Silent w (2)
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The Silent Way method developed by Caleb Gattegno in 1970 focuses on students discovering and exploring grammar inductively through cognitive principles. Teachers act as facilitators by using tools like sound/color charts, sentence construction rods, and word charts to guide students to explore and practice the language independently and orally in silence. The goal is for students to become autonomous learners by working first on oral skills and using their errors to further their language learning.
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Direct method
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Audiolingualmethod.nadia.bat
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Silent letters are letters that appear in words but make no sound when pronounced. Examples include the b in "climb" and the k in "knife". Silent letters help distinguish similar words, differentiate short and long vowel sounds, tell soft consonants from hard ones, and connect words with the same root. Their inclusion has purposes related to pronunciation, spelling, and distinguishing word forms and meanings.
ENGLISH SILENT LETTERS
This document lists English words that contain silent letters, grouping them by the silent letter. Each grouping includes 3-4 example words showing common words that contain a silent b, c, d, g, h, k, l, n, p, s, t, or w at the beginning or middle of words. The document serves as a reference for words in English that include silent letters in their spelling.
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The direct method focuses on communicating in the target language through demonstration and visual aids, without translation or explicit grammar instruction. In the classroom, the teacher uses a map to ask students questions about US geography, encouraging responses in full sentences in the target language. Errors are addressed through questioning to facilitate self-correction. The goal is to think in the target language by using real-world content and situations.
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The Audio-Lingual Method is an oral-based language teaching approach that was developed during World War II based on behaviorist theory. It uses repetitive drills and dialog memorization to develop oral skills through imitation and over-learning. The teacher acts as a model for students to mimic, and the method emphasizes speaking, listening, and pronunciation practice over other skills or using the native language. While it aims to develop oral ability through repetition, it is seen as lacking effectiveness and competence development and causing boredom.
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This document discusses techniques for teaching listening and speaking skills to English language learners. It recommends focusing on meaningful language that is relevant to learners' lives. Activities should maintain learner interest through variety and avoid overloading them with new language. Comprehensible input and a stress-free classroom environment are important. Suggested activities include descriptions, questioning techniques, interviews, stories and role plays. A balanced program incorporates meaningful input and output, language focus, and fluency development.
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The document provides a history of language teaching methods from the Classical period to the mid-20th century. It discusses several key reformers in the early-to-mid 20th century who proposed new methods, including François Gouin and his Series Method using connected sentences to represent a series of actions, Claude Marcel who emphasized understanding meaning over linguistic elements and prioritized reading comprehension, and Thomas Prendergast whose Mastery System used "mastery sentences" containing frequent words and structures. These reformers moved teaching away from the traditional Grammar Translation Method and toward more communicative, meaning-based approaches.
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This document discusses listening as an important part of second language acquisition. It argues that listening provides input that allows learners to build a "cognitive map" of meaning in their mind, which may be more important than speaking practice alone. There are two main types of listening discussed: one-way transactional listening and two-way interactional listening. Successful listening relies on both bottom-up processing of linguistic elements as well as top-down processing using prior knowledge and schemata. The document outlines several specific listening challenges and provides suggestions for practice, including working with reduced forms, assimilation, elision, and resyllabification.
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The document discusses the key principles and techniques of communicative language teaching (CLT). It emphasizes that CLT focuses on developing students' communicative competence through meaningful, authentic activities that require real communication. CLT aims to engage students in using language functions for different purposes and considers fluency and accuracy equally important goals. Errors are viewed as a natural part of the learning process.
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This document discusses the Communicative Language Teaching (CLT) approach. It provides background on how CLT emerged in the 1970s with a focus on communicative proficiency over grammatical structures. Key principles of CLT are that the goal is effective communication, the teacher facilitates and students actively communicate. Activities include information gap tasks, role plays, and simulations. While CLT has advantages like interaction and enjoyment, criticisms note the difficulties in implementation and student needs/interests.
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SILENT LETTER DIAPOSITIVAS.
Silent letters are letters that appear in words but make no sound when pronounced. Examples include the b in "climb" and the k in "knife". Silent letters help distinguish similar words, differentiate short and long vowel sounds, tell soft consonants from hard ones, and connect words with the same root. Their inclusion has purposes related to pronunciation, spelling, and distinguishing word forms and meanings.
ENGLISH SILENT LETTERS
This document lists English words that contain silent letters, grouping them by the silent letter. Each grouping includes 3-4 example words showing common words that contain a silent b, c, d, g, h, k, l, n, p, s, t, or w at the beginning or middle of words. The document serves as a reference for words in English that include silent letters in their spelling.
Silent letters game
Reem is trying to learn silent letters and the document provides a game to help her identify them. The player is instructed to click on words containing silent letters and select the silent letter from options provided. Upon completing the game, the player is congratulated.
The silent way
The Silent Way is a language teaching method created by Caleb Gattegno that relies extensively on silence. It encourages student responses orally without direct instruction from the teacher. Teachers point to charts containing sounds and examples, allowing students to practice pronunciation through peer correction. Some techniques include using rods, word charts, and structured feedback. While it allows for student autonomy and interaction, teachers must be clear in objectives and some students may struggle without direct guidance.
4.3.1 total physical response tpr definitivo
This document discusses the advantages and disadvantages of using Total Physical Response (TPR) as a language teaching method, and provides examples of TPR activities. The key advantages are that TPR is fun, easy to implement, does not require much preparation, is good for vocabulary learning, works for classes of any size, and is effective for teenagers and young learners. However, it is not very creative and does not allow students to express their own views. The activities described are Simon Says, a school race, using theatre techniques, and action songs.
Presentation1
TPR (Total Physical Response) is a language teaching method developed by James Asher that uses physical movement to help students learn a new language. The goal of TPR is to develop oral fluency through lessons focused on listening and responding to verbal commands with actions, spending most of class time on listening. Lessons are organized around grammar and verbs, with instructors giving students commands in the target language to walk, sit, or do other physical responses, without speaking.
GLOSSARY
This document defines key terms related to language teaching and learning:
Total physical response (TPR) is a language teaching method developed by James Asher based on observing child language development. The silent period refers to the early stage of second language acquisition where learners do not speak. Drills involve repetitious exercises to teach and perfect a skill. Phonics teaches reading by associating letters with sounds. An approach establishes effective learning environments for individuals with disabilities or impairments. Multiple intelligences sees intelligence as consisting of distinct capacities rather than a single ability.
audio lingual method sany
The Audio Lingual Method (ALM) was developed during World War II to quickly teach American soldiers foreign languages for military purposes. Known as the "Army Method", ALM combines structural linguistics, contrastive analysis, aural-oral training, and behaviorism. It focuses on intensive oral practice of language patterns through repetition and substitution drills to increase communication ability in a short time period. The learner plays a reactive role, responding to teacher-led stimuli, while the teacher maintains an active, central role in varying drills and tasks. ALM was first named by Professor Nelson Brooks in 1964.
Total physical response
1) TPR (Total Physical Response) is a language teaching method that uses physical movements and actions to help students understand and learn new vocabulary and grammar structures without speaking.
2) It was developed in the 1960s by James Asher and became popular in the 1970s-1980s. The method is based on how children acquire their first language through listening before speaking.
3) TPR lessons involve the teacher giving commands to students and students responding through physical actions. The goal is to build basic oral proficiency through comprehension before speaking.
Total Physical Respon (TPR)
TPR is a language teaching method that uses physical movement to teach language. The instructor gives commands to the students, who act them out. Key characteristics include coordinating speech and action, using gestures, and having active and engaged students. Typical classroom techniques are giving commands as materials, not basing lessons on grammar, and starting with short simple sentences. Strengths are that it is fun, memorable, and good for kinesthetic learners. A weakness is that shy students may not like it and students can get bored if TPR is overused.
TPR-Total Physical Response
For the activity you have to tell an story that contain all the vocabulary written in the slides 18-19. You will tell the story except the words written there. One of the students will see the word and will try to make his classmate to guess the words through body language.
Glosary terminado
The document defines key terms related to language teaching:
- Zone of proximal development (ZPD) refers to a student's potential learning through guidance.
- Total physical response (TPR) uses physical movement to react to language and reduce student stress.
- Language acquisition involves subconscious learning through communication, while language learning uses direct instruction of rules.
- The silent period refers to a time when students are unable or unwilling to communicate orally in a new language.
Audio lingual method
The audio-lingual method is a style of teaching foreign languages that focuses on speaking and listening skills over reading and writing. It involves memorizing dialogs through repetition and does not include explicit grammar instruction. The main goals are for students to be able to understand spoken language at normal speed, speak with good pronunciation and grammar, and understand printed materials. Lessons follow specific procedures including modeling dialogs, drilling key structures, and practicing translation as a later exercise. Activities emphasize repetition, replacement, and transformation of language patterns through drills.
Silent way
The Silent Way is a language teaching method that involves students actively in the learning process through concentration, cooperation, and problem-solving. The teacher uses gestures, charts and the blackboard to explain material without speaking, while students remain silent. It is an active and productive method best suited for beginners and young learners, though not all students may pay full attention during the silent process.
Silent Way method PPT
The Silent Way is a language teaching method devised by Caleb Gattegno based on the teacher being as silent as possible. It uses physical objects like Cuisenaire rods to facilitate problem-solving in the target language. The objectives are near-native fluency and learner autonomy. The theory views language as arbitrarily associated sounds and meanings organized by grammar rules, separated from social context and taught through artificial situations represented by rods. Learners work independently and correct themselves while the teacher silently monitors and uses gestures to elicit responses without direct correction or modeling.
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.
Thesilentwaynew slides
The Silent Way method of language teaching was developed by Caleb Gattegno. It is based on the premise that the teacher should remain silent as much as possible, while encouraging students to produce the target language. Students discover and create language through problem-solving rather than repeating what the teacher says. Charts, rods, and other visual aids are used to elicit student responses without repetition. The teacher's role is to present items once and observe, while students take responsibility for their own learning through exploration and independent practice.
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.
Total Physical Response - PPP
1) Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movement and actions in response to verbal commands to help students learn a language.
2) In a TPR lesson, the teacher first models commands and performs the actions, then students physically respond without speaking.
3) The goal of TPR is to make language learning enjoyable and reduce student stress by having them respond through actions before speaking.
Audio Lingual Method Practicum
The document describes the procedures used in an audio-lingual language lesson. Key steps include: 1) Students listen to a dialogue containing grammar points and sentence patterns; 2) Drills like repetition, substitution, and question-answer are used to practice the target language; 3) Chains are formed where students take turns asking each other questions; 4) Games reinforce the grammar points in context. The method focuses on accurate pronunciation and is intended for pre-intermediate students aged 12-15 in classes of around 8 students.
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Oral approach
The Oral Approach was a popular language teaching method in Great Britain during the 1930s to 1960s that focused on spoken language as primary. It emphasized pronunciation, grammar, and no errors, with lessons progressing from controlled to free practice of vocabulary and grammar structures. Key aspects included using only the target language, situational practice of useful vocabulary, and closely graded grammar with reading and writing introduced later.
Silent way method
The silent way is a language teaching methodology created by Caleb Gattegno that aims to help beginning students gain basic fluency. It has three main principles: 1) Learners discover or create through problem solving using the target language 2) Physical objects like rods help learning 3) Translation and repetition are avoided. The teacher monitors students and encourages independent learning through trial and error while students form their own rules and conclusions with a focus on pronunciation.
Direct method ppt
The document discusses the direct method approach to teaching foreign languages. It originated in the late 19th century in response to a need to develop oral proficiency in foreign languages. Key principles of the direct method include conducting classroom instruction solely in the target language without translation, teaching everyday vocabulary through pictures and objects, inductive grammar instruction, and encouraging students to think in the target language. Speaking is taught before reading or writing, and translation is banned. Techniques include reading aloud, question-and-answer exercises, conversation practice, and dictation. The teacher's role is to demonstrate and facilitate without using the native language. The advantages include quick understanding of spoken language and easy conversation skills, while the disadvantages include difficulty learning without relying on
Language methodologies
The document summarizes several language teaching methodologies:
- The Grammar Translation Method uses memorization and translation between the native and target languages.
- The Direct Method prohibits the native language and teaches grammar inductively.
- The Audio-Lingual Method focuses on listening, speaking, reading and writing skills without reference to the native language.
- The Natural Approach and Total Physical Response methods are based on acquiring a first language through comprehensible input and physical response.
- Whole Language and Cognitive Academic Language Learning Approach focus on student-centered learning and independent language and content mastery.
1 brief history of language teaching
The document discusses the history of foreign language teaching methods. It describes how the Grammar Translation Method was dominant from the 1840s-1940s, focusing on reading comprehension and translation over oral skills. In the mid-19th century, reformers proposed methods like the Direct Method that emphasized oral communication and avoiding translation, more closely mimicking natural first language acquisition. Key figures like Gouin and Berlitz developed approaches using the target language exclusively and inductive grammar instruction. However, the Direct Method faced constraints integrating into public school systems.
teaching methods
This document discusses different teaching methods for foreign languages. It defines a teaching method as having an orientation based on a learning theory, objectives, tasks, and roles. Several orientations are described, such as grammar-based and communicative. Four common teaching methods - Grammar Translation, Direct, Audio-Lingual, and Communicative - are then outlined in detail, comparing their characteristics, focuses, advantages, and disadvantages. The document provides an overview of the philosophies and practices of different approaches to teaching foreign languages.
Learners' roles in the different teaching approaches and methods
This document outlines the roles of learners in different language teaching approaches, including the Grammar Translation Method, Direct Method, Oral-Aural Approach, Silent Way Approach, Community Language Learning Approach, Oral Approach, and Communicative Approach. In the Grammar Translation Method, learners are passive and focus on translation and memorization. The Direct Method places less emphasis on the learner's passivity and more on interaction. Learners in the Oral-Aural Approach imitate the teacher through drills. They are independent problem solvers in the Silent Way Approach and work cooperatively in groups in the Community Language Learning Approach.
Teaching English to First Generation Learners - Jaya George, Christel House i...
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Silent way method
The Silent Way is a language teaching method created by Caleb Gattegno that makes extensive use of silence. The teacher uses silence to focus students, elicit responses, and encourage self-correction. While silent, the teacher helps with gestures and encouraging peer help. Students are responsible for problem-solving and hypothesis testing about language. Criticisms include that it is harsh and lacks communication, but advantages are creative, discovery-based long-term learning through problem-solving.
16108810032 Suci nurjanah
The document discusses various approaches to teaching English as a foreign language. It begins by describing teacher-centered and student-centered approaches. Teacher-centered approaches focus on the teacher imparting knowledge while student-centered approaches give students more freedom and focus on collaboration. It then summarizes 10 different language teaching methods: grammar translation, direct method, structural approach, oral approach/situational language teaching, audiolingual method, total physical response, silent way, communicative language teaching, natural approach, and task-based language teaching. For each method it provides a brief overview of the theories and techniques used.
Directmethod 101025035619-phpapp01
The document discusses the Direct Method, a language teaching method developed in the late 19th century as a reaction against traditional grammar-translation methods. It aimed to teach foreign languages in a similar way that children acquire their first language, through immersion in the target language without translation or explicit grammar instruction. Key features included using the target language exclusively, teaching vocabulary through examples rather than word lists, emphasizing pronunciation, and focusing first on oral skills. The document outlines the principles and strategies of the Direct Method and compares it to the Grammar Translation Method. It notes both its advantages in promoting communicative skills but also limitations that prevented widespread adoption.
Didactic 1-kc-5
The document discusses several language teaching methods including situational language teaching, audiolingualism, total physical response, and the silent way. Situational language teaching focuses on vocabulary and grammar control and believes mastery of high-frequency vocabulary leads to strong reading skills. Audiolingualism uses behaviorist principles like drilling and repetition to form language habits. Total physical response incorporates motor activities and commands to reinforce comprehension. The silent way aims for independent student learning using visual tools with minimal teacher involvement.
Armedia Wiratama (16108810013)
This document discusses various approaches to teaching English as a foreign language (TEFL). It describes student-centered and teacher-centered approaches, as well as several specific methods including the direct method, grammar translation method, audiolingual method, structural approach, suggestopedia, total physical response, communicative language teaching, the silent way. Each method is summarized with its key principles and typical classroom techniques. The document provides an overview of the philosophy and practices of major TEFL approaches.
Language basic concepts, theories and pedagogy
This document discusses various concepts, theories, and approaches related to English language teaching pedagogy. It begins by outlining how English functions as a global lingua franca and is learned as a native, second, or foreign language. Key language concepts like register, dialect, and idiolect are also defined. Theories of language acquisition from behaviorism to constructivism are then summarized. The document proceeds to explain influential frameworks for conceptualizing language pedagogy, from Anthony's three-level model to the structural, functional, and interactive views of language. Finally, specific teaching methods are outlined, such as audiolingualism, the direct method, and communicative language teaching.
Language basic concepts, theories and pedagogy. English in use.pptx
This document discusses various concepts, theories, and approaches related to English language teaching pedagogy. It begins by outlining the need for English as a global lingua franca and different contexts in which English is learned. It then defines basic language terms and summarizes several theories of language learning. The remainder of the document focuses on describing different language teaching approaches, methods, and techniques, such as grammar translation, audio-lingualism, the direct method, and communicative language teaching. It emphasizes that there are diverse ways to make language learning engaging for students.
Language teaching approaches and methods
This document discusses different approaches and methods for teaching foreign languages. It defines key terms like method, approach, and components of a method. It then provides an overview of several well-known language teaching methods from different time periods, including Grammar Translation, Direct Method, Audiolingual Method, and some Humanistic/Designer Methods like the Silent Way and Suggestopedia. Each method is influenced by theories of language and language learning and incorporates different syllabi, teaching practices, materials, and assessments.
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.
Language teaching methods p.pptx
The document discusses various approaches, methods, and techniques used in language teaching. It defines an approach as dealing with assumptions about language and learning, a method as an overall plan for presentation, and a technique as implementation in the classroom. It then goes on to describe several specific language teaching methods that have been used, including grammar translation, direct method, audio-lingual method, and communicative language teaching. For each method, it provides details on key principles and classroom techniques.
Approaches
The document discusses various language teaching approaches, methods, procedures and techniques. It defines each term and provides examples. Approaches describe theories of language learning that inform practices. Methods are practical realizations of approaches, including procedures and techniques. Procedures are sequences of techniques. Techniques are specific classroom activities. Some common approaches discussed include Grammar-Translation, Direct Method, Reading Approach, Audiolingualism, Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach and Communicative Approach.
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Learners' roles in the different teaching approaches and methods
Learners' roles in the different teaching approaches and methods
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Language basic concepts, theories and pedagogy. English in use.pptx
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Unit iv telephone conversation
The document provides information about telephone conversations, including examples of informal and formal phone calls. It defines a telephone conversation as the transmission of a message through a phone, which can be either informal between friends/family or formal when calling an office or boss. Example dialogs are given for an informal call between friends and a formal call to an office requesting to speak to someone and leaving a message. The objectives are to introduce the topic of communication, learn about phone conversations, and recognize informal and formal call styles.
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Typical clothing
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This document provides a lesson plan on traditional clothing for different celebrations. The objectives are to learn clothing-related vocabulary and describe outfits orally. It discusses typical clothes worn for Halloween, Rio Carnival, and La Tirana, including costumes, hats, masks, skirts, and capes. Students work in pairs to write 6 sentences using this vocabulary to describe celebratory outfits and then present their sentences to the class.
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Plastic surgery is becoming more common among teenagers and wealthy individuals for cosmetic reasons, while those with physical deformations who cannot afford surgery face difficulties finding jobs and relationships. The author argues that plastic surgery should be available free of charge to poor people with deformations, while wealthy individuals should be limited to one cosmetic procedure, in order to promote equality of opportunity regardless of financial status.
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Silent w (2)
- 1. The Silent Way Created by Caleb Gattegno in 1970 for Teaching foreign languages for Learning through A Discovery/exploratory method The 4 skills developing Grammar Focused on Cognitive principles of language learning teaching learnt Inductively Students Whose role is To be autonomous Teachers Guided by for Whose role is To be Facilitators or stimulators A sound/colour chart Construction of sentences Tipically in silence Consequently Phonology through To speak A pointer Rods Spelling charts Words charts Use student’s errors in which Students The language Teachers and practice explore using using using and using Are not allowed Work first The oral skill