Structural Approach
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This document discusses the structural approach to teaching English. The structural approach focuses on accurate grammar usage, word order, function words, and inflections. It teaches fundamental skills like vocabulary and the four language skills. While it ensures students learn grammar rules correctly, it may take a long time and limit creative expression. The structural approach aims to lay an English foundation and have students master grammar concepts.
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' Structural Approach'
This document provides information about the structural approach to teaching English, including definitions, key principles, characteristics, merits, and demerits. It defines the structural approach as the scientific study of fundamental English language structures, their analysis and logical arrangement. Some main points of the structural approach are selecting and grading structures based on usefulness and teachability, emphasizing speech and habit formation, using activity-based and oral drill methods, and teaching grammar informally within reading lessons.
Situational language teaching
This approach called Situational Language Teaching was developed by British applied linguists from the 1930s to 1960s. Key leaders included A.S. Hornby and Harold Palmer who were influenced by the work of Daniel Jones and Otto Jespersen. SLT focused on oral language skills through vocabulary and grammar control using behaviorist methods. It emphasized situational presentation of new structures and drill-based practice but failed due to its teacher-centered approach and lack of attention to the meaning and use of language.
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.
Situational language teaching
Situational language teaching is a methodology that focuses on teaching language through meaningful, situation-based activities. It developed in the 1930s-1960s in Britain and involved introducing new vocabulary and grammar points inductively through structured situations. The goals were to practice language use in contexts and avoid mistakes that create bad habits. Teachers would model situations and guide practice, while learners listened, repeated, and responded to questions.
The Natural Approach
The Natural Approach focuses on teaching communicative abilities through comprehensible input. It was developed by Krashen and Terrell in the 1970s as a reaction against previous methods. The key principles are that acquisition, not learning, leads to language proficiency; input must be comprehensible; and meaningful communication should be the focus in the classroom. Teachers provide input through activities like commands, questions, and descriptions while students focus on understanding before speaking. The goal is to help learners progress from understanding to early production to fluency.
Task based syllabus
This document discusses task-based syllabus design. It defines a task-based syllabus as constructing lessons with various tasks as the basic building blocks, focusing on using the target language in real-world contexts rather than drilling isolated grammar items. It outlines aspects of task-based syllabus design like including authentic language data, providing information, and allowing practice. It also describes types of tasks and notes the advantages of task-based syllabi in goals, activities, and roles while the disadvantages include lack of guidance on combining grammar and skills.
Communicative language teaching
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Direct method
Teaching approach: Direct method
Compiled by:
Phattharakan Phiphitphornsirikun
Wanlapa Thaweeapiradeepiti
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
Recommended
' Structural Approach'
This document provides information about the structural approach to teaching English, including definitions, key principles, characteristics, merits, and demerits. It defines the structural approach as the scientific study of fundamental English language structures, their analysis and logical arrangement. Some main points of the structural approach are selecting and grading structures based on usefulness and teachability, emphasizing speech and habit formation, using activity-based and oral drill methods, and teaching grammar informally within reading lessons.
Situational language teaching
This approach called Situational Language Teaching was developed by British applied linguists from the 1930s to 1960s. Key leaders included A.S. Hornby and Harold Palmer who were influenced by the work of Daniel Jones and Otto Jespersen. SLT focused on oral language skills through vocabulary and grammar control using behaviorist methods. It emphasized situational presentation of new structures and drill-based practice but failed due to its teacher-centered approach and lack of attention to the meaning and use of language.
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.
Situational language teaching
Situational language teaching is a methodology that focuses on teaching language through meaningful, situation-based activities. It developed in the 1930s-1960s in Britain and involved introducing new vocabulary and grammar points inductively through structured situations. The goals were to practice language use in contexts and avoid mistakes that create bad habits. Teachers would model situations and guide practice, while learners listened, repeated, and responded to questions.
The Natural Approach
The Natural Approach focuses on teaching communicative abilities through comprehensible input. It was developed by Krashen and Terrell in the 1970s as a reaction against previous methods. The key principles are that acquisition, not learning, leads to language proficiency; input must be comprehensible; and meaningful communication should be the focus in the classroom. Teachers provide input through activities like commands, questions, and descriptions while students focus on understanding before speaking. The goal is to help learners progress from understanding to early production to fluency.
Task based syllabus
This document discusses task-based syllabus design. It defines a task-based syllabus as constructing lessons with various tasks as the basic building blocks, focusing on using the target language in real-world contexts rather than drilling isolated grammar items. It outlines aspects of task-based syllabus design like including authentic language data, providing information, and allowing practice. It also describes types of tasks and notes the advantages of task-based syllabi in goals, activities, and roles while the disadvantages include lack of guidance on combining grammar and skills.
Communicative language teaching
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Direct method
Teaching approach: Direct method
Compiled by:
Phattharakan Phiphitphornsirikun
Wanlapa Thaweeapiradeepiti
Pawarit Pingmuang
Faculty of Education
Chiang Mai University
Functional - Notional Approach
The document discusses the functional-notional approach to language teaching. It describes the historical background and basic claims of the approach. The functional-notional approach focuses on the communicative purposes and functions of language use. It emphasizes learning language through real-world functions like greetings, requests, apologies rather than through grammar rules. The approach is based on the idea that language learning should involve understanding functions, notions (vocabulary related to functions), and exponents (language forms used to express functions). It aims to help learners communicate effectively for different purposes.
Direct method by m.hasnnain
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
Vocabulary teaching
The document discusses vocabulary teaching, including defining vocabulary, the importance of teaching vocabulary, and techniques and activities for teaching vocabulary. It notes that vocabulary has both passive and active forms, and teachers should provide meaningful repetitive activities to help learners move words from passive to active vocabulary. Additionally, the document outlines principles and challenges of vocabulary teaching, such as only being able to teach a small number of words at a time and ensuring activities appeal to learners.
Direct Method of English language Teaching
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
Content based syllabus
Content based syllabus combines language and content learning by focusing on teaching subject matter in the target language rather than separately teaching the language itself. It exposes students to the target language environment through subjects like in language immersion programs. While research shows this helps students learn faster, teachers must ensure student comprehension and account for differences in student age. Content based syllabus is applicable for both children and adults but does not guarantee communication skills without extensive interactive activities.
Methods of-language-teaching
The document outlines 10 major methods of language teaching: grammar-translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, total physical response, the natural way, and communicative language teaching. Each method is summarized with its key principles, such as the use of the native language, focus on grammar rules vs. communication, and sequencing of skills like listening, speaking, reading and writing.
Structural approach
The structural approach to teaching English focuses on teaching language structures like sentence patterns, phrases, idioms, and routines. It involves selecting and grading structures systematically and practicing them through drills. The approach aims to establish mastery over 275 essential structures and 3000 root words. It emphasizes oral skills and condemns formal grammar teaching. Some advantages are developing the habit of speaking English and automatically learning some grammar. Limitations include being mechanical, not considering learner capacity, and not providing guidance on presentation or exercises.
Lexical approach
“Language consists not of traditional grammar and vocabulary but often multi-word prefabricated chunks.”
Whole Language Approach
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
Cooperative language learning
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
Deductive vs inductive teaching grammar methods.pdf
The document discusses deductive and inductive approaches to teaching grammar. It begins by defining the two approaches. A deductive approach presents grammar rules first before examples, while an inductive approach uses examples for students to discover rules themselves.
The main differences are outlined - deductive is teacher-centered while inductive is student-centered. It also discusses combining the two approaches. While a combination can work, it depends on the learner profile and grammar item. For many students, especially beginners, using just one approach may be clearer.
Communicative Approach
The document discusses the communicative approach to language teaching. It emphasizes using language interactively and for real communication. The goal is to develop students' communicative competence through activities that simulate real-life situations. Teachers act as facilitators, while students do most of the communicating. Lessons focus on functional language use rather than just form.
The Audiolingual Method
The document describes the principles and techniques of the Audio-Lingual Method for teaching foreign languages. It emphasizes teaching listening and speaking before reading and writing through the use of dialogs and drills. The teacher acts as a model for students and encourages imitation, repetition, and automatic responses through various drill techniques designed to form new habits in the target language. Grammar is induced from examples rather than being explicitly taught.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
English Language Teaching Methods
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
Direct Method
The document discusses the Direct Method approach to teaching foreign languages. It notes that the Direct Method avoids translation and uses demonstration and visuals to directly convey meaning in the target language. Some advantages are that it focuses on practical communication skills through listening and speaking, emphasizes vocabulary over grammar, and promotes real use of the language. However, disadvantages include the lack of teachers trained in this method, insufficient attention to reading and writing skills, difficulty applying it in large classes, and higher costs associated with materials.
Approaches and methods of teaching english
The document discusses different approaches, methods, and techniques for teaching English. It defines approach, method, and technique, giving the example of how the communicative approach is implemented through the interactive method using various classroom techniques. It then describes the structural approach, its objectives and limitations. Several examples are provided to illustrate grammatical structures. The document also discusses the functional approach and natural approach, providing their key principles and implications for teachers and students. It gives examples of how a natural approach lesson would be implemented.
Cooperative Language Learning
This document discusses cooperative language learning. It defines cooperative learning as group learning where students work together to help each other learn. The benefits include raising all students' achievement, developing positive relationships, and promoting healthy social and cognitive development. Key aspects of cooperative language learning are students working interactively in pairs and groups, taking on roles like tutors or recorders, and learning communication strategies. The teacher's role is to facilitate learning, provide guidance and feedback, and structure cooperative lessons and tasks.
Situational approach
This document presents an overview of the situational approach to teaching English as a foreign language. It was developed in the 1930s by British applied linguists Harold Palmer and A.S. Hornby. The key characteristics are that the target language used is that of the classroom, materials are introduced orally in real or imagined situations, and new vocabulary and grammar points are taught in context. The approach aims to help learners learn language for use in real situations rather than just learning rules. Examples are given to illustrate its use and advantages include improved accuracy, pronunciation, and ability to communicate in speech situations.
TKT couse - Structural approach
The document discusses the structural approach to teaching English, which focuses on teaching language structures through controlled practice and drills. It emphasizes mastery of essential grammatical structures and vocabulary. Oral skills are taught before written skills. Key aspects include emphasizing correct word order, function words, and a small number of inflections. Principles include forming language habits through speech, prioritizing student activity, and learning through use and activity.
Structural Approach and Functional Approach
This document summarizes and compares the structural approach and functional approach to language teaching. The structural approach suggests that learners should develop rules for problem solving by filling gaps. It involves selecting and grading materials to teach frequently used structures. The functional approach views language as a means to express different functions like requesting and suggesting. It aims to impart instruction so that learners can attempt to use language in real-world contexts.
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Functional - Notional Approach
The document discusses the functional-notional approach to language teaching. It describes the historical background and basic claims of the approach. The functional-notional approach focuses on the communicative purposes and functions of language use. It emphasizes learning language through real-world functions like greetings, requests, apologies rather than through grammar rules. The approach is based on the idea that language learning should involve understanding functions, notions (vocabulary related to functions), and exponents (language forms used to express functions). It aims to help learners communicate effectively for different purposes.
Direct method by m.hasnnain
The Direct Method is an approach to teaching foreign languages that uses the target language exclusively and avoids translation or explaining grammar rules. It was developed in the 1860s based on observations of how children acquire their first language. Key principles include using real-world examples and demonstrations rather than explanations, emphasizing oral skills and questions/answers, and avoiding grammar explanations. Techniques include reading aloud, conversations, dictation, and map tasks. While it aims to mimic natural language acquisition, critics argue it is difficult to implement fully and may not be suitable for large classes.
Vocabulary teaching
The document discusses vocabulary teaching, including defining vocabulary, the importance of teaching vocabulary, and techniques and activities for teaching vocabulary. It notes that vocabulary has both passive and active forms, and teachers should provide meaningful repetitive activities to help learners move words from passive to active vocabulary. Additionally, the document outlines principles and challenges of vocabulary teaching, such as only being able to teach a small number of words at a time and ensuring activities appeal to learners.
Direct Method of English language Teaching
The document discusses the Direct Method of teaching English. It has the following key points:
1. The Direct Method teaches language directly through demonstration and use of the target language only, without translation. It aims to build a direct association between language and experience.
2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
3. Core principles include using only the target language, starting with everyday vocabulary, emphasizing speech, and correcting pronunciation and grammar. Techniques include questioning, dictation, reading aloud, and paragraph writing.
Content based syllabus
Content based syllabus combines language and content learning by focusing on teaching subject matter in the target language rather than separately teaching the language itself. It exposes students to the target language environment through subjects like in language immersion programs. While research shows this helps students learn faster, teachers must ensure student comprehension and account for differences in student age. Content based syllabus is applicable for both children and adults but does not guarantee communication skills without extensive interactive activities.
Methods of-language-teaching
The document outlines 10 major methods of language teaching: grammar-translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, total physical response, the natural way, and communicative language teaching. Each method is summarized with its key principles, such as the use of the native language, focus on grammar rules vs. communication, and sequencing of skills like listening, speaking, reading and writing.
Structural approach
The structural approach to teaching English focuses on teaching language structures like sentence patterns, phrases, idioms, and routines. It involves selecting and grading structures systematically and practicing them through drills. The approach aims to establish mastery over 275 essential structures and 3000 root words. It emphasizes oral skills and condemns formal grammar teaching. Some advantages are developing the habit of speaking English and automatically learning some grammar. Limitations include being mechanical, not considering learner capacity, and not providing guidance on presentation or exercises.
Lexical approach
“Language consists not of traditional grammar and vocabulary but often multi-word prefabricated chunks.”
Whole Language Approach
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
Cooperative language learning
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
Deductive vs inductive teaching grammar methods.pdf
The document discusses deductive and inductive approaches to teaching grammar. It begins by defining the two approaches. A deductive approach presents grammar rules first before examples, while an inductive approach uses examples for students to discover rules themselves.
The main differences are outlined - deductive is teacher-centered while inductive is student-centered. It also discusses combining the two approaches. While a combination can work, it depends on the learner profile and grammar item. For many students, especially beginners, using just one approach may be clearer.
Communicative Approach
The document discusses the communicative approach to language teaching. It emphasizes using language interactively and for real communication. The goal is to develop students' communicative competence through activities that simulate real-life situations. Teachers act as facilitators, while students do most of the communicating. Lessons focus on functional language use rather than just form.
The Audiolingual Method
The document describes the principles and techniques of the Audio-Lingual Method for teaching foreign languages. It emphasizes teaching listening and speaking before reading and writing through the use of dialogs and drills. The teacher acts as a model for students and encourages imitation, repetition, and automatic responses through various drill techniques designed to form new habits in the target language. Grammar is induced from examples rather than being explicitly taught.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
English Language Teaching Methods
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
Direct Method
The document discusses the Direct Method approach to teaching foreign languages. It notes that the Direct Method avoids translation and uses demonstration and visuals to directly convey meaning in the target language. Some advantages are that it focuses on practical communication skills through listening and speaking, emphasizes vocabulary over grammar, and promotes real use of the language. However, disadvantages include the lack of teachers trained in this method, insufficient attention to reading and writing skills, difficulty applying it in large classes, and higher costs associated with materials.
Approaches and methods of teaching english
The document discusses different approaches, methods, and techniques for teaching English. It defines approach, method, and technique, giving the example of how the communicative approach is implemented through the interactive method using various classroom techniques. It then describes the structural approach, its objectives and limitations. Several examples are provided to illustrate grammatical structures. The document also discusses the functional approach and natural approach, providing their key principles and implications for teachers and students. It gives examples of how a natural approach lesson would be implemented.
Cooperative Language Learning
This document discusses cooperative language learning. It defines cooperative learning as group learning where students work together to help each other learn. The benefits include raising all students' achievement, developing positive relationships, and promoting healthy social and cognitive development. Key aspects of cooperative language learning are students working interactively in pairs and groups, taking on roles like tutors or recorders, and learning communication strategies. The teacher's role is to facilitate learning, provide guidance and feedback, and structure cooperative lessons and tasks.
Situational approach
This document presents an overview of the situational approach to teaching English as a foreign language. It was developed in the 1930s by British applied linguists Harold Palmer and A.S. Hornby. The key characteristics are that the target language used is that of the classroom, materials are introduced orally in real or imagined situations, and new vocabulary and grammar points are taught in context. The approach aims to help learners learn language for use in real situations rather than just learning rules. Examples are given to illustrate its use and advantages include improved accuracy, pronunciation, and ability to communicate in speech situations.
TKT couse - Structural approach
The document discusses the structural approach to teaching English, which focuses on teaching language structures through controlled practice and drills. It emphasizes mastery of essential grammatical structures and vocabulary. Oral skills are taught before written skills. Key aspects include emphasizing correct word order, function words, and a small number of inflections. Principles include forming language habits through speech, prioritizing student activity, and learning through use and activity.
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Structural Approach and Communicative Approach in Language Teaching
The slides talk about the difference between method and approach first then there is a description of Structural Approach, its features and demerits. Then we have slides that describes Communicative Approach, its features,role of teacher in this approach and demerits. As a whole the slides present difference between these two approaches.
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This document discusses functional approaches to studying second language acquisition (SLA). It outlines four main functional approaches: Systemic Linguistics, Functional Typology, Function-to-form mapping, and Information organization. Systemic Linguistics analyzes language in terms of choices available to express meaning within social contexts. Functional Typology classifies languages based on similarities and differences. Function-to-form mapping views acquisition as a process of grammaticalization from context to lexical items to grammatical markers. Information organization focuses on utterance structure and how learners organize words.
Structural approach in learning the English Language
This document outlines the structural approach to learning English, which focuses on parts of speech through traditional grammar lessons, exercises, and drills. Students are taught sentence patterns organized around verbs using substitution tables to master speaking, writing, and thinking skills, with copious exercises to strengthen learning of the 24 special verbs and their use in subject-predicate and other sentence constructions.
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Communicative Approach
1. Communicative Language Teaching (CLT) emerged in the 1970s as a reaction against previous audiolingual and situational language teaching approaches.
2. CLT is based on the theory that the primary function of language is for interaction and communication, and that language learning is best achieved through authentic communicative tasks.
3. Key principles of CLT include a focus on developing communicative competence, using meaningful tasks, and promoting interaction and communication over mechanical practices. Lessons emphasize functional language use over strict grammatical patterns.
Communicative Language Teaching
This document discusses the communicative language teaching (CLT) approach. The goals of CLT are to become communicatively competent, use language appropriately in social contexts, and manage the process of relating meaning to others. According to CLT, the learner's role is to negotiate their learning between themselves, the process, and the object of learning. The teacher facilitates and participates independently. Common classroom activities include information gap activities, jigsaw activities, and pair and group work with an emphasis on developing fluency. While CLT has advantages like enhanced student interest, it also has disadvantages like difficulties for lower proficiency students and lack of explicit grammar instruction.
The oral approach and situational language teaching
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
The communicative approach kk
The communicative approach focuses on developing students' communicative competence through meaningful communication. The teacher's role is to facilitate communication between students by keeping teacher talk time low and providing relevant activities. Effective activities involve information sharing between students, such as games, role-plays and simulations, and use authentic materials. The goal is to give students opportunities to practice all language skills through communicative, learner-centered lessons and activities.
Approaches and methods in language teaching
The Audio-Lingual Method does not explicitly address dealing with feelings. The focus is on habit formation through repetition and reinforcement.
View of Language, Culture
Language is viewed as a set of habits to be formed through repetition and reinforcement. Cultural information is presented
contextually through dialogs.
Aspects of Language the Approach Emphasizes
Oral skills emphasized through imitation and repetition drills; grammar is induced from examples; reading and writing
based on oral work.
Role of Students' Native Language
Not used in class.
Means for Evaluation
Oral question-answer drills, dialog repetition, written exercises based on oral patterns.
Response to Students' Errors
Communicative Approach
The communicative language teaching approach focuses on having students use language for meaningful purposes through real-world situations. It developed out of dissatisfaction with audiolingual and grammar-translation methods that did not teach practical language use. Under this approach, teachers create situations requiring communication, rather than repetitive drills, and act as facilitators rather than leaders. Lessons center on topics and functions useful for real life, using dialogs, tasks, songs and games to encourage natural language practice and development of communicative competence.
Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Methods, approaches and techniques of teaching english
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Feel free to suggest additions !!Principles of Teaching:Different Methods and Approaches
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
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This document provides an overview of how to learn English as a foreign language confidently through independent study. It discusses the importance of phonetics, phonology and phonics for proper pronunciation. It also emphasizes the importance of learning syntax or grammatical structures. Regular practice in using English through speaking and writing is important for forming correct usage habits. Independent study requires self-motivation and discipline to learn English over a lifetime.
LL Upper Pri - Phrases
This document discusses phrases and how they are used to enhance sentences. It defines a phrase as a group of words without a subject or verb. Phrases can be created from nouns, adjectives, verbs, and adverbs by adding additional words. Examples of different types of phrases are provided, including noun phrases, adjectival phrases, phrasal verbs, and adverbial phrases. The document also provides learning activities to identify phrases in sentences.
LL Lower pri - Phrases
This document discusses phrases and how to identify and create them. It defines a phrase as a group of words without a subject or verb. Phrases can be formed from nouns, adjectives, verbs, and adverbs by adding additional words. Examples of different types of phrases are provided, including noun phrases, adjectival phrases, phrasal verbs, and adverbial phrases. The document also provides learning activities to identify phrases in sentences.
Power point method
The situational language teaching method was developed by British educators in the 1930s-1960s. It focuses on teaching language through real or imagined situations. New vocabulary and grammar points are introduced situationally and practiced through drills and repetition to build accuracy. The target language is used in the classroom, with reading and writing introduced after oral proficiency is established. The teacher acts as a model for students to repeat, using questions to elicit correct sentence structures from students. The approach values practical language skills but can be teacher-controlled and boring for students.
Jayakumar sentence pattern method-a new approach for teaching spoken english ...
This article discusses a new Sentence Pattern Method (SPM) for teaching spoken English to EFL learners. The SPM helps learners convert thoughts in their mother tongue to English sentences easily by using templates with variables. The method was tested successfully with Tamil students, improving their fluency, interest, and reducing nervousness. Key aspects included using simple sentences, focusing on present tense, and creating patterns for common phrases in students' mother tongue. Research findings showed students benefited from understanding fluency problems and applying the SPM approach.
Parts of speech
The Eight Parts of Speech
NOUN.
PRONOUN.
VERB.
ADJECTIVE.
ADVERB.
PREPOSITION.
CONJUNCTION.
INTERJECTION.
5W1H of English Mastery
Combing through language experts' memoirs, autobiographies, interviews and quotes from third-party websites, their views on English Mastery converge on this simple fact: Use it with feedback often or lose it.
Методичка для заочников
The document outlines an English language program for non-linguistic university students in Russia. The goal is to develop students' ability to independently read literature in their field of study to extract information from foreign sources. Over the course of study, students must master phonetic, lexical, and grammatical materials, including 1000 lexical items and the basics of morphology, syntax and verb tenses. Sample exercises are provided to practice these concepts.
Ll lower pri phrases
This document discusses phrases and how to use them to enhance sentences. It defines a phrase as a group of words without a subject or verb and explains the four main types of phrases: noun phrases, verb phrases, adjective phrases, and adverb phrases. The document provides examples of each phrase type and teaches how to identify phrases in sentences. It also offers learning activities to practice identifying phrases.
Cambridge Checkpoint
1) The document outlines the scheme of work and activities for a Year 7 English checkpoint focusing on developing language skills through exploring the five senses as a topic.
2) Activities cover reading comprehension, speaking, writing descriptions, and recognizing literary devices. Students will learn about and practice using vocabulary, punctuation, parts of speech, and narrative elements.
3) Students will write poems, stories, and descriptions focusing on using imagery, setting, adjectives, nouns, and punctuation correctly. They will also analyze genres and compare descriptions in different texts.
Importance of Structure in Learning the English Language
Of all the four skills in a language, which helps an individual the most to express his or her ideas and feelings to others?
The two most important skills are speaking and writing. Speaking and writing are the Transmission Skills. In order for one to transmit one's ideas and feelings to others effectively, a good command in the said language is essential. Of course, listening and reading play an important part in language too. They are the Reception Skills. But speaking and writing help one to accomplish one's purpose.
Clarity in speaking and writing is achieved by dint of effort in language learning. It rewards handsomely if the language is learned in a methodical and logical manner. And it applies even more to a language like English which is the indisputable world language at present.
One may possess all the knowledge pertaining to one's vocation but if one lacks the powers of expression, one is very much handicapped to compete locally and globally. Thus, the powers of expression in the transmission skills in a language are very much enhanced when one has learned a language logically.
Bishkek Presentation.pptx
This document provides an overview of early literacy approaches and techniques for teaching English spelling and decoding systematically. It discusses teaching the alphabet and sounds, introducing consonants, blends, digraphs and spelling patterns. Interactive games and a multi-sensory whole child approach are recommended. The document also compares the I-Wonder teaching series to Cambridge Young Learner English tests, noting I-Wonder provides contexts for meaningful language use and develops critical thinking skills while covering vocabulary and grammar.
Grammar and Language Analysis.pptx
Grammar and Language Presentation for Tesol- 573 Applied Linguistics Course at University of Phoenix -
11.%20 listening%20comprehension[1]
The document discusses communicative approaches to teaching listening comprehension. It describes a lesson that introduces bottom-up and top-down listening approaches. Various classroom activities are suggested, including listening for perception at the word and sentence level through repetition and dictation exercises. Longer response activities involve answering questions, note-taking and summarizing. The dictogloss technique is also described as a four-step approach involving preparation, dictation, reconstruction and analysis. Its advantages incorporate both bottom-up and top-down listening strategies to integrate clues with background knowledge.
Second language acquisition
A powerpoint presentation that I designed for use with Arab undergraduate students of second language acquisition in 2015.
Similar to Structural Approach (20)
Jayakumar sentence pattern method-a new approach for teaching spoken english ...
Jayakumar sentence pattern method-a new approach for teaching spoken english ...
Importance of Structure in Learning the English Language
Importance of Structure in Learning the English Language
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Presented at the 2023 IEEE/ACM International Conference on
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原版制作贝德福特大学毕业证（bedfordhire毕业证）硕士文凭原版一模一样
原版一模一样【微信：741003700 】【贝德福特大学毕业证（bedfordhire毕业证）硕士文凭】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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This presentation was uploaded with the author’s consent.
Artificial Intelligence, Data and Competition – SCHREPEL – June 2024 OECD dis...
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This presentation by Thibault Schrepel, Associate Professor of Law at Vrije Universiteit Amsterdam University, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
Mẫu PPT kế hoạch làm việc sáng tạo cho nửa cuối năm PowerPoint
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Carrer goals.pptx and their importance in real life
Career goals serve as a roadmap for individuals, guiding them toward achieving long-term professional aspirations and personal fulfillment. Establishing clear career goals enables professionals to focus their efforts on developing specific skills, gaining relevant experience, and making strategic decisions that align with their desired career trajectory. By setting both short-term and long-term objectives, individuals can systematically track their progress, make necessary adjustments, and stay motivated. Short-term goals often include acquiring new qualifications, mastering particular competencies, or securing a specific role, while long-term goals might encompass reaching executive positions, becoming industry experts, or launching entrepreneurial ventures.
Moreover, having well-defined career goals fosters a sense of purpose and direction, enhancing job satisfaction and overall productivity. It encourages continuous learning and adaptation, as professionals remain attuned to industry trends and evolving job market demands. Career goals also facilitate better time management and resource allocation, as individuals prioritize tasks and opportunities that advance their professional growth. In addition, articulating career goals can aid in networking and mentorship, as it allows individuals to communicate their aspirations clearly to potential mentors, colleagues, and employers, thereby opening doors to valuable guidance and support. Ultimately, career goals are integral to personal and professional development, driving individuals toward sustained success and fulfillment in their chosen fields.
Suzanne Lagerweij - Influence Without Power - Why Empathy is Your Best Friend...
This is a workshop about communication and collaboration. We will experience how we can analyze the reasons for resistance to change (exercise 1) and practice how to improve our conversation style and be more in control and effective in the way we communicate (exercise 2).
This session will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
Abstract:
Let’s talk about powerful conversations! We all know how to lead a constructive conversation, right? Then why is it so difficult to have those conversations with people at work, especially those in powerful positions that show resistance to change?
Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
In the session you will experience how preparing and reflecting on your conversation can help you be more influential at work. You will learn how to communicate more effectively with the people needed to achieve positive change. You will leave with a self-revised version of a difficult conversation and a practical model to use when you get back to work.
Come learn more on how to become a real influencer!
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But, how safe is a team? How can we determine if there are any factors that make the team unsafe or have an impact on the team’s culture?
In this mini-workshop, we’ll play games for psychological safety and team culture utilizing a deck of coaching cards, The Psychological Safety Cards. We will learn how to use gamification to gain a better understanding of what’s going on in teams. Individuals share what they have learned from working in teams, what has impacted the team’s safety and culture, and what has led to positive change.
Different game formats will be played in groups in parallel. Examples are an ice-breaker to get people talking about psychological safety, a constellation where people take positions about aspects of psychological safety in their team or organization, and collaborative card games where people work together to create an environment that fosters psychological safety.
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
Artificial Intelligence, Data and Competition – LIM – June 2024 OECD discussion
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This presentation was uploaded with the author’s consent.
Tom tresser burning issue.pptx My Burning issue
Addressing the status of black home ownership in America. and what actions are taken to impact these trends.
Pro-competitive Industrial Policy – LANE – June 2024 OECD discussion
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This presentation was uploaded with the author’s consent.
Mastering the Concepts Tested in the Databricks Certified Data Engineer Assoc...
• For a full set of 760+ questions. Go to
https://skillcertpro.com/product/databricks-certified-data-engineer-associate-exam-questions/
• SkillCertPro offers detailed explanations to each question which helps to understand the concepts better.
• It is recommended to score above 85% in SkillCertPro exams before attempting a real exam.
• SkillCertPro updates exam questions every 2 weeks.
• You will get life time access and life time free updates
• SkillCertPro assures 100% pass guarantee in first attempt.
XP 2024 presentation: A New Look to Leadership
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This presentation by OECD, OECD Secretariat, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Competition and Regulation in Professions and Occupations – ROBSON – June 202...
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This presentation by Professor Alex Robson, Deputy Chair of Australia’s Productivity Commission, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.Artificial Intelligence, Data and Competition – OECD – June 2024 OECD discussion
Artificial Intelligence, Data and Competition – OECD – June 2024 OECD discussionOECD Directorate for Financial and Enterprise Affairs
This presentation by OECD, OECD Secretariat, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
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Structural Approach
- 1. TEFL 1 STRUCTURAL APPROACH By : 1. Lilis Nur S (1001050002) 2. Nurrochmah Achsanty (1001050035) 3. Eti Ayu S (1201050049) 4. Susi (1201050058) 5. Yunita Lestari (1201050059) 6. Nela Sagita (1201050063) 7. Gia Nada S S P (1301050049)
- 2. Introduction of Structural Approach Structural approach is the way to learn English grammar. Structural approach is Focuses on word formation (pattern and language accuracy)
- 3. The Concept of Structural Approah Word order Presence of Function Words Use of a Small Number of Inflections
- 4. 1. Word Order Example : a. Ram killed a snake b. A snake is killed by Ram.
- 5. 2. Presence of Function Words. Example : 1. I kill the snake. 2. I shall kill the snake. 3. I shall be killing the snake. 4. I shall have killed the snake. 5. I have killed the snake. 6. I have to kill the snake. 7. I might have killed the snake. 8. I can kill the snake.
- 6. The structural words which help the construction of utterances with content words are: (i) The pronouns such as I, me, he, her, their some, any etc. (ii) The prepositions such as in, on, of, under, at, from etc. (iii) The helping verbs as do, have, be, will, can, may etc. (iv) The adjectives and adverbs such as this, that, all, each, every, ago, again, also even, ever etc.
- 7. 3. Use of a small number of Inflections Example : (i) In Verbs: I play: he plays; I am playing; I played. (ii) In Nouns: one boy, two boys, that boy's cap; one man, two men, men's food. (iii) In Adjectives and Adverbs: (a) great ... greater ... greatest good ... better ... best (b) Great ... greatly; beautiful ... beautifully.
- 8. Advantages of Structural Approach Students are accustomed acuratly. Approach the studentwill get good ability in grammar The students enables speak English correctly because the concept promotes everyday English Students able to use the function of word acuratly.
- 9. Disadvantages of Structural Approach Take long time. Make the students can’t express their ideas free. This concept is suitable for lower class students and is not suitable for the higher classes.
- 10. The Goal of Structural Approach 1. To lay the foundation of English. 2. To teach the four fundamental skills. 3. Mastering grammar or concept of english
- 11. Conclusion Structural approach is the way to learn English grammar, and this approach focuses on word formation, pattern and language accuracy. The aims is to improve and mastering grammar.
- 12. Thank you