Observation
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The video observation document summarizes an English language class in Thailand that uses the audio-lingual method. The teacher shows students pictures of fruits to help them practice pronunciation and writing the names of fruits in English. Students are divided into two teams to play a numbered box game where they take turns moving forward and leading the class activity. While the audio-lingual method engages students, the conclusion notes it resulted in a noisy classroom where students were less focused on learning.
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Audio lingual method
The Audio Lingual Method is an oral-based approach for teaching foreign languages that combines behavioral psychology and linguistics. It focuses on teaching vocabulary in context through drills and imitation, with an emphasis on accurate pronunciation. The teacher leads the class in patterned drills while students practice listening and speaking, with the goals of allowing students to use the language communicatively without thinking and training large numbers of students at once.
Audio lingual method 111
The document summarizes the Audio-lingual Method, a foreign language teaching method developed in the 1940s in the US. It emphasizes speaking and listening over reading and writing, uses dialogues and drills for practice, and discourages using students' native language. The method was influenced by behaviorist psychology and aimed to develop conversational proficiency through repetition and imitation. While it had advantages like systematic techniques, it also had disadvantages like weak theory and learner boredom.
AUDIO-LINGUAL METHOD AND THE SILENT WAY
The document outlines principles and techniques for teaching language. It discusses principles like learning language through context, repetition and correction of errors. It emphasizes the important role of teachers in modeling language. Techniques include dialog memorization, substitution drills, question-answer drills, and using minimal pairs. The Silent Way method is also covered, with principles like students creating their own learning criteria and focusing on progress over perfection. Techniques for this method include using color charts and rods to introduce sounds and structures.
Audio lingual method (Universitas Wahidiyah)
The Audio Lingual Method (ALM) was a language teaching method used in the 1950s-1960s that was influenced by behaviorist psychology and structural linguistics. It focused on having students learn through repetition and imitation of dialogs, with an emphasis on oral skills, grammar patterns, and avoidance of errors. Teachers led various drills for students to practice, like repetition, substitution, and question-answer drills. While it aimed to develop communicative competence, ALM was criticized for not preparing students for real-world communication outside of class.
Grammar translatıon method and dırect method
Differences between Grammar translation method and direct method. Had many mistakes. It was just homwerok.
Audio lingual method
The Audio Lingual Method is a language teaching method from the 1940s that was introduced in the US and later spread to other countries like Indonesia in the 1960s. It focuses on teaching speaking skills through repetition drills and behaviorist techniques to help students learn the target language automatically. Teachers present dialogs for students to repeat together and individually. Variations include expansion drills, chain drills, and substitution drills. While it engages students actively, the method does not explain grammar rules and focuses only on speaking practice.
Direct method and grammar translation method haseema group
The document compares and contrasts the Direct Method and Grammar Translation Method of teaching foreign languages. [1] The Direct Method aims to immerse students in the target language similarly to first language acquisition, using the target language exclusively and teaching grammar inductively. [2] In contrast, the Grammar Translation Method was originally used for dead languages and focuses on translating between languages, with little emphasis on speaking or listening skills. [3] Key differences include the Direct Method teaching grammar inductively while Grammar Translation uses rules, as well as the Direct Method emphasizing oral communication and Grammar Translation prioritizing reading and writing.
Direct method
The document describes a lesson plan using the direct method to teach English speaking skills to first grade students in Pakistan. Some key points:
1) The direct method was used to teach vocabulary words and develop speaking skills through activities without using the students' native language.
2) Various exercises were conducted including picture identification, repetition drills, arranging scrambled words, and role playing to reinforce vocabulary and speaking in sentences.
3) The lesson was successful in improving students' fluency, vocabulary, and confidence in speaking English according to the conclusion.
Recommended
Audio lingual method
The Audio Lingual Method is an oral-based approach for teaching foreign languages that combines behavioral psychology and linguistics. It focuses on teaching vocabulary in context through drills and imitation, with an emphasis on accurate pronunciation. The teacher leads the class in patterned drills while students practice listening and speaking, with the goals of allowing students to use the language communicatively without thinking and training large numbers of students at once.
Audio lingual method 111
The document summarizes the Audio-lingual Method, a foreign language teaching method developed in the 1940s in the US. It emphasizes speaking and listening over reading and writing, uses dialogues and drills for practice, and discourages using students' native language. The method was influenced by behaviorist psychology and aimed to develop conversational proficiency through repetition and imitation. While it had advantages like systematic techniques, it also had disadvantages like weak theory and learner boredom.
AUDIO-LINGUAL METHOD AND THE SILENT WAY
The document outlines principles and techniques for teaching language. It discusses principles like learning language through context, repetition and correction of errors. It emphasizes the important role of teachers in modeling language. Techniques include dialog memorization, substitution drills, question-answer drills, and using minimal pairs. The Silent Way method is also covered, with principles like students creating their own learning criteria and focusing on progress over perfection. Techniques for this method include using color charts and rods to introduce sounds and structures.
Audio lingual method (Universitas Wahidiyah)
The Audio Lingual Method (ALM) was a language teaching method used in the 1950s-1960s that was influenced by behaviorist psychology and structural linguistics. It focused on having students learn through repetition and imitation of dialogs, with an emphasis on oral skills, grammar patterns, and avoidance of errors. Teachers led various drills for students to practice, like repetition, substitution, and question-answer drills. While it aimed to develop communicative competence, ALM was criticized for not preparing students for real-world communication outside of class.
Grammar translatıon method and dırect method
Differences between Grammar translation method and direct method. Had many mistakes. It was just homwerok.
Audio lingual method
The Audio Lingual Method is a language teaching method from the 1940s that was introduced in the US and later spread to other countries like Indonesia in the 1960s. It focuses on teaching speaking skills through repetition drills and behaviorist techniques to help students learn the target language automatically. Teachers present dialogs for students to repeat together and individually. Variations include expansion drills, chain drills, and substitution drills. While it engages students actively, the method does not explain grammar rules and focuses only on speaking practice.
Direct method and grammar translation method haseema group
The document compares and contrasts the Direct Method and Grammar Translation Method of teaching foreign languages. [1] The Direct Method aims to immerse students in the target language similarly to first language acquisition, using the target language exclusively and teaching grammar inductively. [2] In contrast, the Grammar Translation Method was originally used for dead languages and focuses on translating between languages, with little emphasis on speaking or listening skills. [3] Key differences include the Direct Method teaching grammar inductively while Grammar Translation uses rules, as well as the Direct Method emphasizing oral communication and Grammar Translation prioritizing reading and writing.
Direct method
The document describes a lesson plan using the direct method to teach English speaking skills to first grade students in Pakistan. Some key points:
1) The direct method was used to teach vocabulary words and develop speaking skills through activities without using the students' native language.
2) Various exercises were conducted including picture identification, repetition drills, arranging scrambled words, and role playing to reinforce vocabulary and speaking in sentences.
3) The lesson was successful in improving students' fluency, vocabulary, and confidence in speaking English according to the conclusion.
Audio lingual method beny i.n. nadeak, s.pd
The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.
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.
the audio lingual method
The audio Lingual method
If you wanna further information please join me on Facebook account: Guz't Eka or at twitter: @GuztEka or vie E-mail: Geniouzpeople@myself.com and my phone: 085857056723
Grammar translation method
GTM was called also classical method is the oldest method of language teaching. Let's check it out ;-)
The audio lingual method
This document discusses the audiolingual method of language teaching. It originated from World War 2 training programs and structural linguistics theory combined with behaviorist psychology. The method focuses on repetition drills, memorization, and aural-oral skills to form mechanical habits. Language skills are taught sequentially from listening, speaking, reading and writing. Teachers use dialogs, drills, and audiovisual equipment while students respond to stimuli with the goal of immediate, accurate speech. The method declined in popularity due to criticisms that its foundations in language and learning theories were unsound and it produced no practical results, replaced later by theories like transformational grammar.
DIRECT METHOD AND TRNASLATION METHOD
The document summarizes and compares the Grammar-Translation Method (GTM) and the Direct Method (DM) of teaching foreign languages.
GTM is a traditional method used since the 16th century that focuses on translating between the native and target languages. Key features include using grammar rules and the native language for instruction. It aims to develop reading and writing skills. DM emerged in the early 1900s and focuses on oral skills through situational conversation practice without translation. It aims to develop oral proficiency through techniques like reading aloud, questioning, and dictation exclusively in the target language. Both methods have advantages like developing specific skills but also disadvantages like lack of motivation for learners.
Grammar translation method
The document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points:
- GTM was first used in the 15th century to teach Latin and Greek. It focuses on reading comprehension, translation skills, and developing reading and writing abilities.
- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
- Little attention is given to speaking skills or pronunciation. The teacher's role is authority-based and interaction is mostly one-way. Errors are immediately corrected.
- Techniques include translation, reading comprehension questions, grammar exercises, and memorization. Advantages include ease of use and assessment
Audio lingual method
The Audio-Lingual Method developed in the 1950s based on structural linguistics and behaviorism. It focused heavily on drills, repetition, and practice of grammar patterns in the target language only without translation. While initially popular, it fell out of favor by the 1960s as critics argued it lacked theoretical foundation and students struggled to use the language communicatively.
Direct Method in ESL Demonstration
The document outlines the transactional model for a scripted English as a Second Language (ESL) lesson, which involves reviewing previous concepts, presenting new vocabulary and objectives, explaining and demonstrating the new language, practicing through questioning exchanges between teacher and students and among students, periodically reviewing concepts, and providing formative and summative assessments to evaluate student progress and comprehension. The goal is for teachers to gradually decrease guidance and increase independent practice so students can use the new language on their own.
Ch 2 the grammar translation method
The three article titles indicate that the Grammar Translation Method (GTM) is still commonly used in Arab English language teaching, despite known criticisms of the approach. GTM traditionally focused on translating between languages, memorizing vocabulary and grammar rules, with an emphasis on reading and writing over communication. However, GTM has been criticized for low student motivation and frustration, overlooking the communicative nature of language, and limited application in multilingual classrooms. The document discusses the history, objectives, principles, techniques and criticisms of GTM through references to previous literature on the topic.
Audio-lingual method by Ablimitova Nargiza
The Audio Lingual Method (ALM), also known as the "Army Method", was introduced in the United States in the 1940s to teach language. It focuses on accurate pronunciation, quick response in speech, and sufficient vocabulary through repetition, imitation of the teacher, and practicing grammar patterns without translation. The teacher acts as the leader providing models for students to repeat, replace words in sentences, rephrase sentences, and change word forms through inflection. While ALM keeps students active and improves speaking skills, it is disadvantageous as it can turn students into "parrots" through repetition without developing grammar skills or creativity.
Audio Lingual Method carrera plurilingue fernanda Jimenez
The audio-lingual method was developed in the 1950s based on behaviorist theory to teach language structures and patterns through repetition of drills. It aimed to make students proficient in speaking automatically through memorization and reinforcement of dialogues. While it could produce quick results, critics argued it ignored context and real communication skills. Studies showed more traditional methods using the native language were more effective in the long run. The method fell out of favor but some of its practices are still used today in individual lessons.
TEFL ( Grammar Translation Method)
Hello guys, This is my presentasion about GTM, TEFL
Please, Read a lot and make sure that you are understand it.
Check it out !
Summary of the most important methods presented in class
The document summarizes six major language teaching methods: 1) Grammar Translation focuses on reading, writing, and grammar rules with translation activities; 2) Direct Method uses only the target language and teaches vocabulary through objects/pictures; 3) Audio-Lingual Method drills grammar through repetition and replaces/rephrases sentences; 4) Community Language Learning uses students' native language initially and focuses on reducing anxiety; 5) Total Physical Response links the target language to physical activities to reinforce comprehension; 6) Communicative Language Teaching promotes real communication through tasks and meaningful activities like role-plays.
The grammar translation method
This document describes the Grammar Translation Method, an approach originally used to teach Latin and Greek that focused on grammatical rules, memorization of vocabulary, and translation exercises. It was adopted for teaching foreign languages in the 19th century. Key aspects included teaching in the native language, emphasis on grammar rules and accuracy over fluency, and translating disconnected sentences. While easy to implement, it was criticized for lacking theory or justification and not fostering communicative ability in the target language. An example of a classroom exercise following this method is provided.
Teaching literature ppt
This lesson plan is for a 50-minute English lesson for 15-16 year old grade 9 students. The lesson aims to introduce direct and indirect reported speech. It will help students learn to change speech between direct and indirect, use correct grammar, understand meaning from reading, and solve exercises using the new structure. The lesson will use communicative language teaching and include explanation, conversation, reading, pair work, examples, and exercises. The purpose is to teach students to report and record incidents in daily life and use language in different written and oral forms. The lesson consists of 5 stages - an icebreaker, introduction, consolidation exercises, practice activities, and a closing review with homework.
approaches and methods in English Language Teaching E.L.T
In this slide you will learn about the approaches and methods of English language. this slide will help you learn about the Grammar Translation method, Direct method, Structural approach and Functional approach as well.
THIS SLIDE WILL HELPFUL FOR EACH AND EVERY STUDENT. THEY CAN USE THIS SITE AS REFERENCES AND AS MODEL OF PRESENTATION.
WISHING YOU BEST OF LUCK
FROM : PRAKASH S CHAUHAN
English ppt
The document discusses three methods of teaching English: the grammar-translation method, direct method, and bi-lingual method. The grammar-translation method uses translation between the native language and English, with a focus on grammar. The direct method teaches English directly without translation, using real-world experiences. The bi-lingual method uses limited translation between languages, focusing on oral skills and fluency early on. Each method is described along with its advantages and disadvantages.
teaching methods
The document summarizes several teaching methods for foreign languages:
- Grammar Translation Method focuses on translation and grammar rules with little speaking practice.
- Direct Method teaches vocabulary and concepts through visuals and interaction without translation.
- Audiolingual Method emphasizes speaking through repetition of dialogs with less focus on grammar rules.
- Cognitive Code Learning connects new material to students' prior knowledge and helps them learn from their mistakes.
The audiolingual method
The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative process.
061214002_full
This thesis examines students' perceptions of the scaffolding strategy used in an Extensive Reading II class at Sanata Dharma University. The study aimed to understand how scaffolding was implemented in the class through various phases and activities, and to assess students' views on the process and impact of scaffolding. Data was collected through interviews, observations, and questionnaires of students in the 2009-2010 academic year. The findings showed that scaffolding was implemented over four phases - modeling, imitating, removing scaffolding, and independent work. Most students reported positive perceptions of both the scaffolding implementation and how it helped them achieve learning goals independently.
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Audio lingual method beny i.n. nadeak, s.pd
The Audio-lingual Method is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing. It uses dialogues as the main form of language presentation and drills as the main training techniques. Mother tongue is discouraged in the classroom.
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.
the audio lingual method
The audio Lingual method
If you wanna further information please join me on Facebook account: Guz't Eka or at twitter: @GuztEka or vie E-mail: Geniouzpeople@myself.com and my phone: 085857056723
Grammar translation method
GTM was called also classical method is the oldest method of language teaching. Let's check it out ;-)
The audio lingual method
This document discusses the audiolingual method of language teaching. It originated from World War 2 training programs and structural linguistics theory combined with behaviorist psychology. The method focuses on repetition drills, memorization, and aural-oral skills to form mechanical habits. Language skills are taught sequentially from listening, speaking, reading and writing. Teachers use dialogs, drills, and audiovisual equipment while students respond to stimuli with the goal of immediate, accurate speech. The method declined in popularity due to criticisms that its foundations in language and learning theories were unsound and it produced no practical results, replaced later by theories like transformational grammar.
DIRECT METHOD AND TRNASLATION METHOD
The document summarizes and compares the Grammar-Translation Method (GTM) and the Direct Method (DM) of teaching foreign languages.
GTM is a traditional method used since the 16th century that focuses on translating between the native and target languages. Key features include using grammar rules and the native language for instruction. It aims to develop reading and writing skills. DM emerged in the early 1900s and focuses on oral skills through situational conversation practice without translation. It aims to develop oral proficiency through techniques like reading aloud, questioning, and dictation exclusively in the target language. Both methods have advantages like developing specific skills but also disadvantages like lack of motivation for learners.
Grammar translation method
The document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points:
- GTM was first used in the 15th century to teach Latin and Greek. It focuses on reading comprehension, translation skills, and developing reading and writing abilities.
- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
- Little attention is given to speaking skills or pronunciation. The teacher's role is authority-based and interaction is mostly one-way. Errors are immediately corrected.
- Techniques include translation, reading comprehension questions, grammar exercises, and memorization. Advantages include ease of use and assessment
Audio lingual method
The Audio-Lingual Method developed in the 1950s based on structural linguistics and behaviorism. It focused heavily on drills, repetition, and practice of grammar patterns in the target language only without translation. While initially popular, it fell out of favor by the 1960s as critics argued it lacked theoretical foundation and students struggled to use the language communicatively.
Direct Method in ESL Demonstration
The document outlines the transactional model for a scripted English as a Second Language (ESL) lesson, which involves reviewing previous concepts, presenting new vocabulary and objectives, explaining and demonstrating the new language, practicing through questioning exchanges between teacher and students and among students, periodically reviewing concepts, and providing formative and summative assessments to evaluate student progress and comprehension. The goal is for teachers to gradually decrease guidance and increase independent practice so students can use the new language on their own.
Ch 2 the grammar translation method
The three article titles indicate that the Grammar Translation Method (GTM) is still commonly used in Arab English language teaching, despite known criticisms of the approach. GTM traditionally focused on translating between languages, memorizing vocabulary and grammar rules, with an emphasis on reading and writing over communication. However, GTM has been criticized for low student motivation and frustration, overlooking the communicative nature of language, and limited application in multilingual classrooms. The document discusses the history, objectives, principles, techniques and criticisms of GTM through references to previous literature on the topic.
Audio-lingual method by Ablimitova Nargiza
The Audio Lingual Method (ALM), also known as the "Army Method", was introduced in the United States in the 1940s to teach language. It focuses on accurate pronunciation, quick response in speech, and sufficient vocabulary through repetition, imitation of the teacher, and practicing grammar patterns without translation. The teacher acts as the leader providing models for students to repeat, replace words in sentences, rephrase sentences, and change word forms through inflection. While ALM keeps students active and improves speaking skills, it is disadvantageous as it can turn students into "parrots" through repetition without developing grammar skills or creativity.
Audio Lingual Method carrera plurilingue fernanda Jimenez
The audio-lingual method was developed in the 1950s based on behaviorist theory to teach language structures and patterns through repetition of drills. It aimed to make students proficient in speaking automatically through memorization and reinforcement of dialogues. While it could produce quick results, critics argued it ignored context and real communication skills. Studies showed more traditional methods using the native language were more effective in the long run. The method fell out of favor but some of its practices are still used today in individual lessons.
TEFL ( Grammar Translation Method)
Hello guys, This is my presentasion about GTM, TEFL
Please, Read a lot and make sure that you are understand it.
Check it out !
Summary of the most important methods presented in class
The document summarizes six major language teaching methods: 1) Grammar Translation focuses on reading, writing, and grammar rules with translation activities; 2) Direct Method uses only the target language and teaches vocabulary through objects/pictures; 3) Audio-Lingual Method drills grammar through repetition and replaces/rephrases sentences; 4) Community Language Learning uses students' native language initially and focuses on reducing anxiety; 5) Total Physical Response links the target language to physical activities to reinforce comprehension; 6) Communicative Language Teaching promotes real communication through tasks and meaningful activities like role-plays.
The grammar translation method
This document describes the Grammar Translation Method, an approach originally used to teach Latin and Greek that focused on grammatical rules, memorization of vocabulary, and translation exercises. It was adopted for teaching foreign languages in the 19th century. Key aspects included teaching in the native language, emphasis on grammar rules and accuracy over fluency, and translating disconnected sentences. While easy to implement, it was criticized for lacking theory or justification and not fostering communicative ability in the target language. An example of a classroom exercise following this method is provided.
Teaching literature ppt
This lesson plan is for a 50-minute English lesson for 15-16 year old grade 9 students. The lesson aims to introduce direct and indirect reported speech. It will help students learn to change speech between direct and indirect, use correct grammar, understand meaning from reading, and solve exercises using the new structure. The lesson will use communicative language teaching and include explanation, conversation, reading, pair work, examples, and exercises. The purpose is to teach students to report and record incidents in daily life and use language in different written and oral forms. The lesson consists of 5 stages - an icebreaker, introduction, consolidation exercises, practice activities, and a closing review with homework.
approaches and methods in English Language Teaching E.L.T
In this slide you will learn about the approaches and methods of English language. this slide will help you learn about the Grammar Translation method, Direct method, Structural approach and Functional approach as well.
THIS SLIDE WILL HELPFUL FOR EACH AND EVERY STUDENT. THEY CAN USE THIS SITE AS REFERENCES AND AS MODEL OF PRESENTATION.
WISHING YOU BEST OF LUCK
FROM : PRAKASH S CHAUHAN
English ppt
The document discusses three methods of teaching English: the grammar-translation method, direct method, and bi-lingual method. The grammar-translation method uses translation between the native language and English, with a focus on grammar. The direct method teaches English directly without translation, using real-world experiences. The bi-lingual method uses limited translation between languages, focusing on oral skills and fluency early on. Each method is described along with its advantages and disadvantages.
teaching methods
The document summarizes several teaching methods for foreign languages:
- Grammar Translation Method focuses on translation and grammar rules with little speaking practice.
- Direct Method teaches vocabulary and concepts through visuals and interaction without translation.
- Audiolingual Method emphasizes speaking through repetition of dialogs with less focus on grammar rules.
- Cognitive Code Learning connects new material to students' prior knowledge and helps them learn from their mistakes.
The audiolingual method
The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative process.
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Audio Lingual Method carrera plurilingue fernanda Jimenez
Audio Lingual Method carrera plurilingue fernanda Jimenez
Summary of the most important methods presented in class
Summary of the most important methods presented in class
approaches and methods in English Language Teaching E.L.T
approaches and methods in English Language Teaching E.L.T
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061214002_full
This thesis examines students' perceptions of the scaffolding strategy used in an Extensive Reading II class at Sanata Dharma University. The study aimed to understand how scaffolding was implemented in the class through various phases and activities, and to assess students' views on the process and impact of scaffolding. Data was collected through interviews, observations, and questionnaires of students in the 2009-2010 academic year. The findings showed that scaffolding was implemented over four phases - modeling, imitating, removing scaffolding, and independent work. Most students reported positive perceptions of both the scaffolding implementation and how it helped them achieve learning goals independently.
Interactive whiteboard
This document summarizes a study on the pedagogical benefits and drawbacks of using multimedia in an English as a Foreign Language classroom equipped with an interactive whiteboard. The study found that multimedia use increased student engagement, motivation, and understanding by appealing to different learning styles. However, it also found that too many multimedia resources or passive use of them by students could lead to cognitive overload and less effective learning. The document concludes that effective integration of multimedia requires controlling the amount of information and actively involving students with resources.
Research
The document describes various observational research methods including naturalistic observation, participant observation, structured observation, and field experiments. It discusses types of qualitative and quantitative data collected through techniques like time sampling, event sampling, and situation sampling. The document also provides examples of observational studies conducted in educational settings, including a kindergarten teacher development project using classroom observations and interviews, an ethnomethodology study analyzing online discourse, and a case study of fifth grade students' digital video composition processes.
Assignment method teaching
The Assignment methodis the most common method of teaching especially in teaching of Science. It is a technique which can be usually used in teaching and learning process. It is an instructional technique comprises the guided information, self learning, writing skills and report preparation among the learners. The Assignment method is an important step in teaching and learning process
It provides good training for information seeking
and retrieval behaviour.
It inculcates the self learning attitude among the
students.
It provides information analysis and research atti
tude to the learners.
It develops the learning experiences from various
sources.
Assignment must be relevant to the subject taught to the student.
This should reflect the affinities with the subject contents in the text book concerned.
Assignment must be simple and enable the students to complete it within the stipulated time.
Assignment must avoid ambiguous, complex information and instructional structure.
Objectives of the assignments must be clear and definite.
The multidisciplinary approach: a teacher candidate's perspective on media sc...
The document summarizes a teacher candidate's perspective on a multidisciplinary media school program. The program integrates subjects like English, physics, and computer science by having students produce media projects. Students learn roles like director, editor, and cinematographer. They produce short films in 8-day rotations. The environment emphasizes hands-on learning and production in a studio, classroom, and office space. Field trips supplement instruction. The goal is to teach essential skills through an authentic, project-based approach.
The integrated approach
The document discusses the integrated approach to education, which creates a learner-centered curriculum based on students' interests that allows flexible and engaging learning. It values enhancing learning through learner-centered activities in real-life contexts that encourage critical thinking and problem-solving. An effective integrated approach requires reassessing the learning process with open-ended questions and information skills to promote active, collaborative, and creative learning that breaks down barriers between subjects. Educators take the role of facilitating student-driven constructive and resource-based learning. The document outlines steps to integrate information and communication technology into the curriculum through research, staff training, piloting, and ongoing evaluation for continuous improvement.
Approaches,methods and techniques
The document outlines various approaches, methods, and techniques for teaching including:
1. Direct/expositive instruction which teaches basic skills in a step-by-step manner.
2. Constructivist approach which has students reconstruct meanings based on past experiences.
3. Cooperative learning approach which uses classroom activities for students to help each other learn in groups.
4. Reflective thinking approach guides students to reflect on experiences to arrive at new understandings.
It then describes several other specific methods and techniques like lecture, discussion, demonstration, activity, and investigatory approaches.
The integrated approach
The integrated approach to teaching aims to provide learner-centered education where students learn by doing in contexts they find interesting. It allows students to make connections between different subject areas and build on their own experiences. Some benefits include engaging students in relevant learning, encouraging understanding of interrelationships, and providing opportunities for students to demonstrate competence beyond tests. Effective integration of information and communication technologies (ICTs) can enhance student learning, support curriculum integration across subjects, enable ubiquitous learning, and increase collaboration between teachers, students, and administrators. Key approaches include project-based, task-based, active, collaborative, inquiry-based, cooperative, and problem-based learning. The teacher takes on a facilitator role by setting open-ended, contextualized
Multidisciplinary approach
The document discusses the multidisciplinary approach to teaching, which combines different subjects into one lesson. It provides examples of how to teach complex topics like the Israeli-Palestinian conflict and climate change from various disciplinary perspectives such as history, political science, and climatology. A six-step process is outlined for creating multidisciplinary lessons, including identifying relevant topics, presenting materials, and having students synthesize their learning.
Audio lingual Method of teaching
The Audio-Lingual Method (ALM) was developed in the United States during World War II to teach soldiers foreign languages quickly through an oral-based approach using behaviorist techniques. ALM focuses on accurate pronunciation, grammar patterns, vocabulary, and quick responses through extensive repetition and drills. It was the dominant foreign language teaching method in the U.S. from the 1950s-1960s. However, it declined in popularity due to its limitations like boring lessons, inability to transfer skills, and lack of practical application.
Integrated teaching
Integrated teaching in medical education aims to coordinate different teaching activities to ensure effective learning. It is needed due to the growth and fragmentation of medical disciplines over time. Integration can be horizontal between disciplines of the same phase, vertical between disciplines of different phases, or both. Learning modules are planned units that take a multidisciplinary approach to a topic, problem, or task. They specify objectives, teaching methods, resources, and evaluation. Module development involves choosing a focus, identifying departments, planning teaching and assessment, and revising based on feedback. Benefits include minimizing contradictions and repetition for students while allowing collaboration for teachers. Drawbacks can include modules becoming too complex or fragmented learning.
Fs 1 & 2
This document outlines the objectives and tasks for a 6-episode field study course. The objectives are to observe students' development, teaching approaches, and how instruction should consider development. Episode 1 focuses on the learning environment and having students observe a school. Episode 2 is on diversity among learners and having students interview peers. Episode 3 looks at classroom management and how it affects learning. Episode 4 examines individual differences and matching activities. Episode 5 analyzes the learning process in relation to diversity. Episode 6 considers home-school links. The document provides guidance and resources to help students complete tasks and evidence for each episode.
Silent way method
The Silent Way is a language teaching method created by Caleb Gattegno in the 1970s that emphasizes student autonomy and discovery learning. The teacher plays a minimal role, speaking less than 10% of class time, and uses gestures rather than verbal instruction to guide students. Students are actively engaged in exploring and hypothesizing about the target language's rules through peer interaction and practice without repetition. The goal is for students to develop independence and their own internal criteria for correctness in the language.
SILENT WAY
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes using physical objects and problem-solving to teach grammar and vocabulary with minimal spoken instruction from the teacher. The teacher uses gestures and materials like rods and charts to elicit responses from students, who are encouraged to produce as much oral language as possible. The goal is for students to become independent, autonomous learners who can use their existing language knowledge to explore the target language.
The silent way Approach
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s that emphasizes learner independence and minimal teacher talking. Key principles include the teacher remaining silent as much as possible to encourage student production, and students relying solely on instructional materials to learn. Materials include word charts, pronunciation charts, colored rods, and pointers. The teacher's role is to present new language once and then observe and facilitate learning, while students are expected to develop autonomy, responsibility, and cooperation through self-correction and problem-solving.
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This document outlines the performance evaluation criteria for a field study completed by a Bachelor of Secondary Education student on effective questioning and reacting techniques. It includes the student's self-assessment rubric, examples of their observation and analysis of the cooperating teacher's use of questioning behaviors and reacting techniques, reflections on how to encourage interaction, and examples of higher-order thinking questions and favorable remarks to promote interaction. The overall goal is to evaluate the student's mastery of questioning and reacting skills to encourage teacher-student engagement.
Silent Way Teaching Method
The Silent Way is a language teaching method where the teacher is mostly silent during lessons. It uses colored rods and charts to teach pronunciation and vocabulary without translation. Learners discover the language through problem-solving activities while the teacher facilitates and ensures learners produce the target language. The goal is near-native fluency through inductive learning that starts from what students already know.
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This document describes an observation conducted by students in their Field Study 2 course at Sta. Maria High School in Pampanga, Philippines. The observation focused on principles of learning, using lesson objectives, and organizing content for meaningful learning. Various teaching behaviors and learning behaviors of students are documented as examples of applying different educational principles.
Field Study 2: FS2 Experiencing the Teaching- Learning Process
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
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The video shows a teacher demonstrating a drawing activity with students. The teacher begins with a clear explanation of the activity and models it. Students then work in pairs to complete the activity while the teacher monitors their progress. The teacher checks for understanding, helps students as needed, and corrects their work. At the end, students share their drawings and the teacher chooses a winner to conclude the lesson.
Teaching methods at pre schools.
1. The document discusses methods for teaching English vocabulary to students using actions and games. It suggests introducing new words with pictures, videos, songs and repetition.
2. Some recommended games include having students act out words, quickly match words to pictures, and compete in speed rounds to review vocabulary.
3. The goal is to help students remember words through associating the meanings with physical actions while making the lessons enjoyable.
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The teacher aims to create an engaging and fun English class for students in Japan. He begins with a warm-up activity to get students actively participating. Throughout the lesson, the teacher speaks in English and uses pictures and examples to help students understand while allowing for errors as they practice speaking. He divides students into small groups to encourage cooperation and gives individual students opportunities to answer in front of the class, praising their efforts. The goal is for students to feel comfortable practicing their English skills through interactive activities led by the facilitative teacher.
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This document describes an innovative teaching aid for teaching grammar using a language game called "Snake and Ladder". The game is used to help students understand and identify different parts of speech. Students are divided into two teams who take turns identifying examples of parts of speech when prompted by the roll of a dice. Correct answers allow teams to move their game piece up a ladder space, while incorrect answers result in moving down a snake space. This game helps students learn parts of speech in an engaging way and assess their knowledge and vocabulary. It also helps develop students' memory, knowledge retention, and competition. The summary concludes that this innovative teaching approach makes learning grammar concepts easier and more memorable for students.
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Implementation teyl for grade four
This document summarizes activities conducted to teach English to young learners using media. The activities took place at SDN 3 Kendal Ngawi and involved 11 fourth grade students learning about parts of the body. Various media were used, including videos, pictures, and drawings. Activities included singing a song while touching body parts, listening and repeating part names, a "what's missing" game where students identified removed body parts, and drawing parts based on clues. Students were engaged and interested in the media-based activities compared to traditional lecture-style teaching. The document concluded the media helped students learn faster and more enjoyably.
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This lesson plan focuses on developing speaking skills. It has the following key points:
1. The lesson teaches students to use comparative structures like "taller than" and "older than" to compare objects, animals, people and places.
2. Students practice these structures by comparing farms, animals, classmates and other pictures. They work in pairs, groups and do whole-class activities.
3. The lesson uses a warm-up rhyme and engages students through pictures, role plays, discussions and presentations to provide varied speaking practice. The goal is to help students feel comfortable describing comparisons in English.
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The document discusses techniques for developing listening skills in language learners. It provides a list of techniques and asks the reader to identify them as either effective or ineffective. It then categorizes effective techniques by focus, such as confidence building, strategy training, or language focus. Examples of purposeful listening activities are provided and the reader is asked to describe another example. Finally, it poses questions about using recordings and transcripts in developing listening skills.
Innovative lesson plan
This lesson plan is for an 8th standard English class on the present continuous tense. The 45 minute lesson will involve games, pictures, and sentence activities to help students understand and apply the present continuous tense. Students will work in groups to identify actions in pictures, complete sentences, and generate new sentences using a substitution table. The goal is for students to know how to use and analyze sentences in different contexts using the present continuous tense.
Guided video observation- Trinity Cert.TESOL
The guided video observation showed techniques used by experienced teachers in their classrooms. It was divided into 10 topics, each examining a different skill through video clips of classes from levels A1 to C2. The topics included managing student levels, teacher positioning, giving instructions, grouping students, seating arrangements, teaching vocabulary, reading sequences, speaking tasks, starting lessons, and using games. Reviewing these classroom observations helped the observer understand different teaching styles and techniques to make their own classroom more interactive and improve their teaching skills.
The dynamic classroom
This document provides teachers with strategies for making English class more interactive and engaging for students. It discusses using activities that incorporate movement, auditory, and visual elements to appeal to different learning styles. Suggested activities include Simon Says to review vocabulary, group games like Land and Water that motivate students through competition. The document stresses the importance of activities allowing all students to participate and practice multiple skills like speaking, listening, and writing. A checklist is provided to help teachers design lessons that meet these criteria. Examples of additional interactive games are also outlined, such as vocabulary racing and sentence building activities at the board.
Rodrigues Practicum Journal - Kindergarten
Natalia observed her first English lesson with a kindergarten class in Spain. She noticed the students were noisy and had trouble following instructions. During the lesson, the teacher introduced parts of the body vocabulary using pictures, wool pieces for students to stick on, and questions in Spanish. Students struggled to understand when Natalia spoke to them in English. Natalia worries about managing students' behavior and their ability to understand her during her upcoming lessons speaking only English.
Desuggestopedia
Desuggestopedia is a language teaching method created by Georgi Lozanov, a Bulgarian psychiatrist. The goal is to eliminate psychological barriers to learning and increase communicative ability. Teachers aim to create a relaxed environment using music, colors, student roles and indirect positive suggestions. Lessons include rhythmic reading, translation and question/answer sessions. Student evaluation is based on classroom performance rather than tests.
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TEACHING PRONUNCIATION LESSON PLAN FOR YOUNG LEARNERS
1. The lesson plan teaches 5th grade students about minimal pairs (words that differ by only one sound like glass-grass) through a 40 minute activity using a video, flashcards, and worksheets.
2. Students will first watch a video on minimal pairs pronunciation and then practice identifying and saying the words.
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The document summarizes an audio-lingual language teaching method demonstration lesson. The key points are:
1. The teacher models target language sentences for repetition by students to form habits. Errors are corrected to prevent formation of bad habits.
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3. Grammar drills like substitution and question-answer are used to overlearn patterns. The teacher positively reinforces students with praise.
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This document outlines a lesson plan for a Year 3 English class. The lesson focuses on the topic "My Best Friend, Claire" and is divided into four sections: Listening and Speaking, Reading, Writing, and Language Arts. Each section lists learning outcomes, teaching standards, learning activities for both the teacher and pupils, and any teaching aids used. The listening and speaking section involves pupils describing a picture puzzle and reciting a poem. The reading section has pupils identifying words containing the phoneme /eƏ/. The writing section has pupils rearranging words to form sentences and filling in blanks. Finally, the language arts section involves pupils performing a jazz chant and creating a poster about Claire.
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Observation
- 1. Observation Teaching english in thailand #2 –The Audio lingual method. (https://m.youtube.com/watch?v=uIJnH3XtSXU) Name : Umiyati Dewi Class : 3H Npm : 113060083
- 2. purpose The students listen, talk, and recite pronounciation. Students can write the name of fruits into english.
- 3. The result of video observation The teacher entered to class room and told the students to sitting up respectively. Teacher do not take the roll. Students recite pronounciation. Teacher gives examples of fruits helped by images. Teacher paste the sample of images on the white board and students write it into english.
- 4. The students were questioned about their favorite fruit Teacher : what is your favorite fruit ? Student : my favorite fruit is mango. Teacher : what is your favorite fruit ? Student : my favorite fruit is guava.
- 5. Teacher create numbered box (8 boxes) according to the number of sample images of fruit to make a game. Team named team X and team O. Each team member move forward as a teacher and continue the game (lead the game). The leader team have alternately.
- 6. Conclusion The conclusion of the video that I watched, the teacher using the audio lingual method to teach his students. He showing some picture to his students. Actually the teacher is good to use this method because it makes students more active and can liven up the class, but students have become less conducive for teacher is less frimly to his students. Students unserious to learn because the class very noise.