for students to learn as they are used by native speakers. Advocates of this approach believe it helps increase students' fluency and acquisition of natural language patterns.
History of language teaching
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
Teaching across proficiency levels Alejandra Lopez
This document discusses guidelines for teaching English language learners across different proficiency levels - beginning, intermediate, and advanced.
It provides descriptions of characteristics and teaching approaches for each level. At the beginning level, the focus is on developing basic speaking, listening, reading and writing skills through simple communication tasks. At the intermediate level, students have more language control and can discuss their interests, though accuracy is still a goal. The advanced level focuses on developing native-like fluency and competence through complex activities and academic content. Across all levels, the teacher's role is to provide opportunities for practice and automatization of language skills.
Lexical Approach To Second Language Teaching
The document discusses the lexical approach to second language teaching. It focuses on developing learners' proficiency with lexis, words, and word combinations rather than grammar. The lexical approach emphasizes exposing learners to natural language through activities involving listening, reading, comparing languages, and using dictionaries. The goal is to help learners perceive and use lexical patterns and collocations.
The Lexical Approach
The document discusses the Lexical Approach to language teaching. It focuses on having students learn lexical phrases or "chunks" as the basic units of communication rather than individual words. The Lexical Approach was formalized by Michael Lewis in 1993 and prioritizes receptive skills like listening and reading. It distinguishes between vocabulary, which are individual words, and lexis, which includes fixed word combinations. Examples of lexical items discussed include compounds, phrasal verbs, idioms, and fixed phrases. An activity is proposed that exposes students to chunks through a reading passage and various post-reading exercises.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Content Based Instruction
This document discusses content-based instruction and compares it to other language teaching approaches. It provides details about how a teacher would implement content-based instruction in the classroom, including using the target language to teach concepts in other subject areas like geography. The teacher would scaffold the linguistic and content objectives, create hands-on activities for students to complete collaboratively, and evaluate students on both their content knowledge and language ability. The goal is for students to learn content while also developing communicative skills in the target language.
Teaching young learners
This document discusses principles and strategies for teaching young English language learners. It explains that young children acquire language naturally through social interaction and play. Effective teaching strategies include using routines, scaffolding, and making lessons fun, meaningful, and supported. Teachers should draw on theories from Piaget, Vygotsky and Bruner to create interactive lessons that build on children's innate language learning abilities.
Lexical approach
The lexical approach focuses on vocabulary acquisition through learning multi-word lexical chunks rather than individual words. It views fluency as being based on prefabricated lexical items. The key principles are that lexis plays a primary role in language learning, lexis includes more than just single words and includes word combinations, and chunks of language make up a significant part of natural language use. The teacher's role is to provide input and scaffolding to help students discover patterns themselves. Materials include authentic language samples and computer corpora.
morphological productivity
The document discusses the concept of morphological productivity and the factors that can affect it. It states that productivity exists on a spectrum from more to less, and should be analyzed synchronically rather than diachronically. Productivity can be blocked or constrained by phonological, morphological, semantic, and syntactic factors. The suffix "-er" is cited as the most productive in English while "-id" is the least productive. Semi-productive affixes that fail to attach to eligible forms are also discussed.
TEACHING THE LANGUAGE SYSTEM
This document discusses different approaches to teaching language systems and aspects of language. It covers:
1) The deductive approach where students are given explanations or rules and then apply them to examples.
2) The inductive approach where students see examples first and try to deduce the rules.
3) Using gestures, pictures, and actions to explain meanings of words, grammar points, and pronunciation.
4) Having students practice language through repetition, personalized examples, and correcting any mistakes.
Content based syllabi
This document discusses content-based syllabus design for language courses. A content-based syllabus focuses on teaching content or informational subjects like math or science alongside language. It uses topics rather than grammar as the starting point. Both language and content are taught together rather than separately. Content-based syllabi have been used in ESL programs in schools and universities where English is integrated with other subjects. They provide a framework for sustained engagement with both content mastery and language acquisition. However, they also risk frustration if students lack the language skills needed for the content tasks.
Approaches and methods in language teaching
The Audio-Lingual Method does not explicitly address dealing with feelings. The focus is on habit formation through repetition and reinforcement.
View of Language, Culture
Language is viewed as a set of habits to be formed through repetition and reinforcement. Cultural information is presented
contextually through dialogs.
Aspects of Language the Approach Emphasizes
Oral skills emphasized through imitation and repetition drills; grammar is induced from examples; reading and writing
based on oral work.
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
Syllabuses and Coursebook
The document discusses different approaches to syllabus design in language teaching. It describes several types of syllabuses including grammar-based, lexical, functional, situational, topic-based, and task-based syllabuses. It also discusses criteria for effective syllabus design such as learnability, frequency, coverage, and usefulness. Finally, it introduces the concept of a multi-syllabus approach that combines elements from different syllabus types.
The Nature of Approaches and Methods in Language
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Applied linguisticss
Applied linguistics is the scientific study of language in real world contexts. It involves applying theories of linguistics to understand and solve language-related problems. Applied linguistics draws from fields like linguistics, psycholinguistics, and sociolinguistics. It focuses on areas such as second language teaching and language testing. Applied linguistics aims to investigate language learning and teaching issues and find practical solutions. It has played an important role in addressing language problems faced by people around the world.
Advantages and Disadvantages of Applying Audio-Lingual Methods
(1) The Audio-Lingual Method (ALM) emphasizes listening and speaking skills before reading and writing, using repetition and behaviorist techniques to help students communicate through memorizing words and structures.
(2) ALM utilizes 11 techniques including memorizing dialogues, drilling, and question/answer exercises. It also follows four principles: language is speech, language is habit, teaching the language not words, and language is what native speakers say.
(3) Advantages of ALM include being based on behaviorist psychology, not using translation or the original language, encouraging foreign language use and speech, and helping students learn pronunciation through teacher modeling. However, disadvantages are that it lacks room for error and does
The oral approach and slt
Few language teachers today are familiar with term Oral Approach, though it has shaped the design of many widely used EFL textbooks and courses including many still being used today
PDP framework
The PDP Framework is a lesson planning tool that helps teachers deliver effective listening, reading, and video lessons. It is based on research showing that students are more engaged when actively involved before, during, and after consuming content. The framework has three stages: pre-listening/reading preparation, during active listening/reading tasks, and post activities that extend understanding and apply it to other contexts.
Task based instruction method
This document outlines the theory and techniques of task-based language instruction. It discusses the roles of the teacher and students, types of tasks, task cycles, modes of interaction, language areas addressed, error correction approaches, advantages and disadvantages. The key aspects are that tasks provide opportunities for meaningful communication and language use, the teacher facilitates while students actively work together to complete tasks using their linguistic resources.
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This document discusses the history and evolution of different language teaching methods. It begins with the Grammar Translation Method (GTM), then discusses reforms that led to the Direct Method. Next, it covers the Audiolingual Method and Total Physical Response. Finally, it introduces Communicative Language Teaching as an approach that focuses on communicative competence rather than grammar structures. Key differences between methods such as their use of the native language, focus on grammar rules, and emphasis on spoken or written language are also outlined.
LEXICAL APPROACH
The lexical approach focuses on teaching language as chunks or multi-word phrases rather than as individual words and grammar rules. It asserts that much of a language consists of prefabricated phrases and that students should learn these phrases as chunks. The key principles are that the lexicon, or vocabulary, makes up the main part of a language and that lexical chunks like phrases and collocations are important units for students to learn as they are used by native speakers. Advocates of this approach believe it helps increase students' fluency and acquisition of natural language patterns.
History of language teaching
The document provides a history of language teaching methods from the 1500s to present day. It begins with Latin being the dominant language of education in the 1500s, though French, Italian, and English gained prominence in the 1600s. The 1700s-1900s saw the promotion of Latin in schools through grammar-focused instruction. In the 1800s, modern languages began to be taught using the same grammar-translation approach. Reform movements in the late 1800s advocated for a more natural approach focused on speaking, resulting in the Direct Method in the early 1900s emphasizing communication over translation. However, these natural methods proved difficult to implement in schools. Throughout the 20th century, debates occurred over the best language teaching methods to use
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This document discusses guidelines for teaching English language learners across different proficiency levels - beginning, intermediate, and advanced.
It provides descriptions of characteristics and teaching approaches for each level. At the beginning level, the focus is on developing basic speaking, listening, reading and writing skills through simple communication tasks. At the intermediate level, students have more language control and can discuss their interests, though accuracy is still a goal. The advanced level focuses on developing native-like fluency and competence through complex activities and academic content. Across all levels, the teacher's role is to provide opportunities for practice and automatization of language skills.
Lexical Approach To Second Language Teaching
The document discusses the lexical approach to second language teaching. It focuses on developing learners' proficiency with lexis, words, and word combinations rather than grammar. The lexical approach emphasizes exposing learners to natural language through activities involving listening, reading, comparing languages, and using dictionaries. The goal is to help learners perceive and use lexical patterns and collocations.
The Lexical Approach
The document discusses the Lexical Approach to language teaching. It focuses on having students learn lexical phrases or "chunks" as the basic units of communication rather than individual words. The Lexical Approach was formalized by Michael Lewis in 1993 and prioritizes receptive skills like listening and reading. It distinguishes between vocabulary, which are individual words, and lexis, which includes fixed word combinations. Examples of lexical items discussed include compounds, phrasal verbs, idioms, and fixed phrases. An activity is proposed that exposes students to chunks through a reading passage and various post-reading exercises.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Content Based Instruction
This document discusses content-based instruction and compares it to other language teaching approaches. It provides details about how a teacher would implement content-based instruction in the classroom, including using the target language to teach concepts in other subject areas like geography. The teacher would scaffold the linguistic and content objectives, create hands-on activities for students to complete collaboratively, and evaluate students on both their content knowledge and language ability. The goal is for students to learn content while also developing communicative skills in the target language.
Teaching young learners
This document discusses principles and strategies for teaching young English language learners. It explains that young children acquire language naturally through social interaction and play. Effective teaching strategies include using routines, scaffolding, and making lessons fun, meaningful, and supported. Teachers should draw on theories from Piaget, Vygotsky and Bruner to create interactive lessons that build on children's innate language learning abilities.
Lexical approach
The lexical approach focuses on vocabulary acquisition through learning multi-word lexical chunks rather than individual words. It views fluency as being based on prefabricated lexical items. The key principles are that lexis plays a primary role in language learning, lexis includes more than just single words and includes word combinations, and chunks of language make up a significant part of natural language use. The teacher's role is to provide input and scaffolding to help students discover patterns themselves. Materials include authentic language samples and computer corpora.
morphological productivity
The document discusses the concept of morphological productivity and the factors that can affect it. It states that productivity exists on a spectrum from more to less, and should be analyzed synchronically rather than diachronically. Productivity can be blocked or constrained by phonological, morphological, semantic, and syntactic factors. The suffix "-er" is cited as the most productive in English while "-id" is the least productive. Semi-productive affixes that fail to attach to eligible forms are also discussed.
TEACHING THE LANGUAGE SYSTEM
This document discusses different approaches to teaching language systems and aspects of language. It covers:
1) The deductive approach where students are given explanations or rules and then apply them to examples.
2) The inductive approach where students see examples first and try to deduce the rules.
3) Using gestures, pictures, and actions to explain meanings of words, grammar points, and pronunciation.
4) Having students practice language through repetition, personalized examples, and correcting any mistakes.
Content based syllabi
This document discusses content-based syllabus design for language courses. A content-based syllabus focuses on teaching content or informational subjects like math or science alongside language. It uses topics rather than grammar as the starting point. Both language and content are taught together rather than separately. Content-based syllabi have been used in ESL programs in schools and universities where English is integrated with other subjects. They provide a framework for sustained engagement with both content mastery and language acquisition. However, they also risk frustration if students lack the language skills needed for the content tasks.
Approaches and methods in language teaching
The Audio-Lingual Method does not explicitly address dealing with feelings. The focus is on habit formation through repetition and reinforcement.
View of Language, Culture
Language is viewed as a set of habits to be formed through repetition and reinforcement. Cultural information is presented
contextually through dialogs.
Aspects of Language the Approach Emphasizes
Oral skills emphasized through imitation and repetition drills; grammar is induced from examples; reading and writing
based on oral work.
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
Syllabuses and Coursebook
The document discusses different approaches to syllabus design in language teaching. It describes several types of syllabuses including grammar-based, lexical, functional, situational, topic-based, and task-based syllabuses. It also discusses criteria for effective syllabus design such as learnability, frequency, coverage, and usefulness. Finally, it introduces the concept of a multi-syllabus approach that combines elements from different syllabus types.
The Nature of Approaches and Methods in Language
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Applied linguisticss
Applied linguistics is the scientific study of language in real world contexts. It involves applying theories of linguistics to understand and solve language-related problems. Applied linguistics draws from fields like linguistics, psycholinguistics, and sociolinguistics. It focuses on areas such as second language teaching and language testing. Applied linguistics aims to investigate language learning and teaching issues and find practical solutions. It has played an important role in addressing language problems faced by people around the world.
Advantages and Disadvantages of Applying Audio-Lingual Methods
(1) The Audio-Lingual Method (ALM) emphasizes listening and speaking skills before reading and writing, using repetition and behaviorist techniques to help students communicate through memorizing words and structures.
(2) ALM utilizes 11 techniques including memorizing dialogues, drilling, and question/answer exercises. It also follows four principles: language is speech, language is habit, teaching the language not words, and language is what native speakers say.
(3) Advantages of ALM include being based on behaviorist psychology, not using translation or the original language, encouraging foreign language use and speech, and helping students learn pronunciation through teacher modeling. However, disadvantages are that it lacks room for error and does
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The document summarizes analyses of three English language course books for teaching young children: Bounce for Kids, Smiles, and Spaghetti. It evaluates each book based on 13 criteria such as how well they fit the students' backgrounds, what values and methodologies they promote, how new language is introduced and practiced, and whether activities encourage meaningful interaction. Overall, the analyses found that while the books aim to be communicative, they lack sufficient practice activities and don't fully achieve a balance between accuracy and fluency.
Communication disorder
Communication disorders are impairments in sending, receiving, processing, or comprehending verbal or non-verbal concepts. They can range in severity and may be developmental or acquired. Common types include speech disorders involving articulation, fluency, or voice, and language disorders involving content, form, or use. Causes include hearing impairment, physical disabilities, or developmental disabilities. Teachers should provide appropriate language models, communication opportunities, and strategies like expansion and parallel talk to facilitate language development for students with communication disorders.
Why use stories and readers in the class ppt
Stories and readers can be effectively used in language classrooms. They provide an engaging introduction to the target language in context. Stories motivate learners and exercise their imagination. Listening to stories builds confidence and encourages social and emotional development as it is a shared experience. Teachers can use stories to introduce and revise vocabulary, develop listening skills, and reinforce language structures. Stories also help develop conceptual skills like prediction and guessing meaning. Readers support the broader school curriculum by reinforcing conceptual development, thinking strategies, and study skills. When choosing readers, teachers should consider factors like age, language level, interests, and difficulty.
Getting close to the text to read closely handout
This handout was used for my Southern Regional Education Board Summer Session presentation. I presented methods of integrating literacy strategies and technology to engage students.
Special consideration team3
This document discusses considerations for teaching listening and speaking skills in English. For listening, it discusses how clustering, or breaking down speech into chunks, can make listening difficult for learners. It suggests ways for teachers to help students recognize clusters. For speaking, it defines authentic assessment as real-world tasks that apply skills and knowledge. Examples of authentic speaking assessments are provided, along with tips for implementing them. The document also discusses the stress-timed rhythm of English and techniques teachers can use to help students understand and practice word stress and rhythm.
Principles Of Instructed Second Language Learning
The document outlines 10 principles for effective instructed second language learning:
1. Develop formulaic expressions and rule-based competence.
2. Focus predominantly on meaning.
3. Focus on form.
4. Develop implicit and explicit language knowledge.
5. Consider learners' natural language development.
6. Provide extensive language input.
7. Provide opportunities for student language output.
8. Encourage student interaction in the target language.
9. Account for individual learner differences.
10. Include both controlled and free student production.
Similar to Lexical approach c-map (20)
UTPL-METHODOLOGY AND DIDACTIS I-II-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)
UTPL-METHODOLOGY AND DIDACTIS I-II-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)
Your beliefs about Language,Learning & Teaching.ppt
Your beliefs about Language,Learning & Teaching.ppt
International House JOURNAL OF EDUCATION AND DEVELOPMENT SPRING 2010
International House JOURNAL OF EDUCATION AND DEVELOPMENT SPRING 2010
Methodology information, about university students
Methodology information, about university students
More from Camila__
MDD 6
The author reflects on their teaching practicum from August to December at Liceo de Niñas de Concepción. They learned that teaching involves more than just lesson planning, grading, and classroom activities, and requires skills like organization, engagement, humor, and effective classroom management. The author gained confidence over time and realized their students were learning. Areas for continued improvement include timing of lessons and strengthening classroom management skills. Overall, the practicum was a positive learning experience.
MDD 6
Throughout her teaching experience, Camila has learned things she did not expect. She has come to understand what it is like to be a teacher in Chile with its advantages and disadvantages. One history teacher is very passionate about his work and puts a lot of effort into making improvements at the school, which his students appreciate. Camila has also discussed the Chilean educational system and changes over the last decade with other teachers and enjoys chatting with them during breaks, which creates a positive atmosphere.
Syllabus
Este documento describe un curso de práctica profesional para estudiantes de educación. El curso tiene como objetivo demostrar las competencias profesionales adquiridas por los estudiantes y analizar críticamente su desempeño pedagógico. Los estudiantes desarrollarán proyectos pedagógicos, participarán en actividades educativas y administrativas, y reflexionarán sobre su práctica docente. La evaluación incluirá observaciones de supervisores y profesores, autoevaluación, portafolios virtuales y asist
MDD 5
This document summarizes two English lessons taught to an 11th grade class. In Lesson 2, the teacher had students work in pairs to discuss situations and create advice after students were talkative from time off for a holiday. In Lesson 4, the teacher had students only create posters with job advice due to a matching activity taking longer than planned, removing the poster presentation from that lesson. Assessment results showed most students successfully identified jobs vocabulary and used modal verbs for advice.
MDD 4
This document provides an evaluation plan for an English language lesson on jobs and professions. It includes learning goals, activities, and assessment methods for diagnostic, formative, and summative evaluations. Diagnostic activities assess prior knowledge through games. Formative activities like pair work and self-reflection help students practice and improve. Summative evaluations like letters and posters evaluate learning and provide grades. The plan aims to help students learn vocabulary and give advice related to different jobs and professions.
MDD 2 & 3
Students learned about giving advice using the modal verb "should".
The teacher presented examples such as "You should get a part time job" and "You should pay attention in class".
Students then practiced rearranging sentences using the structure Subject + Should + Verb + Complement.
As a production activity, students worked in pairs to write three pieces of advice each for three teenagers with problems, using "should".
MDD 1
This document provides context about the classroom and institution for a unit plan. It describes the Liceo de Niñas de Concepción, a public school founded in 1884 with over 3,000 students ages 13-19. The school aims to provide high-quality education and access to higher education. It also describes the specific classroom, noting available resources and lack thereof. Student characteristics are then outlined, including some behavioral issues that impact learning. Factors like classroom management and rules are determined to influence planning for quality education.
Coursebook Evaluation
The document analyzes a teacher's perspective on a course book used for teaching English. The teacher finds the course book provided by the Chilean government to be important, but thinks it focuses too much on grammar and needs more engaging, communicative activities. He supplements it with materials from other sources. While the course book provides structure, its topics are sometimes boring and it lacks suggestions for teaching diverse age groups. The teacher believes course books should be more updated to hold students' interest.
Coursebook reflection
The document summarizes a course assignment where students evaluated an English textbook used in Chilean public schools. They analyzed that the textbook was quite plain and lacked current information and images. One key aspect realized was that teachers have the ability to decide whether to use the entire textbook to organize lessons or select and adapt materials appropriately according to students' needs, as the author's professors had done by choosing activities based on the class level and preferences. Coursebooks can be useful tools if used properly with students' needs in mind.
Coursebook
This coursebook evaluation analyzes a textbook called "Global English" used for teaching English at the high school level in Chile. The evaluation provides details about the textbook's content, format, strengths, and weaknesses. It finds that the textbook has an organized structure introducing vocabulary, grammar, activities and assessments in each unit. However, it notes there is a lack of engaging speaking and reading activities. The evaluation also includes analyses of sample dialogues to examine features like lexical density. Overall, while the textbook provides a basic progression of English skills, the evaluation suggests it would benefit from more authentic materials and supplemental activities.
LLP reflection
The document discusses an assignment where students created a language learner profile analyzing a student's English performance, identifying their strengths and weaknesses. It required significant analysis but helped improve their teaching skills. The assignment also had students propose a lesson plan to help correct the student's mistakes, which was motivating even though the plan wouldn't be implemented. The profile gave insight into focusing on individual learners and their needs.
Professional development reflection
The student wrote a reaction paper summarizing and evaluating different authors on professional development as required for an assignment. They found the task helpful for practicing writing skills. The student valued comparing the perspectives and writing styles of the authors. One author they enjoyed reading was Ur (2002) for her straightforward message on professionalism and use of comparisons. In conclusion, the student expressed that professional development is important for teachers to continuously develop expertise to help students improve their communication skills.
Professional development reaction paper
The document discusses three articles about teacher professional development. The first article by Joanne Pettis argues that teachers must regularly reflect on developing their professional competence through balancing principles, knowledge, and skills. The second article by Elizabeth Taylor explains how teachers can conduct classroom research by following steps such as informal conversations with colleagues and deciding whether to work individually or in groups. The third article by Penny Ur defines what makes a teacher professional through their commitment to ongoing learning and the context in which they apply their skills. The document also includes an evaluation section where the student agrees with the importance of teacher professional development and finds the article on classroom research particularly useful for their career.
PLZZ
The document is a language learner profile of an 18-year-old English language student named Michelle Rodriguez. It includes an analysis of her language skills based on an interview transcript and writing sample. The analysis found Michelle has some difficulties with pronunciation, vocabulary, and grammar. However, she is generally fluent and understandable. A lesson plan is then proposed to help Michelle improve her use of prepositions by using imagery as a learning strategy. The plan involves a survey, presentation of the strategy, and practice applying it to learn directions.
Llp michelleppkijklll
Michelle Rodriguez is an 18-year-old English language learner interviewed about her background and experiences learning English. The interview is transcribed phonetically and then analyzed, noting some of Michelle's challenges with pronunciation, vocabulary, and grammar. Specifically, she struggles with certain sounds like /θ/, uses the wrong parts of speech at times, and her responses lack clarity due to incomplete sentences. The analysis provides examples from the interview to illustrate these points.
Llp michelle
1) The lesson plan focuses on teaching prepositions to a 4th grade English student using imagery as a learning strategy.
2) The teacher will have students complete a learning strategies survey to identify their personal strategies and give advice.
3) Imagery will be introduced as a strategy to help remember prepositions by creating mental images of words. An example of using imagery to remember supermarket prices is provided.
4) Students will be given a worksheet to practice verbs and prepositions before the main speaking activity of giving directions.
LLP
The lesson plan focuses on teaching English grammar to 4th grade high school students. It uses an imagery learning strategy to help students learn and remember prepositions needed to give directions. Students complete a learning strategies survey, receive an example of how to use imagery, and are given a worksheet to practice verbs and prepositions before the speaking activity where they give directions.
Language Learner Profile
The lesson plan focuses on teaching English grammar to 4th grade high school students. It uses an imagery learning strategy to help students learn and remember prepositions needed to give directions. Students complete a learning strategies survey, receive an example of how to use imagery, and are given a worksheet to practice verbs and prepositions before the speaking activity where they give directions.
1st unit reflection
The document summarizes a unit in a language course that introduced the course, differentiated between language acquisition and learning, and studied the implications of L1 and L2. The theories of Cook, Krashen, and Freeman & Freeman were analyzed and compared through assigned works. The student found the unit useful for learning relevant language teaching theories and enjoyed writing the paper, seeing it as an opportunity to correct mistakes, which they try to reflect with their own students.
2nd unit reflection
This document summarizes the key things the author learned about the lexical approach to teaching English as a second language. The author learned that the lexical approach focuses on (1) teaching language in chunks rather than isolated words to mimic natural language acquisition, and (2) prioritizing vocabulary over grammar. Through practice teaching, the author observed students understanding whole sentences first before focusing on specific words, showing how the lexical approach helped students comprehend language in a more holistic way.
More from Camila__ (20)
Lexical approach c-map
- 1. Lexical Approach Michael Lewis 90’s developing learner’s proficiency with lexis, or words and words combinations Words (e.g., book, pen) Pollywords (e.g., by the way, upside down) Collocations, or word partnerships (e.g., community service, absolutely convinced) Sentece frames and heads (e.g., The fact/suggestion/problem was…) - To asist Ss by providing scaffolding. - To help Ss manage their own learning. - To provide Ss their main source of input (talk of the T) - To analyse real life language samples based on their own explanations. - To observe, classify and make generalizations. - To make good use of computers. To become the ‘discoverer’. Advantages: - Ss feel more encouraged with the learning material - It is helpful and motivating for Ss to have a step-by-step learning process. - Ts feel more comfortable with a clearly defined, progressive course. Disadvantages: - Language cannot be divided into different units in real life. - Some topics traditionally considered advanced can actually be taught in much more lower levels. concentrates on described by in the such as so that Ss are able while Ts are to having both "Language is grammaticalized lexis, not lexicalized grammar" (Lewis 1993)