Metod teaching
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The document discusses the Grammar Translation Method (GTM) of foreign language teaching. GTM aims to help students read and understand foreign language literature. Its key purposes are to enable students to read written texts in the target language, understand grammar rules, and learn new vocabulary. Under GTM, the teacher is the primary authority in the classroom and students' role is to follow the teacher's instruction. GTM focuses on developing students' vocabulary, grammar, reading, writing, speaking, and listening skills through drills and memorization. Evaluation involves assessing students' mastery of grammar rules and reading comprehension.
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Leave a comment below and practice the English that you learned.
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A powerpoint presentation based ob Chapter 14 of "Approaches and Methods in Language Teaching" by Jack C Richards & Theodore S Rodgers
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Communicative approach presentation
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Communicative language teaching method(1)
Communicative language teaching is a method based on the idea that language is used for communication. The goal is for students to develop communicative competence through engaging in meaningful tasks and real-world language use. The teacher facilitates communication between students and guides them, while students actively practice communicating. Activities include role plays, games, and using authentic materials. Errors are tolerated as students focus on fluency over accuracy.
Communicative language teaching
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
What is CLT?
Communicative Language Teaching (CLT) is an approach that emphasizes using language for real communication. It grew from dissatisfaction with prior methods like audiolingualism. CLT's goal is communicative competence through meaningful tasks. The teacher facilitates rather than models, and students work cooperatively. CLT considers grammar, vocabulary, functions, tasks and contexts. It aims for both accuracy and fluency through mechanical, meaningful and communicative exercises that reflect natural language use.
Communicative Language Teaching (CLT)
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
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The document discusses the characteristics and structure of narrative texts. Narrative texts are imaginative stories meant to entertain readers by presenting a story or event with problems that cause conflict. A narrative text typically includes an orientation that introduces characters, a complication where problems develop in the story, and a resolution where the problems are solved, either happily or sadly. It also provides examples of the language features commonly found in narrative texts, including the use of past tense verbs, nouns to represent characters, adjectives, time connectives, and adverbs. The document concludes by providing a sample narrative text about Snow White that demonstrates the generic structure of orientation, complication, and resolution.
Narrative text
The document discusses the characteristics and structure of narrative texts. It provides an example narrative story about Snow White. Narrative texts are written in the past tense to retell a story for entertainment or amusement. They typically include an orientation to introduce characters and setting, complications where problems arise, a resolution where crises are solved, and sometimes a re-orientation or evaluation. The example text about Snow White introduces the characters, describes complications when her aunt and uncle want to abandon her, and resolves with Snow White finding refuge with the seven dwarfs.
Handout for conference
The narratives describe the difficulties refugees face in adjusting to life in a new country and culture. Narrative One describes the forced expulsion of Hindus from Bhutan by the Buddhist monarchy in the early 1990s, which involved violence, destruction of property, and human rights abuses. Narrative Two discusses the challenges of living as refugees in Nepal, including lack of resources, separation from family members, and the hardship of single mothers. Narrative Three recounts a young boy in Bhutan being physically punished in school for not understanding the local language.
Narrative Text
This document provides information about narrative texts. It defines a narrative text as a story about past events meant to entertain or amuse readers. It outlines the typical structure of narratives, including orientation, complication, resolution, and re-orientation. It also lists linguistic features commonly found in narratives like the use of past tense, active verbs, and specific nouns. Examples of different types of narratives are given such as myths, fables, and fairy tales. Finally, the document analyzes the narrative structure of the story of Snow White.
The portrait of a lady
The document provides details about the relationship between Khushwant Singh and his grandmother. It describes how the author was close with his grandmother as a child in the village, with her taking care of him, but their relationship changed as he went to school and university in the city. It then discusses her death and how she was found by sparrows mourning her passing.
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The use of cartoons to "catch" children in a childrens home with humour and exageration of things that are difficult. ”Tree of life” A way of talking with children about different aspects of their lives by Social worker Alec McCollin/
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The document discusses themes in literature. It defines a theme as a life lesson, meaning, or message about life that is communicated through a story. Themes are implied rather than explicitly stated. They apply to the "big world" rather than just the small world of the story. Examples of themes given are "money can't buy happiness" and "don't judge people based on surface appearances." The document provides guidance on identifying themes, noting they should convey advice that applies broadly rather than just summarizing the plot.
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The theme is that actions have consequences. In the story, a boy plays a trick by falsely claiming there is a wolf attacking, which causes the sheep herder and farmer to run to help unnecessarily. When there is actually a wolf, no one comes to help the boy. This shows that crying wolf when there is no real danger can have negative consequences when real help is needed. The story connects this lesson about consequences to the "real world."
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Metod teaching
- 2. • Definition Grammar Translation Method (GTM ) Classical Method This method is used as a goal to help students read and understand a foreign language literature
- 3. • Purposes GTM To be able to read literature written language To understand the use of grammar Can add a new vocabulary for students
- 4. • The Role of Teachers and Students in GTM The role of the teacher is the authority in the classroom The role of students just follow what The teacher teaches
- 5. • The characteristics of learning process GTM
- 6. • Teacher and student interaction in GTM
- 7. • Language Skill in GTM Vocabulary Grammar Reading Writing Speaking Listening
- 8. • Evaluation in GTM Snow White Once upon a time there lived a little, named Snow White. She lived with her aunt and uncle because her parents were died. One day she heard her aunt and uncle talking about leaving Snow White in the castle because they wanted to go to America and they didn’t have enough money to take Snow White with them. Snow White didn’t want her uncle and aunt to do this. So she decided to run away. The next morning she run away from home when her aunt and uncle were having breakfast, she run away into the wood. In the wood she felt very tired and hungry. Then she saw this cottage. She knocked but no one answered so she went inside and felt a sleep Meanwhile seven dwarfs were coming home from work. They went inside. There, they found Snow White woke up. She saw the dwarfs. The dwarfs said; “What is your name?”. Snow White said; “My name is Snow White”. One of the dwarfs said; “If you wish, you may live here with us”. Snow White told the whole story about her. Then Snow white and the seven dwarfs lived happily ever after.
- 9. Thank You …