Natural approach (Group)
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This document discusses the Natural Approach method for teaching second languages. It was developed in 1977 by Tracy Terrel and Stephen Krashen. The key principles are that comprehension precedes production, production emerges gradually, and activities are communicative. The method uses techniques like total physical response commands, visual aids, and pictures to teach vocabulary and concepts before students produce language. The advantages are that it is easy to use and reliable, but the disadvantages are that it takes a long time and does not focus on correctness.
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Introducing the concept
Topic
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Grade level
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State standards
1. The student understands the concept of area. To meet this standard the student will define area in their own understanding.
2. The student will use the definition of area to solve for area of a square, rectangle and a triangle. To meet this standard, the student will distinguish between a square, rectangle and a triangle.
3. The student will use mathematical reasoning. To meet this standard, the student will analyze how the formulas of the various shapes are developed.
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Other physical and important prerequisite skills assumed by the lesson:
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Materials:
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3. a class discussion on generating formulas of area of the shapes
4. group discussion on finding area of the given shapes
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1. PROBLEM-SOLVING METHOD
2. Activity method
3. Inductive method
4. Deductive method
5. Socratic method
6. Lecture Method of Teaching
Project method:
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8. ASSIGNMENT METHOD:
9. Computer Assisted Instruction.
10. Text Book Method
11. Discussion Method
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15. Simulated Teaching
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The document describes the lecture teaching method. It defines lecture as delivering content through talking, explaining, and sharing experiences, followed by evaluation. Lecture allows delivering large amounts of content to many students in a limited time. Key elements are the content, act of lecturing, and evaluation. The teacher prepares, delivers content through lecture, and evaluates learning through questions. Advantages are efficiency for large classes while limitations include passive learner role and reliance on teacher skills.
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Introducing the concept
Topic
Mathematics: identifying different shapes and finding their area
Grade level
Grade 5
State standards
1. The student understands the concept of area. To meet this standard the student will define area in their own understanding.
2. The student will use the definition of area to solve for area of a square, rectangle and a triangle. To meet this standard, the student will distinguish between a square, rectangle and a triangle.
3. The student will use mathematical reasoning. To meet this standard, the student will analyze how the formulas of the various shapes are developed.
Prerequisite skills
Skills consideration: students should be able to:
1. Distinguish between a square, a rectangle and a triangle
2. Identify length, width and diagonals in shapes
3. Have background information on measurements
Other physical and important prerequisite skills assumed by the lesson:
1. Students should be familiar with shapes
2. Students will need to respond clearly to verbal questions
3. Students need to keenly focus on the teachers instructions on how to find area of different shapes.
Objectives of the lesson
By the end of the lesson, the students should be able to:
1. State the meaning of area
2. Find the area of the different shapes individually
3. Apply the concept of area of the given shapes in real life situations.
Process
Materials:
1. various physical models representing the given shapes
2. chart showing the different shapes and their formulas
3. charts showing different measurements in squared form
Procedures
1. at the beginning of the lesson, the teacher begins by introducing the concept of area
2. a class discussion on distinguishing between a square, a rectangle and a triangle
3. a class discussion on generating formulas of area of the shapes
4. group discussion on finding area of the given shapes
5. finding area of the shapes individually through the teachers guidance
6. students finding area of the shapes individually without guidance
script sample
Teacher: we are going to practice on application of area of the given shapes in real life situations.
Choose 3 students and ask each to identify the length, width and diagonal of the classroom floor. Choose other 6 students, 2 to measure the length, 2 the width, and the remaining two the diagonal. Then ask the class to calculate the area of the classroom floor and area of one side of the floor if it had a diagonal.
Accommodations
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2. Examples non-examples - A visual method where teachers present examples and non-examples to help students analyze images and apply concepts.
3. Picture and picture - Teachers present pictures to students who must logically sequence them. This allows assessment of individual understanding.
4. Numbered heads together - Students work in groups with assigned numbers and teachers randomly call numbers to promote individual preparation and accountability.
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Natural approach (Group)
- 1. 1 32 54 6 By 3rd Group: Nurul Faradillah Megawati Dwi AlbilaP Retno Puspitasari Rostika Alamsyah Muh. Syawir Tomas The Natural Approach
- 2. 1 32 54 6 The History of Natural Approach 1977 Tracy Terrel and Krashen Second Language Acquisition Natural Approach
- 3. 1 32 54 6 The Objective of Natural Approach The Natural Approach Beginners Intermediates Naturally
- 4. 1 32 54 6 The Principles of Natural Approach 1. Comprehension precedes production. 2. Productions is allowed to emerge in stages. 3. The course syllabus consists of communicative goals. 4. The activities done in the classroom.
- 5. 1 32 54 6 1. Start with TPR command. 2. Use TPR to teach the topic. 3. Introduce classroom terms and terms and props into command. 4. Use names of physical characteristics and clothing to identify members of the class by name. 5. Use visuals 6. Combine use of picture with TPR 7. Combine observation about the pictures, with commands and conditionals. 8. Using several pictures. The Procedures of Natural Approach
- 6. 1 32 54 6 1. Advantages This method is very easy Reliable as it’s widely used There’s no grammar instruction 2. Disadvantages • It takes long time • Rarely concern about correctness • Not suit for who do not have much time The Advantages & Disadvantages of Natural Approach