1. Over time, the methods used to teach foreign languages in schools have changed and evolved. Originally, Latin was commonly taught, but then French, English, and Italian gained popularity. The traditional grammar-translation method focused on analyzing works through grammar and translation.
2. Later, the direct method emerged, presenting language in a naturalistic way like a first language through oral interaction and everyday words. Still, balancing oral and written aspects proved difficult.
3. The audio-lingual method focused on grammar structures through stimulus-response drills in language labs, but students struggled to apply the classroom lessons to real communication.
4. Most recently, the communicative approach combines language skills and sociolinguistics
A presentation for the Materials module I am doing.
It is based on Masuhara and Tomlinson's work in, Chapter 2 of English Language Learning Materials 2008, Editor Tomlinson, Continuum.
A presentation for the Materials module I am doing.
It is based on Masuhara and Tomlinson's work in, Chapter 2 of English Language Learning Materials 2008, Editor Tomlinson, Continuum.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Pe essay the_teaching_of_language_lesson_planning_and_syllabus_design
1. 1
Name:
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Essay title: The teaching of language lesson planning and syllabus design.
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The modern world has transformed from the days when people learnt, spoke and
conducted all necessary activities in their maternal language; it is now a multi lingual society.
Until the sixteenth century, Latin was the most common foreign language taught in various
countries. French, English and Italian soon took over when Europe underwent political
transformations and Latin became an optional language in schools1.
In order to effectively teach the foreign languages, the language instructors used the
approach of analyzing classical Latin works in terms of the rhetoric and grammar used. All
students in England’s grammar schools went through painstaking sessions of syntax,
conjugation, translation and oral or written exercises to master whichever foreign language they
were learning. The concept of teaching foreign language through Latin grammar and translation
had become the norm in schools by the nineteenth century2 . This was the grammar-translation
method which focused on theory than oral aspects of a foreign language.
1
Richards, J. C. and Rodgers, T. S., Approaches and methods in language teaching, 2nd Ed, (Cambridge: Cambridge
University, 2001), p. 3
2
Ibid, p.4.
2. 2
Setting up a proper methodology for teaching language requires one need to carefully
pick what will be taught, putting limits on it, organizing the material to be taught in such a way
that it inculcates all four areas of learning; listening, reading, speaking and writing3. This
prompted reforms from the scholars about how foreign language should be taught. They came up
with a new approach of teaching known as the direct method. It is a naturalistic way of learning a
language which presents similar settings to those when one is learning his first language; through
oral interaction4.
This form of teaching was embraced by France and Germany because the oral sessions
were interactive with the teachers and students asking and answering questions. The words
taught were mostly those used in every day communication and interactions. Phonetics classes
ensured proper pronunciation while morphology and syntax enhanced grammar. The guiding
principles for teaching oral lessons as employed in Berlitz schools were as follows: demonstrate
not translate, use sentences instead of single words, let the students do much of the talking and
finally use a lesson plan instead of relying on the textbooks to teach5. It worked in the private
schools but posed a lot of challenges in the public schools hence led to integration of both
methods for effective teaching and learning.
A third method soon came up during the 20th century; the audio-lingual method. It sought
to make learning a foreign language reachable by any group of students by focusing on the
syntax than the semantics and morphology of a language. With its base in linguistics and
psychology, it advocated for language to be taught in a descriptive and structural way using
stimulus, response and reinforcement. Mastering the components of a language from the
phoneme to a sentence enables effective teaching and learning. It also focused on the four skills
3
Ibid, p.10.
Ibid, p.11.
5
Ibid, p.12.
4
3. 3
of listening reading, writing and speaking. Dialogue was encouraged hence students spent hours
in the language laboratories doing drills and mimicry. The only setback of this method was its
theoretical approach and that students were unable to transfer the classroom knowledge to
everyday communication6.
There was still a gap in language teaching which led to introduction of a fourth method
known as the communicative approach. It incorporated linguistics, sociolinguistics and
philosophy to make the process of teaching a language concentrate on effective communication
than on the composite structures like syntax and morphology. The four skills of reading, writing,
speaking and listening were intertwined to ensure holistic teaching and learning. The students
were presented with real life settings in which they attempted to communicate with each other as
they performed the tasks. The teacher had responsibilities such as guide, counselor, analyst and
organizer7. This method was widely accepted and used in many school settings as it made the
lessons interesting and lively. The students mastered the basics of a language while at the same
time communicated effectively. The only concern was whether it could apply to all levels of
teaching and modes of evaluation.
Teaching a language is usually based on three concepts; science research, theoryphilosophy and art-craft concepts. In both science-related and philosophy-theory, focus is on the
teachers understanding the required learning principles and come up with tasks and activities that
conform to these principles. Science-research however focuses on students’ performance while
theory philosophy focuses on teacher’s effectiveness in the classroom 8. The art-craft concept is
6
7
8
Ibid, p.13.
Ibid, p.14.
Brown, H. D., Teaching by principles: an interactive approach to language pedagogy, 2nd Ed,
(White Plains: Longman, 2001), p.21.
4. 4
focused on taking each learning session as a unique experience; the teacher identifies factors that
set apart the various situations and uses a variety of teaching strategies. New methods are
experimented on while those that are not workable are modified to meet the expected standards9.
9
Ibid.
5. 5
Bibliography.
Brown, H. D., Teaching by principles: an interactive approach to language pedagogy, 2nd Ed,
White Plains: Longman, 2001, p.21.
Richards, J. C. and Rogers, T. S., Approaches and methods in language teaching, 2nd Ed.
Cambridge: Cambridge University, 2001, p. 3-17.
6. 5
Bibliography.
Brown, H. D., Teaching by principles: an interactive approach to language pedagogy, 2nd Ed,
White Plains: Longman, 2001, p.21.
Richards, J. C. and Rogers, T. S., Approaches and methods in language teaching, 2nd Ed.
Cambridge: Cambridge University, 2001, p. 3-17.