Methods for the teaching of english as a
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This document describes several language teaching methods. The first method focuses on grammar, vocabulary lists, and reading and writing, with less emphasis on pronunciation. The second method emphasizes communication skills like listening and speaking through repetition without textbooks. It uses the teacher as a model. The third method focuses on listening comprehension and oral proficiency. The fourth method teaches through actions and knows a student has learned when they can perform the action. The last method centers on developing communicative competence through understanding and producing messages correctly according to communication, task, and meaningfulness principles.
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Teaching writing
This document outlines teaching writing and the writing process. It discusses what writing is, why it is important, types of writing, mechanics of writing, and writing as both a process and a product. The writing process includes planning, drafting, revising, editing, and publishing. Quick writing and assessing writing are also covered. Alternative methods for assessing and providing feedback on student writing are proposed, including selective correction, signposting, peer correction, and remedial teaching.
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.
APPROACHES TO LANGUAGE TEACHING
The document compares different language teaching methods and their activities against the requirements for optimal input proposed by Krashen. It finds that while no single method meets all the requirements, some methods come closer than others. Total Physical Response and the Natural Approach best meet the requirements for making input comprehensible, lowering students' anxiety levels, and not being strictly grammatically sequenced. The Direct Method and Suggestopedia also meet several of the requirements by focusing on meaningful communication and reducing stress.
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1. Familiarization - Students read model texts and the teacher highlights features of the genre.
2. Controlled Writing - Students practice specific features of the genre in isolation, such as language structures.
3. Guided Writing - Students organize their ideas, which is seen as essential. Teachers believe idea organization is important.
4. Free Writing - Students independently apply what they've learned to choose and complete a writing task on their own.
teaching methodology part 1: grammar translation & direct method
The document compares and contrasts the Grammar-Translation method and the Direct method of teaching foreign languages. It discusses the two methods in terms of their teacher's goals, the roles of the teacher and students, how language and culture are viewed, the skills and areas of language emphasized, the use of students' native language, evaluation approaches, and how student errors are addressed. The conclusion reflects on keeping an open mind about different teaching methods and focusing on thoughtful examination of one's own teaching practices.
PRODUCT APPROACH
The document outlines a 4-stage process for teaching writing: 1) Students read model texts and highlight important details like format; 2) Students practice the highlighted details individually by drafting formats; 3) Students organize their ideas into paragraphs according to the format; 4) Students apply the skills to a new similar writing task. The 4 stages are familiarization, controlled writing, free writing, and guided writing.
Stages of product approach by Azilah Abdullah
This document outlines the stages of the product approach to writing instruction:
1) Familiarization - Students read model texts and analyze features of the genre.
2) Controlled writing - Students practice highlighted genre features in isolation.
3) Guided writing - Students organize their own ideas with a focus on structure.
4) Free writing - Students independently apply their skills to comparable writing tasks.
The product approach encourages students to imitate writing models in order to master genres.
Grammar translation method
This presentation will explain about Grammar translation methog. It is method of foreign or second language teaching which makes use of translation and grammar study as the main teaching and learning activities.
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Functional English: an introduction
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PRODUCT APPROACH
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This document outlines the stages of the product approach to writing instruction:
1) Familiarization - Students read model texts and analyze features of the genre.
2) Controlled writing - Students practice highlighted genre features in isolation.
3) Guided writing - Students organize their own ideas with a focus on structure.
4) Free writing - Students independently apply their skills to comparable writing tasks.
The product approach encourages students to imitate writing models in order to master genres.
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My presentation
TPR (Total Physical Response) is a language teaching method developed by Dr. James J. Asher that uses physical actions to teach language. It attempts to teach language through physical activity in the same way that children learn their first language. The objectives of TPR are to teach oral proficiency at a beginning level, use comprehension as a means to speaking, and use action-based drills in the imperative form. Some courses that can be taught through TPR include vocabulary, classroom language, and imperatives. TPR has advantages such as being fun, easy to implement, and reducing stress for students, though it is best for young learners and limited to certain courses focusing on listening and speaking.
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Two approaches
In this approach I have talked about the two approaches 1) The Structural Approach and 2) The Communicative Approach
Slt
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What this module is about
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Direct Method
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Reading fluency
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Role of the teacher
The document discusses the role of the teacher in language acquisition. The teacher is the primary source of comprehensible input for students and creates a low-stress environment where students feel comfortable practicing the language. Errors are not corrected during speech, but may be on homework, and students are exposed to meaningful language before being required to speak. The teacher is responsible for choosing enriching activities and materials to facilitate language learning.
Teacher talking time
1) The document discusses teacher talking time (TTT) in communicative language teaching classrooms. While early CLT methods aimed to reduce TTT, the document notes TTT can be used effectively if done strategically.
2) It provides strategies for reducing TTT, such as using pair/group work, elicitation, and tolerating silence. However, it also outlines positive uses of TTT, like personalized presentations, questioning, and storytelling.
3) In conclusion, the document states teachers should be aware of the quality and purpose of their talking, rather than trying to reduce TTT to a minimum, in order to balance communication and learning in the classroom.
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Audio lingual method liza 2
The Audio Lingual Method emphasizes teaching speaking and listening before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to develop native-like speaking abilities. Key techniques include memorizing dialogs, repetition drills, and ensuring errors are avoided to form good habits. The teacher leads practice and students imitate, with an emphasis on correct pronunciation.
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TPR (Total Physical Response) is a language teaching method developed by Dr. James J. Asher that uses physical actions to teach language. It attempts to teach language through physical activity in the same way that children learn their first language. The objectives of TPR are to teach oral proficiency at a beginning level, use comprehension as a means to speaking, and use action-based drills in the imperative form. Some courses that can be taught through TPR include vocabulary, classroom language, and imperatives. TPR has advantages such as being fun, easy to implement, and reducing stress for students, though it is best for young learners and limited to certain courses focusing on listening and speaking.
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The document discusses components of effective secondary reading instruction. It recommends that secondary schools provide at least 90 minutes of daily intensive reading instruction using small group differentiated teaching. Key components include teacher modeling of reading strategies, small group instruction tailored to student needs, independent reading practice, and engaging students with diverse texts. Schools should also focus on developing student motivation through choice and making content relevant. Effective infrastructure includes extended time for literacy, ongoing professional development, and teacher collaboration to support struggling readers.
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Perbaikan reni yunita
The document discusses learning strategies training and classroom management techniques. It describes learning strategy training as teaching students skills like skimming, previewing, and think-aloud techniques to improve their reading comprehension and speed. Classroom management aims to ensure smooth lessons despite disruptive behavior and involves preventative techniques as well as managing instructional, engaged, and academic learning time. The goal of learning strategy training is to help learners continue independent language learning after formal study.
Two approaches
In this approach I have talked about the two approaches 1) The Structural Approach and 2) The Communicative Approach
Slt
Situational language teaching (SLT) is a structuralist approach that focuses on teaching grammar and sentence patterns through repetition and oral practice. It aims to move students from controlled practice of language to freer use in speech, reading, and pronunciation. While criticism notes that it does not reflect how native languages are acquired or account for an individual sentence's creativity, SLT remains popular due to its practical methodology and emphasis on oral skills, which align with the priorities of many English language programs.
Factors to consider in writing task
Teachers must consider several factors when assigning writing tasks. They should understand the intelligence level and writing capabilities of their students to assign appropriate tasks. Teachers also need to allot sufficient time for writing assignments and balance it with other English elements in their lesson plans. Finally, teachers should select writing topics that are suitable for their students' abilities and level.
Approaches to student writing
The document discusses different approaches to student writing including focusing on the writing process versus the product, using genres, creative writing, cooperative writing activities, and ways to build good writing habits. It emphasizes that teachers should act as motivators, resources, and providers of feedback to help students improve their writing skills.
1. Functional English Introduction
This document provides an introduction to functional English. It defines functional skills as those needed to succeed in further learning, employment, and modern society, including application-based learning, problem-solving, teamwork, and assessment for learning. Functional English is defined as the study of how different words perform different functions in sentences, with some words having multiple functions depending on context. Key ingredients of functional English include vocabulary, language skills, and applying language skills in professional life. Functional grammar is described as patterns that allow people to communicate and influence others. The document concludes by listing a textbook and grading breakdown.
Teaching writing
The document outlines three stages of writing instruction: controlled, guided, and free writing. Controlled writing focuses on mechanics through activities like handwriting, copying, and dictation. Guided writing provides more support through structured compositions. Free writing allows the most freedom and originality but still within rules of writing. The stages progress from more teacher-led to more student-led while building writing skills.
Methods used in Teaching Language and Literature
The document discusses various methods used to teach language and literature, including the lecture method, audiovisual method, project method, flipped classroom, kinesthetic learning, differentiated instruction, inquiry-based learning, and game-based learning. It also covers several language teaching methodologies such as the direct method, grammar-translation method, audio-lingual method, structural approach, suggestopedia, communicative language teaching, community language learning, and task-based language learning. It concludes that no single method can guarantee success and teachers should consider factors like learner characteristics and needs when choosing methods.
Approaches to teaching writing product
This document discusses two approaches to teaching writing: product-based and process-based. It focuses on explaining the product-based approach. This approach emphasizes accuracy in spelling, grammar and punctuation in the final product. It uses controlled and guided writing activities that start with small language skills and build up to whole texts. Controlled activities provide most of the text for students to copy or fill in blanks. Guided activities provide some support like graphic organizers or sentence starters for students' own writing. Examples of activities include filling in blanks, responding to questions, and rearranging sentences.
What this module is about
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Direct Method
The document discusses the Direct Method approach to teaching foreign languages. It notes that the Direct Method avoids translation and uses demonstration and visuals to directly convey meaning in the target language. Some advantages are that it focuses on practical communication skills through listening and speaking, emphasizes vocabulary over grammar, and promotes real use of the language. However, disadvantages include the lack of teachers trained in this method, insufficient attention to reading and writing skills, difficulty applying it in large classes, and higher costs associated with materials.
Reading fluency
This document contains information about a student named Jitin J Pillai enrolled in the Instrumentation and Control branch of Shantilal Shah Government Engineering College. It lists his name, roll number, enrollment number, branch of study, semester, and year of study. It also provides the postal address of the college.
Role of the teacher
The document discusses the role of the teacher in language acquisition. The teacher is the primary source of comprehensible input for students and creates a low-stress environment where students feel comfortable practicing the language. Errors are not corrected during speech, but may be on homework, and students are exposed to meaningful language before being required to speak. The teacher is responsible for choosing enriching activities and materials to facilitate language learning.
Teacher talking time
1) The document discusses teacher talking time (TTT) in communicative language teaching classrooms. While early CLT methods aimed to reduce TTT, the document notes TTT can be used effectively if done strategically.
2) It provides strategies for reducing TTT, such as using pair/group work, elicitation, and tolerating silence. However, it also outlines positive uses of TTT, like personalized presentations, questioning, and storytelling.
3) In conclusion, the document states teachers should be aware of the quality and purpose of their talking, rather than trying to reduce TTT to a minimum, in order to balance communication and learning in the classroom.
Language Teaching
Dr.Ami Rathore ,Asst.Professor LMTT College Dabok, Janardan Rai Nagar Rajasthan Vidyapeeth (DeemedTo Be University) Udaipur
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Pedagogy reading skill development 111 Krishna Veni BATCH 3
Pedagogy reading skill development 111 Krishna Veni BATCH 3
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The Audio Lingual Method emphasizes teaching speaking and listening through dialogues, drills, and imitation before reading and writing. It aims to develop native-like speaking abilities through habit formation and avoiding errors. Key techniques include memorizing dialogs, repetition drills, and question-answer exchanges, with the teacher as the central model and students imitating responses. While it aimed to develop communicative skills, critics note it lacked spontaneous creative output and paid little attention to content or communication.
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Gtm presentation
The Grammar Translation Method (GTM) is a traditional foreign language teaching method that emphasizes grammatical rules in reading and writing rather than listening and speaking. It focuses on translating texts word-for-word from the foreign language to the native language. GTM has the advantages of making grammar and word meanings clear through translation exercises. However, it has the major disadvantages of not developing students' listening and speaking skills or ability to communicate, and can demotivate students by overly focusing on accuracy rather than communication.
All methods of teaching languages
This document summarizes and compares several language teaching methods:
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- Direct Method bans translation and teaches grammar inductively through interaction. Speaking and listening are emphasized.
- Audio-Lingual Method teaches pronunciation, vocabulary and structures through repetition and drilling. The teacher corrects errors immediately.
- Suggestopedia aims to accelerate learning through relaxation in a comfortable environment with music and art. Errors are corrected gently.
Audio lingual-method-liza 2
The Audio Lingual Method (ALM) emphasizes teaching listening and speaking before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to produce native-like speaking abilities. Key principles include using the target language for instruction, presenting language in context, avoiding errors, and imitating the teacher. Main activities include reading dialogues aloud, repetition drills, and focusing on correct pronunciation without explicit grammar lessons. The goals are to enable target language communication and develop abilities similar to native speakers.
Communicative language teaching
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Methods, approaches and techniques of teaching english
Methods, approaches and techniques of teaching englishShardabai Pawar Mahila Arts, Commerce & Science College, Shardanagar
Its a simple presentation made by me for primary and secondary teachers in India.
Feel free to suggest additions !!Some approaches in tefl
This document discusses various approaches and methods for teaching English as a foreign language. It begins by defining TEFL as teaching English to speakers of other languages. It then outlines two main approaches: teacher-centered, where the teacher actively provides information to passive students; and student-centered, which focuses on constructive learning with student-directed activities. Several common teaching methods are also described, including grammar translation, direct method, audiolingualism, and communicative language teaching. The document provides examples of techniques and activities used in each method.
Methods and Approaches in ELT.pptx
The document provides an overview of several methods and approaches to teaching English as a foreign language (EFL), including the Direct Method, Grammar-Translation Method, Audio-Lingual Method, Natural Approach, Humanistic Approach, Silent Way, and Suggestopedia Method. For each method, the summary highlights the main features, the teacher's role, the learner's role, key techniques used, and similarities and differences between the methods. The document serves as a useful reference for understanding different EFL teaching philosophies and how they approach language instruction.
Grammar translation method
The grammar translation method focuses on teaching grammar rules and translation between the target language and native language. Students memorize vocabulary, verb forms, and grammar rules. The teacher's role is to explain grammar, translate texts, and correct mistakes while students practice translating and studying under the teacher's guidance with little interaction between students. This method emphasizes reading, writing, and the development of mental discipline through the study of grammar and translation but provides little speaking practice.
Dedi Purwanto (16108810002)
This document discusses different approaches and methods for teaching English as a foreign language. It describes student-centered and teacher-centered approaches. Some example methods covered are the grammar translation method, direct method, audio-lingual method, silent way, communicative language teaching, participatory learning, and total physical response. Each method is defined and an example activity provided. The document serves to outline common approaches and methods used in teaching English as a foreign language.
Second language teaching methods
This document describes several methods for teaching second or foreign languages:
1) The grammar-translation method focuses on grammar rules and translation exercises with little use of the target language.
2) The direct method immerses students in the target language without translation or use of the native language.
3) The reading method prioritizes developing reading skills over other abilities.
4) The audio-lingual method uses behaviorist techniques like repetition and memorization to teach language structures.
5) Community language learning uses counseling techniques to build students' confidence speaking the target language.
6) The silent way emphasizes student autonomy and uses visual aids and teacher silence to encourage self-correction.
Second language teaching methods
This document describes several methods for teaching second or foreign languages:
- The Grammar-Translation Method focuses on grammar rules and translation between the native and target languages.
- The Direct Method uses only the target language and teaches grammar inductively through examples.
- The Reading Method emphasizes reading skills and knowledge of the target language culture.
- The Audio-Lingual Method uses repetition and mimicry of dialogs to teach grammatical structures.
- Community Language Learning and the Silent Way focus on building confidence through counseling and minimizing speaking in the native language. Materials like color charts are used to teach pronunciation.
Second language teaching methods
The document describes several methods for teaching second or foreign languages:
- The Grammar-Translation Method focuses on grammar rules and translation between the native and target languages.
- The Direct Method uses only the target language and teaches grammar inductively through examples.
- The Reading Method emphasizes reading skills and knowledge of the target language culture.
- The Audio-Lingual Method uses repetition and mimicry of dialogs to teach grammatical structures.
- Community Language Learning uses counseling techniques to build student confidence in the target language.
- The Silent Way focuses on pronunciation and student autonomy, using colored materials and gestures from the teacher.
Second language teaching methods
The document describes several methods for teaching second or foreign languages:
- The grammar-translation method focuses on grammar rules and translation between the native and target languages.
- The direct method uses only the target language and teaches grammar inductively through examples.
- The reading method emphasizes reading skills and knowledge of the target language culture.
- The audio-lingual method uses repetition and mimicry of dialogs to teach grammatical structures.
- Community language learning and the silent way focus on building confidence through counseling and use of visual aids, with the teacher acting more as a facilitator than instructor.
Dm
The direct method of teaching foreign languages was developed in response to limitations of the grammar translation method. It focuses on developing oral communication skills in the target language and refrains from using the learner's native language. Key principles include using the target language exclusively, teaching grammar inductively, and focusing on pronunciation. The teacher acts as a facilitator rather than instructor, and students learn through demonstrations, questions, and spontaneous use of the language.
Audiolingual Method and Total Physical Method
May this material can increase your understanding about these two methods which is so far from perfection.
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Methods, approaches and techniques of teaching english
Methods, approaches and techniques of teaching english
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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- 2. The principal element for this method is the MEMORY • Explanation of the grammar concepts • Lists of vocabulary • Phonetic transcription and tranlation • The pronunciation it’s not so important The learning of the foreing language is only about reading and writing.
- 3. This method is focuses on the USED of the language. • It’s centred on the comunicative skills • Listening and speaking. • Pronunciation it’s important (no books are used)
- 4. Method focuses on listening and repetiton The teacher is the model of reference • Translation is avoided • Memory is used as a tool ( can be a problem for the students who doesn’t understand what they are repeating)
- 5. This method focuses on listening and comprehension skills. • To teach oral profiency This method is about learning with ACTIONS: A teacher knows what a student has learn, when the student represent the action on his own.
- 6. This method is centred on the development of to be comunicative competent to understad and produce messages correctly and coherently. Three principle: • Communication principle • Task principle • Meaningfullness principle