Suggestopedia
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Suggestopedia is a language teaching method developed in the 1970s by Georgi Lozanov based on how the brain works and learns most effectively. It uses decoration, furniture arrangement, music, and an authoritative teacher to create a relaxed environment where students can learn quickly. Suggestion is key, with students learning whole texts meaningfully through communication-focused activities. The goal is advanced proficiency in 30 days through 10 units focusing on dialogues. Classes involve discussion, new material presentation, and a "concert session" where the teacher reads aloud to music as students listen silently. Learning relies on environment, music, an authoritative teacher, and removing psychological barriers.
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Suggestopedia
Suggestopedia is a teaching method developed by Bulgarian psychotherapist Georgi Lozanov based on how the human brain learns most effectively. It aims to teach languages approximately three times faster than conventional methods. Key elements include a relaxing environment, positive expectations of success, and varied activities like music, drama, games. The method has four stages: presentation to relax students; an active concert presenting new material; a passive review with quiet music; and practice games to reinforce learning. Characteristics include a decorated classroom with furniture and posters, as well as the teacher's authoritative yet liberating behavior and use of music. While it aims to accelerate memorization 25 times over conventional methods, a lack of resources could limit its effectiveness.
other methods the silent way
The Silent Way is a language teaching method developed by Caleb Gattegno based on principles of discovery learning that see learning as creative problem-solving. The teacher facilitates rather than teaches, remaining silent to encourage student responsibility and self-monitoring. Language is presented structurally and inductively, starting from students' existing knowledge, with a focus on vocabulary and propositional meaning. Techniques include color-coded charts and rods, peer correction, and structured feedback to develop inner criteria for correctness.
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 students are expected to pronounce them correctly. Students develop autonomy through self and peer correction. Rods, pictures, and word charts are used as teaching materials. While it promotes student interaction and independent learning, the method can confuse students and make progress evaluation difficult for teachers.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Suggestoopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to remove psychological barriers to learning. It makes use of Baroque music, decorated classrooms, and an authoritative teacher role to facilitate a relaxed learning environment. Key aspects include placing the teacher in a parental role, addressing students with intonation and rhythm aligned with the musical background, and exposing students to the target language and their native language through direct and indirect materials. While it claims to increase motivation and reduce stress, it also has disadvantages such as difficulty recreating the colorful environment and potential negative effects of direct translation.
The silent way
The silent way is a language teaching method created by Caleb Gattegno that relies heavily on silence from the teacher. The teacher uses tools like colored rods and charts to present sounds and vocabulary visually, then observes students problem-solving and practicing pronunciation on their own or with peers. The goal is for students to do most of the talking while the teacher facilitates independently through gestures and modeling. Key aspects include students working cooperatively instead of competitively, with the teacher providing minimal direct instruction and correction in order to make students autonomous learners.
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.
Total Physical Response
Here I am sharing my presentation of paper no-12 English Language Teaching. It is submited to Department of English Dr. Dilip Barad.
Recommended
Suggestopedia
Suggestopedia is a teaching method developed by Bulgarian psychotherapist Georgi Lozanov based on how the human brain learns most effectively. It aims to teach languages approximately three times faster than conventional methods. Key elements include a relaxing environment, positive expectations of success, and varied activities like music, drama, games. The method has four stages: presentation to relax students; an active concert presenting new material; a passive review with quiet music; and practice games to reinforce learning. Characteristics include a decorated classroom with furniture and posters, as well as the teacher's authoritative yet liberating behavior and use of music. While it aims to accelerate memorization 25 times over conventional methods, a lack of resources could limit its effectiveness.
other methods the silent way
The Silent Way is a language teaching method developed by Caleb Gattegno based on principles of discovery learning that see learning as creative problem-solving. The teacher facilitates rather than teaches, remaining silent to encourage student responsibility and self-monitoring. Language is presented structurally and inductively, starting from students' existing knowledge, with a focus on vocabulary and propositional meaning. Techniques include color-coded charts and rods, peer correction, and structured feedback to develop inner criteria for correctness.
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 students are expected to pronounce them correctly. Students develop autonomy through self and peer correction. Rods, pictures, and word charts are used as teaching materials. While it promotes student interaction and independent learning, the method can confuse students and make progress evaluation difficult for teachers.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Suggestoopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to remove psychological barriers to learning. It makes use of Baroque music, decorated classrooms, and an authoritative teacher role to facilitate a relaxed learning environment. Key aspects include placing the teacher in a parental role, addressing students with intonation and rhythm aligned with the musical background, and exposing students to the target language and their native language through direct and indirect materials. While it claims to increase motivation and reduce stress, it also has disadvantages such as difficulty recreating the colorful environment and potential negative effects of direct translation.
The silent way
The silent way is a language teaching method created by Caleb Gattegno that relies heavily on silence from the teacher. The teacher uses tools like colored rods and charts to present sounds and vocabulary visually, then observes students problem-solving and practicing pronunciation on their own or with peers. The goal is for students to do most of the talking while the teacher facilitates independently through gestures and modeling. Key aspects include students working cooperatively instead of competitively, with the teacher providing minimal direct instruction and correction in order to make students autonomous learners.
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.
Total Physical Response
Here I am sharing my presentation of paper no-12 English Language Teaching. It is submited to Department of English Dr. Dilip Barad.
The audio lingual method
The Audio-lingual Method was developed in the US during World War II based on behavioral psychology. It views language learning as a habit formation process through repetition and reinforcement. Key principles include using only the target language, modeling dialogues, preventing errors, choral repetition, drilling, and the teacher guiding student behavior. While it aims to construct language through correct patterns, it is criticized as being too rigid, dragging, decontextualized, and time-consuming.
Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses relaxation, music, and suggestive techniques to enhance learning. Key aspects of Suggestopedia include reading dialogues aloud to music while students sit comfortably, the teacher acting as an authority figure, and creating a stimulating classroom environment with decorations and lighting. The goal is to help students learn large amounts of vocabulary and language quickly in a relaxed state.
Grammar Translation Method (G.T.M)
The grammar translation method focuses on learning grammar rules and their application through translation between the target and native languages. Vocabulary is learned through direct translation of word lists and little teaching is done in the target language. Classes are taught in the native language with an emphasis on reading, writing, and translation accuracy over fluency. Exercises include translating passages, answering reading comprehension questions, and applying grammar rules through fill-in-the-blank and sentence translation activities.
Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses music, relaxation, and persuasive communication to help students learn a language quickly. Some key aspects include playing Baroque music to relax students, having the teacher be a confident source of information, focusing on dialogues and spontaneous speaking/writing, and reading texts multiple times varying tone and rhythm. Suggestopedia aims to deliver advanced conversational skills faster than traditional methods by activating students' mental potential and creating an affective learning environment. While it may allow learning 3-4 times quicker, some find the music irritating and there can be physical or financial limitations to implementation.
Communicative language teaching
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
Powerpoint Total Pysical Response
Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to help teach vocabulary. Originating in the 1960s, TPR gained popularity as an alternative to traditional methods which saw high dropout rates. TPR focuses on understanding language through actions before speaking, with no pressure on students to speak. The goal is to develop basic speaking skills through listening and performing commands from the teacher, while building long-term retention of vocabulary in a fun, engaging way. However, TPR should be used alongside other methods for best results.
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.
Suggestopedia
Presentation about a a teaching method developed in 1970s by a psychiatist educator called Georgi Lozanov (1926-2012)
Grammar translation method
The document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points:
- GTM was first used in the 15th century to teach Latin and Greek. It focuses on reading comprehension, translation skills, and developing reading and writing abilities.
- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
- Little attention is given to speaking skills or pronunciation. The teacher's role is authority-based and interaction is mostly one-way. Errors are immediately corrected.
- Techniques include translation, reading comprehension questions, grammar exercises, and memorization. Advantages include ease of use and assessment
Suggestopedia- A Method Of Teaching
The document discusses the suggestopedia method of teaching developed by Georgi Lozanov. It involves creating a relaxing environment with Baroque music and having students alternately actively and passively read texts while following the teacher. The method aims to use positive suggestion and now focuses more on "desuggestive learning." It involves four phases - introduction, concert session, elaboration, and production. The role of the teacher is important in guiding activities like games and songs to help students learn effectively. While it can be useful for some students, it requires significant effort from teachers and may not work as well in large classes.
Communicative language teaching
Communicative Language Teaching (CLT) emerged in the 1970s in response to the inability of students to communicate effectively in the target language despite knowing its rules. CLT aims to develop students' communicative competence through activities that involve meaningful communication rather than just linguistic competence. Key aspects of CLT include focusing on functions like inviting and declining rather than just structures, viewing language as a social tool, emphasizing group work and information sharing tasks over repetition drills, and giving students authentic opportunities to use language pragmatically and appropriately within different social contexts. While flexible, CLT lessons generally follow the model of presenting communicative objectives first before practicing and then producing language through functional activities.
the Silent way
The Silent Way is a language teaching method developed in the 1970s by Caleb Gattegno that emphasizes students taking an active role in their own learning. It is based on the idea that students should discover the rules of the new language through their own cognition rather than habit formation. The teacher remains mostly silent, using gestures and materials like Cuisenaire rods to guide students, who are encouraged to self-correct and help their peers. The goal is for students to develop near-native fluency through an inductive process focused on pronunciation and grammar.
Presentation about Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It aims to remove psychological barriers to learning by creating a relaxing environment with music, colors, and confidence-building techniques. Key aspects include a sensory-rich setting, positive reinforcement, and interactive activities like role plays. The teacher aims to put students in a suggestible state to optimize retention through dramatized texts, songs, and maintaining an enthusiastic yet modest demeanor. While it may accelerate learning compared to other methods, Suggestopedia also faces limitations like large class sizes common in some areas.
Silent way method
A presentation about Silent way method. This will help teachers to expand their knowledge about different kind of teaching methods.
Presentation on direct method
The document describes the Direct Method, an approach to foreign language teaching developed in the late 19th century as a reaction to traditional grammar-based methods. It aimed to teach language in a similar way that children acquire their first language, through immersion. Key features included conducting class only in the target language, inductive grammar instruction, teaching functional vocabulary, and emphasizing speaking practice through role-plays and simulations. Both benefits and limitations are discussed.
The grammar translation method
The Grammar-Translation method is a traditional approach to teaching foreign languages through translation and analysis of grammar rules. It was widely used in Europe in the 19th century to teach Latin and Greek. Key principles include using the student's native language as the medium of instruction, comparing grammar structures between languages, emphasizing written language over oral skills, and having students translate sentences. Classroom activities focus on reading comprehension, vocabulary memorization through bilingual word lists, deductive grammar instruction, translation exercises, and writing compositions. While it effectively teaches reading skills, the method places little emphasis on developing oral proficiency in the target language.
Total physical response
Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movement and actions to help students learn language. It is based on the theory that language is acquired naturally through exposure to comprehensible input in a low-anxiety environment. In TPR, the instructor gives students commands in the target language and students respond through actions rather than speech. This allows students to learn through physical movement by responding to imperatives before having to produce speech. The goal is to make input comprehensible while reducing stress to facilitate successful language learning.
The audio lingual method
The Audio-Lingual Method (ALM), also known as the Army Method, was popular during World War II for teaching foreign languages. It was based on behaviorist learning theory which emphasized stimulus, response, and reinforcement. The goals were to use the target language communicatively and automatically without thinking in the native language. Teachers directed drills and modeled language, while students imitated, responded rapidly, and were not allowed to use their native language. Errors were avoided, vocabulary and structures were taught through dialog memorization, and there was little focus on students' creativity, individual needs, or culture.
Cooperative language learning
Cooperative Language Learning is an approach that uses cooperative activities in pairs and small groups. It aims to raise achievement for all students and help teachers build positive student relationships. The approach is based on theories of language as interactive and learning as social. It designs lessons with objectives like critical thinking, communicative competence, and language skills. Activities are carefully planned group work to maximize interaction and contribution to learning. The teacher facilitates learning and students direct their own learning. Materials are designed to create cooperative work opportunities. The goal is communicative competence through group interaction.
Suggestopedia Method of Teaching
This document summarizes the suggestopedia language teaching method. Suggestopedia uses suggestive factors like music, relaxation, and positive reinforcement to stimulate learning. It aims to remove psychological barriers and allow students to reach communicative competence more quickly. The method involves choosing identities, indirect positive suggestion, and activities integrated with music, drama, and art. The roles of the teacher in leading confidently and the materials in creating a bright environment are described. Stages of listening, speaking, writing and reading are outlined, along with advantages like quicker learning and disadvantages like potential boredom.
Suggestopedia
Suggestopedia is a language teaching method developed in the 1970s that aims to eliminate psychological barriers to learning. It uses relaxing music, comfortable furniture, and an authoritative teacher to put students in a highly suggestible state where they can learn up to five times faster. Key aspects include dramatic readings of texts synchronized with music, role-plays, and maintaining a pseudo-passive state to optimize recall and learning without conscious effort. While controversial, some of its techniques like incorporating music, relaxation, and positive expectations have been useful in language education.
Suggestopedia
The document summarizes the educational method known as Suggestopedia, which was developed in the 1980s-1990s. It uses relaxation, music, and suggestion to optimize language learning. Key elements include a positive environment with pictures, color, music, and varied active methods like songs and games. Classes follow four stages - presentation, active concert, passive review, and practice. The goal is to teach languages 3 times faster than conventional methods by relaxing students and presenting material in an engaging way while they are in a receptive state.
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What's hot
The audio lingual method
The Audio-lingual Method was developed in the US during World War II based on behavioral psychology. It views language learning as a habit formation process through repetition and reinforcement. Key principles include using only the target language, modeling dialogues, preventing errors, choral repetition, drilling, and the teacher guiding student behavior. While it aims to construct language through correct patterns, it is criticized as being too rigid, dragging, decontextualized, and time-consuming.
Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses relaxation, music, and suggestive techniques to enhance learning. Key aspects of Suggestopedia include reading dialogues aloud to music while students sit comfortably, the teacher acting as an authority figure, and creating a stimulating classroom environment with decorations and lighting. The goal is to help students learn large amounts of vocabulary and language quickly in a relaxed state.
Grammar Translation Method (G.T.M)
The grammar translation method focuses on learning grammar rules and their application through translation between the target and native languages. Vocabulary is learned through direct translation of word lists and little teaching is done in the target language. Classes are taught in the native language with an emphasis on reading, writing, and translation accuracy over fluency. Exercises include translating passages, answering reading comprehension questions, and applying grammar rules through fill-in-the-blank and sentence translation activities.
Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov that uses music, relaxation, and persuasive communication to help students learn a language quickly. Some key aspects include playing Baroque music to relax students, having the teacher be a confident source of information, focusing on dialogues and spontaneous speaking/writing, and reading texts multiple times varying tone and rhythm. Suggestopedia aims to deliver advanced conversational skills faster than traditional methods by activating students' mental potential and creating an affective learning environment. While it may allow learning 3-4 times quicker, some find the music irritating and there can be physical or financial limitations to implementation.
Communicative language teaching
This document introduces the Communicative Language Teaching (CLT) approach, which originated in the 1960s in response to limitations of the prior Situational Language Teaching approach. The objective of CLT is to develop students' communicative competence and ability to use language functionally. It focuses on meaningful tasks, collaboration, and negotiation of meaning rather than mastery of grammar rules. Techniques may include information sharing, role plays, simulations, and other pair and group activities to encourage communication in the target language.
Powerpoint Total Pysical Response
Total Physical Response (TPR) is a language teaching method that uses physical movement in response to verbal commands to help teach vocabulary. Originating in the 1960s, TPR gained popularity as an alternative to traditional methods which saw high dropout rates. TPR focuses on understanding language through actions before speaking, with no pressure on students to speak. The goal is to develop basic speaking skills through listening and performing commands from the teacher, while building long-term retention of vocabulary in a fun, engaging way. However, TPR should be used alongside other methods for best results.
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.
Suggestopedia
Presentation about a a teaching method developed in 1970s by a psychiatist educator called Georgi Lozanov (1926-2012)
Grammar translation method
The document discusses the Grammar Translation Method (GTM) of teaching foreign languages. Some key points:
- GTM was first used in the 15th century to teach Latin and Greek. It focuses on reading comprehension, translation skills, and developing reading and writing abilities.
- Grammar rules are emphasized and taught deductively. Accuracy and memorization are stressed. Students translate between their native language and the target language.
- Little attention is given to speaking skills or pronunciation. The teacher's role is authority-based and interaction is mostly one-way. Errors are immediately corrected.
- Techniques include translation, reading comprehension questions, grammar exercises, and memorization. Advantages include ease of use and assessment
Suggestopedia- A Method Of Teaching
The document discusses the suggestopedia method of teaching developed by Georgi Lozanov. It involves creating a relaxing environment with Baroque music and having students alternately actively and passively read texts while following the teacher. The method aims to use positive suggestion and now focuses more on "desuggestive learning." It involves four phases - introduction, concert session, elaboration, and production. The role of the teacher is important in guiding activities like games and songs to help students learn effectively. While it can be useful for some students, it requires significant effort from teachers and may not work as well in large classes.
Communicative language teaching
Communicative Language Teaching (CLT) emerged in the 1970s in response to the inability of students to communicate effectively in the target language despite knowing its rules. CLT aims to develop students' communicative competence through activities that involve meaningful communication rather than just linguistic competence. Key aspects of CLT include focusing on functions like inviting and declining rather than just structures, viewing language as a social tool, emphasizing group work and information sharing tasks over repetition drills, and giving students authentic opportunities to use language pragmatically and appropriately within different social contexts. While flexible, CLT lessons generally follow the model of presenting communicative objectives first before practicing and then producing language through functional activities.
the Silent way
The Silent Way is a language teaching method developed in the 1970s by Caleb Gattegno that emphasizes students taking an active role in their own learning. It is based on the idea that students should discover the rules of the new language through their own cognition rather than habit formation. The teacher remains mostly silent, using gestures and materials like Cuisenaire rods to guide students, who are encouraged to self-correct and help their peers. The goal is for students to develop near-native fluency through an inductive process focused on pronunciation and grammar.
Presentation about Suggestopedia
Suggestopedia is a language teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It aims to remove psychological barriers to learning by creating a relaxing environment with music, colors, and confidence-building techniques. Key aspects include a sensory-rich setting, positive reinforcement, and interactive activities like role plays. The teacher aims to put students in a suggestible state to optimize retention through dramatized texts, songs, and maintaining an enthusiastic yet modest demeanor. While it may accelerate learning compared to other methods, Suggestopedia also faces limitations like large class sizes common in some areas.
Silent way method
A presentation about Silent way method. This will help teachers to expand their knowledge about different kind of teaching methods.
Presentation on direct method
The document describes the Direct Method, an approach to foreign language teaching developed in the late 19th century as a reaction to traditional grammar-based methods. It aimed to teach language in a similar way that children acquire their first language, through immersion. Key features included conducting class only in the target language, inductive grammar instruction, teaching functional vocabulary, and emphasizing speaking practice through role-plays and simulations. Both benefits and limitations are discussed.
The grammar translation method
The Grammar-Translation method is a traditional approach to teaching foreign languages through translation and analysis of grammar rules. It was widely used in Europe in the 19th century to teach Latin and Greek. Key principles include using the student's native language as the medium of instruction, comparing grammar structures between languages, emphasizing written language over oral skills, and having students translate sentences. Classroom activities focus on reading comprehension, vocabulary memorization through bilingual word lists, deductive grammar instruction, translation exercises, and writing compositions. While it effectively teaches reading skills, the method places little emphasis on developing oral proficiency in the target language.
Total physical response
Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movement and actions to help students learn language. It is based on the theory that language is acquired naturally through exposure to comprehensible input in a low-anxiety environment. In TPR, the instructor gives students commands in the target language and students respond through actions rather than speech. This allows students to learn through physical movement by responding to imperatives before having to produce speech. The goal is to make input comprehensible while reducing stress to facilitate successful language learning.
The audio lingual method
The Audio-Lingual Method (ALM), also known as the Army Method, was popular during World War II for teaching foreign languages. It was based on behaviorist learning theory which emphasized stimulus, response, and reinforcement. The goals were to use the target language communicatively and automatically without thinking in the native language. Teachers directed drills and modeled language, while students imitated, responded rapidly, and were not allowed to use their native language. Errors were avoided, vocabulary and structures were taught through dialog memorization, and there was little focus on students' creativity, individual needs, or culture.
Cooperative language learning
Cooperative Language Learning is an approach that uses cooperative activities in pairs and small groups. It aims to raise achievement for all students and help teachers build positive student relationships. The approach is based on theories of language as interactive and learning as social. It designs lessons with objectives like critical thinking, communicative competence, and language skills. Activities are carefully planned group work to maximize interaction and contribution to learning. The teacher facilitates learning and students direct their own learning. Materials are designed to create cooperative work opportunities. The goal is communicative competence through group interaction.
Suggestopedia Method of Teaching
This document summarizes the suggestopedia language teaching method. Suggestopedia uses suggestive factors like music, relaxation, and positive reinforcement to stimulate learning. It aims to remove psychological barriers and allow students to reach communicative competence more quickly. The method involves choosing identities, indirect positive suggestion, and activities integrated with music, drama, and art. The roles of the teacher in leading confidently and the materials in creating a bright environment are described. Stages of listening, speaking, writing and reading are outlined, along with advantages like quicker learning and disadvantages like potential boredom.
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Similar to Suggestopedia
Suggestopedia
Suggestopedia is a language teaching method developed in the 1970s that aims to eliminate psychological barriers to learning. It uses relaxing music, comfortable furniture, and an authoritative teacher to put students in a highly suggestible state where they can learn up to five times faster. Key aspects include dramatic readings of texts synchronized with music, role-plays, and maintaining a pseudo-passive state to optimize recall and learning without conscious effort. While controversial, some of its techniques like incorporating music, relaxation, and positive expectations have been useful in language education.
Suggestopedia
The document summarizes the educational method known as Suggestopedia, which was developed in the 1980s-1990s. It uses relaxation, music, and suggestion to optimize language learning. Key elements include a positive environment with pictures, color, music, and varied active methods like songs and games. Classes follow four stages - presentation, active concert, passive review, and practice. The goal is to teach languages 3 times faster than conventional methods by relaxing students and presenting material in an engaging way while they are in a receptive state.
Suggestopedia
Suggestopedia is a teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It incorporates elements like relaxing music, peripheral learning through environmental cues, and role-playing to create a low-anxiety environment where students can utilize their full mental capacity. Key aspects include comfortable seating, Baroque music played during lessons, using indirect learning like posters, free errors by students, and integrating music, drama and art into lessons. The goal is to "desuggest" psychological barriers through suggestion and authority of the teacher to facilitate rapid language acquisition.
Suggestoppedia
Suggestopedia is a language teaching method that uses suggestion techniques like relaxing music and comfortable environments to lower students' anxiety and increase their ability to intake and retain new information through both direct and indirect learning. It aims to "liberate" students from negative beliefs about learning through techniques like Baroque music, role plays, and presenting material in a dramatic manner to help students learn more quickly and with less stress. Some potential limitations of the method include that it works best with smaller class sizes and some critics argue it could have negative psychological effects if used improperly.
Suggestopedia in a simpler understanding
Suggestopedia is a teaching method created by Georgi Lozanov in 1979 that aims to maximize learning retention through relaxed states of mind. It provides foreign language instruction through dramatic readings accompanied by classical music, followed by passive review with quiet readings and Baroque music. The method believes humans can learn much more than they think if in a stress-free environment conducive to suggestion. However, it may not be practical for large class sizes typical in some developing countries and could infantilize older students uncomfortable with a child-like approach.
Suggestopedia
This document provides an overview of the suggestopedia language teaching method. It begins by explaining that suggestopedia aims to lower students' limitations and increase motivation by cultivating positive beliefs about learning ability. It then describes how suggestopedia incorporates visuals, audio, and physical involvement during lessons to engage different learning styles. Finally, it notes that suggestopedia aims to enhance learning through suggestion by creating a relaxed environment with music.
Binti khoirul uluum 16108810034
This document discusses various approaches, methods, procedures and techniques for teaching English as a foreign language. It begins by defining key terms like approach, method, procedure and technique. It then provides details on several popular methods throughout history, including Grammar Translation Method, Audiolingual Method, Natural Approach, Direct Method, Communicative Approach, Task-based Learning and Total Physical Response. It also discusses techniques used in Community Language Learning, Silent Way, Suggestopedia and humanistic teaching. The document concludes by noting choices must be made based on learner characteristics and cultural factors.
12 teaching method
This document reviews 12 foreign language teaching methods:
1. Grammar Translation Method focuses on translating written language and learning grammatical rules.
2. Direct Method forbids the first language and teaches speaking first through an inductive approach.
3. Audiolingual Method emphasizes habit formation through repetition of phrases and grammar drills.
4. Situational Language Teaching connects language to real world contexts and teaches orally before writing.
5. Silent Way keeps the teacher silent so students focus on each other's language use through discovery.
6. Total Physical Response associates language with physical actions in response to commands.
7. Community Language Learning views language learning as a collective experience determined by students.
8
12 teaching method
This document reviews 12 foreign language teaching methods:
1. Grammar Translation Method focuses on translating written language and learning grammatical rules.
2. Direct Method forbids the first language and teaches speaking first through an inductive approach.
3. Audiolingual Method emphasizes habit formation through repetition of phrases and grammar drills.
4. Situational Language Teaching connects language to real world contexts and teaches orally before writing.
5. Silent Way keeps the teacher silent so students focus on each other's language use through discovery.
12 teaching method
This document reviews 12 foreign language teaching methods:
1. Grammar Translation Method focuses on translating written language and learning grammatical rules.
2. Direct Method forbids the first language and teaches speaking first through an inductive approach.
3. Audiolingual Method emphasizes habit formation through repetition of phrases and grammar drills.
4. Situational Language Teaching connects language to real world contexts and teaches orally before writing.
5. Silent Way keeps the teacher silent so students focus on each other's language use through discovery.
6. Total Physical Response associates language with physical actions in response to commands.
7. Community Language Learning views language learning as a collective experience determined by students.
8
Suggestopedia elt
This presentation talks about the teaching methodology Suggestopedia which was initiated by Georgie Lozanov.
Suggestopedia
The document discusses Georgi Lozanov and his method of language teaching called Suggestopedia. Some key points of Suggestopedia include creating a relaxed environment, using Baroque music, appealing to a student's consciousness and subconscious, and having students visualize and role play. The suggestopedic lesson involves concert sessions where the teacher reads dialogs synchronized with music. It emphasizes peripheral learning and positive suggestion. The teacher plays a key role in putting students in a state of relaxed concentration to best facilitate suggestive language learning. While a full suggestopedic environment can be difficult to achieve, some techniques like music and games can still be utilized.
THE_SILENT_WAY_METHOD.ppt
The Silent Way is a language teaching method developed by Caleb Gattegno that focuses on student discovery and autonomy. The teacher remains mostly silent, using visual tools like color-coded charts and rods to guide students in deducing pronunciation, vocabulary, and grammar without direct instruction. Learning occurs through problem-solving and creating hypotheses about the language rather than repeating what the teacher says. The goal is for students to take responsibility for their own learning and to learn the language by relying on their own resources and testing their understanding.
THE_SILENT_WAY_METHOD.ppt
The Silent Way is a language teaching method developed by Caleb Gattegno that focuses on student discovery and autonomy. The teacher remains mostly silent, using visual tools like color-coded charts and rods to guide students in deducing pronunciation, vocabulary, and grammar without direct instruction. Learning occurs through problem-solving and creating hypotheses about the language rather than repeating what the teacher says. The goal is for students to take responsibility for their own learning and to learn the language by relying on their own resources and testing their understanding.
Suggestopedia I I I
The document discusses Georgi Lozanov's suggestopedia language teaching method. Some key points of the method include:
1) Creating a relaxed learning environment using soft music to reduce anxiety and encourage learning.
2) Utilizing peripheral learning techniques so students absorb language effortlessly as part of their environment rather than through direct attention.
3) Employing positive suggestion through appeals to students' consciousness and subconscious to better structure the learning situation.
4) The teacher acts as the "motor" that guides suggestive stimuli and environments to put students in a state of relaxed concentration for optimal language acquisition.
Suggestopedia
Suggestopedia has probably both the most enthusiastic and the most critical response of any of the so-called new methods. Having acknowledged that three are techniques and procedures in Suggestopedia that may prove useful in a foreign language classroom. And yet from Lozanov’s points of view, this air of science is what gives Suggestopedia its authority in the eyes of students and prepares them to expect success. Perhaps, then, it is not productively to futher belabor the science/non-science, data/double-talk issues and instead, as Bancroft and Stevick have done, try to identify and validate those techniques from Suggestopedia that appear effective and that harmonize with other successful techniques in the language teaching inventory.
West method shpytko
Pysa4ka presents media project English Visuals
Precarpathian University
Ukraine
Прикарпатський університет
(с) Писачка, 2020
mazepi10@gmail.com
lesson_plan (2).docx
This lesson introduces Grade 7 students to the musical elements of Luzon lowlands devotional music through listening activities, analysis of lyrics, and composition. Students will identify melody, rhythm, harmony and instrumentation in audio examples. They will also analyze lyrics for poetic devices and cultural references. Finally, students will work in groups to compose an original piece inspired by the musical styles of Luzon lowlands devotional music. The teacher will assess students' understanding through class participation, identification of elements, and the creativity of their compositions.
Suggestopedia
ANISA is a method to motivate students to study using visual, audio, and physical involvement during learning. It helps students memorize subjects through integrated music, drama, and art. The method creates a comfortable environment with dim lighting, semicircular seating facing the board, and posters showing grammatical information. Errors are tolerated to emphasize content over structure. Homework is limited to rereading materials before sleep and in the morning. The method displays confidence, proper organization, and a solemn attitude during teaching.
Anisa
ANISA is a method to motivate students to study using visual, audio, and physical involvement during learning. It helps students memorize subjects through comfortable environments with dim lighting, limited homework, and integrating music, drama and art. Errors are tolerated to focus on content. The method displays confidence, proper organization, and modest enthusiasm through presentations, concerts, and practice using role-plays and games.
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Suggestopedia
- 1. SUGGESTOPEDIA By: Safa’a AlShraideh Prepared for: Approaches and methods in language teaching class. Dr: Dina Al-Jamal
- 2. SUGGESTOPEDIA • Developed in the 1970s by the Bulgarian psychiatrist- educator Georgi Lozanov (1926- 2012). • Based on a modern understanding of how the human brain works and how we learn most effectively.
- 3. SUGGESTOPEDIA Conspicuous characteristics: Decoration Furniture Arrangement of the classroom Music Authoritative behavior of the teacher.
- 4. FUNCTIONS OF MUSIC: By Gaston (1968) 1- To facilitate the establishment of personal relations. 2- Increased self-esteem through self satisfaction. 3- To use the unique potential of rhythm to bring order.
- 5. Theory of learning:Theory of language Suggestion is the heart of suggestopedia. •The importance of using the language as a whole meaningful texts. •Suggestopedic courses direct the students to acts of communication. •Language to be learnt as a material.
- 6. OBJECTIVES OF SUGGESTOPEDIA: -To deliver advanced conversational proficiency quickly. -The main focus of suggestopedia is the understanding and creative solution of problems.
- 7. THE SYLLABUS -30 days, ten units. Each class of four hours a day, six days a week. -The focus in each unit is a dialogue of 1200 words or so, with the list of vocabulary and grammatical commentary
- 8. TYPES OF LEARNING AND TEACHING ACTIVITIES •Listening activities concern about the text and text vocabulary of each unit. (pre-session phase). • Questions and answers (1st session) • Listening the story in a ¨special way¨ (2nd session) • Role – plays (3rd session) • Imitation (3rd session)
- 9. Teachers’ roleLearners’ role Create situations which make the learner suggestible ( comfortable atmosphere). Encourage their own “infantilization’. Encourage positive reception and retention by the learner. Students volunteer for suggestopedic course.
- 10. THE ROLE OF INSTRUCTIONAL MATERIALS • Direct support materials such as text and tape. • Indirect support materials including classroom fixtures and music. • The text is organized around 10 units and each unit should be governed by one single idea. • The text book should have emotional force, literary quality and interesting characters.
- 12. PROCEDURE The four-hour language class has three parts: 1) Oral review section: - Learned material - Students sit in circle - Discussion proceeds as a seminar - Micro-studies vs Macro-studies 2) Presentation of new material - New dialogue is analyzed in terms of grammar, vocabulary and content. - Teacher’s attitude is vital for the success of learning.
- 13. PROCEDURE 3) Concert session (Heart of the method) -All conversation stops and music is played until the mood of the music is reached. - The teacher starts reading the new text while students follow him/her in their textbooks. - By the end of the first part of the concert, everyone remains in silence. - The second part is played before the teacher begins to read again. - Students close their textbooks and listen to the teacher’s reading. - At the end, students leave the room silently with only one homework: read the lesson again before going to bed and once more before getting up in the next morning.
- 15. CONCLUSION •Learning is facilitated by environment and music. •Teacher is the authority. •Psychological barriers are removed.
- 16. THE END