Surya jyoti shakya how to describe learning and teaching
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This document discusses elements that need to be present in a language classroom to help students learn effectively. It outlines the elements of engage, study, and activate. Engage aims to arouse student interest through activities like games, music, and stories. Study refers to focusing on language construction, such as pronunciation practice or grammar rules. Activate describes exercises that encourage students to use language communicatively through activities like role-plays, debates, and story writing. The document also discusses different lesson sequences, such as boomerang, patchwork, and straight arrow, that incorporate these engage, study, activate elements.
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Course planning and syllabus design
The document discusses various approaches to designing language course content and structure. It describes factors to consider when developing a course rationale and determining entry/exit levels. Common approaches for sequencing content include simple to complex, chronological order, and prerequisite skills. Syllabus frameworks that can be used include situational, topical, functional, task-based, and integrated. Instructional blocks are self-contained learning sequences that reflect overall course goals and objectives.
Task based language teaching
This document discusses task-based language teaching (TBLT). It provides 3 key points:
1) TBLT involves communicative tasks that emphasize using language for real-world meaning and have a sense of completeness. Tasks can resemble real-life language use.
2) During tasks, students' attention is primarily on meaning rather than form. Tasks provide opportunities for input, output, and negotiation of meaning which aids acquisition.
3) The teacher guides students through pre-task, during task, and post-task stages but does not correct errors, instead focusing on communication. Students work in groups and report back, with the goal of developing fluency over accuracy.
Task based-language-teaching
This document introduces task-based language teaching and discusses its key principles and methodology. It defines what a task is, provides an example task, and discusses considerations for analyzing tasks. It then outlines the typical structure of task-based lessons including pre-task, main task, and post-task phases. Various options for each phase are presented, particularly focusing on ways to incorporate implicit and explicit attention to linguistic form. Challenges of task-based teaching are also addressed.
Ch 4 the audio lingual method
The Audio-Lingual Method was a language teaching method influenced by behaviorist psychology that claimed to transform language teaching into a science. It was based on intensive oral drilling of basic language patterns and contrastive analysis to predict and address learning difficulties. Language learning was viewed as habit formation through stimulus-response conditioning techniques like repetition drills. While it was a dominant method in the 1950-60s, it declined in popularity due to criticism of its behaviorist underpinnings and rejection of the idea that language learning is imitation rather than creative use of internalized competence.
course and syllabus design
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
CLT method by Imaneh amini
This document discusses the communicative language teaching (CLT) approach. It emphasizes that CLT focuses on interaction as both the means and ultimate goal of language learning. It views language as a social practice for communication. The goals of CLT are to enable students to communicate in the target language by providing opportunities to use language communicatively. Students practice communication through activities like games and problem-solving tasks using authentic materials. The teacher facilitates communication and interaction between students. Errors are tolerated as students practice communicating meaning over strict accuracy.
LEXICAL APPROACH
The lexical approach focuses on teaching language as chunks or multi-word phrases rather than as individual words and grammar rules. It asserts that much of a language consists of prefabricated phrases and that students should learn these phrases as chunks. The key principles are that the lexicon, or vocabulary, makes up the main part of a language and that lexical chunks like phrases and collocations are important units for students to learn as they are used by native speakers. Advocates of this approach believe it helps increase students' fluency and acquisition of natural language patterns.
SKILL BASED SYLLABUS
The document discusses skill-based syllabus in language teaching. It defines skills as specific ways of using language that combine structural and functional ability. A skill-based syllabus groups language competencies like grammar, vocabulary and discourse into generalized behaviors like listening for main ideas or writing paragraphs. The primary purpose is to teach skills useful for language use. Examples include guessing vocabulary from context and reading for the main idea. Skill-based syllabus is most useful when learners need to master specific language uses.
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Course planning and syllabus design
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Task based language teaching
This document discusses task-based language teaching (TBLT). It provides 3 key points:
1) TBLT involves communicative tasks that emphasize using language for real-world meaning and have a sense of completeness. Tasks can resemble real-life language use.
2) During tasks, students' attention is primarily on meaning rather than form. Tasks provide opportunities for input, output, and negotiation of meaning which aids acquisition.
3) The teacher guides students through pre-task, during task, and post-task stages but does not correct errors, instead focusing on communication. Students work in groups and report back, with the goal of developing fluency over accuracy.
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Ch 4 the audio lingual method
The Audio-Lingual Method was a language teaching method influenced by behaviorist psychology that claimed to transform language teaching into a science. It was based on intensive oral drilling of basic language patterns and contrastive analysis to predict and address learning difficulties. Language learning was viewed as habit formation through stimulus-response conditioning techniques like repetition drills. While it was a dominant method in the 1950-60s, it declined in popularity due to criticism of its behaviorist underpinnings and rejection of the idea that language learning is imitation rather than creative use of internalized competence.
course and syllabus design
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
CLT method by Imaneh amini
This document discusses the communicative language teaching (CLT) approach. It emphasizes that CLT focuses on interaction as both the means and ultimate goal of language learning. It views language as a social practice for communication. The goals of CLT are to enable students to communicate in the target language by providing opportunities to use language communicatively. Students practice communication through activities like games and problem-solving tasks using authentic materials. The teacher facilitates communication and interaction between students. Errors are tolerated as students practice communicating meaning over strict accuracy.
LEXICAL APPROACH
The lexical approach focuses on teaching language as chunks or multi-word phrases rather than as individual words and grammar rules. It asserts that much of a language consists of prefabricated phrases and that students should learn these phrases as chunks. The key principles are that the lexicon, or vocabulary, makes up the main part of a language and that lexical chunks like phrases and collocations are important units for students to learn as they are used by native speakers. Advocates of this approach believe it helps increase students' fluency and acquisition of natural language patterns.
SKILL BASED SYLLABUS
The document discusses skill-based syllabus in language teaching. It defines skills as specific ways of using language that combine structural and functional ability. A skill-based syllabus groups language competencies like grammar, vocabulary and discourse into generalized behaviors like listening for main ideas or writing paragraphs. The primary purpose is to teach skills useful for language use. Examples include guessing vocabulary from context and reading for the main idea. Skill-based syllabus is most useful when learners need to master specific language uses.
Notional functional syllabus design
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Task based learning
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Structural Syllabus Design
The document discusses the structural syllabus approach to language teaching. It defines the structural syllabus as one that focuses on the grammatical and structural aspects of a language by analyzing and isolating language elements. This approach believes that functional language ability arises from structural knowledge. The summary then lists some key characteristics of the structural syllabus, including that it focuses on language form and traditional grammatical classifications. It also notes both positive characteristics, such as serving as a basis for learner self-correction, and negative characteristics, such as lack of applicability and transferability of structural knowledge alone.
Notional functional syllabus
The document discusses the notional/functional syllabus approach to language teaching. It begins by defining the notional/functional syllabus and explaining that it focuses on the functional uses of language over grammatical forms. It then provides more details on the origins and key concepts of the notional/functional approach, including notions, functions, form-function mapping, and its relationship to communicative language teaching. The document also discusses strengths and limitations of the notional/functional syllabus and how it can be applied.
The lexical approach
The document discusses the lexical approach to language teaching and learning. It emphasizes that vocabulary plays a central role in communication over grammatical rules. The lexical approach focuses on having students learn language as lexical chunks or phrases rather than individual words. It involves intensive listening, reading, noticing patterns and collocations. Effective strategies for teaching vocabulary through this approach include attracting students' attention to collocations, individual instruction on collocations, and activities using visuals, puzzles and miming.
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CLT "communicative language method"
Communicative Language Teaching (CLT) emerged in the 1970s as a result of experts realizing that students needed to develop communicative competence rather than just mastering linguistic structures. CLT aims to make communication the goal of language teaching by using authentic materials and meaningful, collaborative tasks. It focuses on using language as a means of communication rather than just studying structure. Key characteristics include using real contexts, providing opportunities to develop strategies, and practicing functional language. The teacher takes on roles like adviser and instructor, while students are active communicators responsible for their own learning. Techniques include role plays, problem-solving tasks, and using real-world materials like menus or newspaper articles.
Post methods era
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Task based learning historical background (1)
The document discusses Task Based Learning (TBL) as a language teaching method. TBL focuses on using authentic tasks to teach language in a meaningful way. It grew out of the Communicative Approach, which emphasized using the target language to communicate. The strong version of the Communicative Approach and TBL believe that language is acquired through completing communicative tasks, not just practicing language forms. TBL offers benefits like increased student motivation, but also requires creativity and resources from teachers to implement effectively.
Unit 4 describing learning and teaching
Children acquire language very easily in their early years, starting with single words and progressing to complete sentences. Language acquisition requires exposure to the language through comprehensible input. When teaching a second language, teachers must provide input that students can understand but not fully reproduce, and create opportunities for students to practice and use the language. Different methods emphasize different approaches, such as focusing on grammar rules, behavioral conditioning, or communicative activities. Successful language learning engages students, encourages independent study, and activates acquired knowledge through personalized activities.
Chapter 1
The document summarizes the key components of an effective listening and speaking course. It outlines four strands: 1) learning through meaningful input, 2) learning through meaningful output, 3) deliberate attention to language, and 4) developing fluency. It discusses the importance of balancing these strands and providing ample time for learners to practice each one. It also describes various activities and techniques that can be used to teach the different strands effectively.
Post method era
This document discusses approaches and methods in language teaching. It defines approaches as having core theories about language learning but allowing for individual interpretation, while methods are more prescriptive. Several approaches and methods used in English language teaching are listed, such as communicative language teaching and audiolingualism. The document also notes criticism of approaches and methods for being too rigid and not accounting for contextual factors. It advocates studying approaches and methods selectively while focusing on curriculum development informed by research.
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.
Ch 7 communicative language learning
Community Language Learning (CLL) is a humanistic approach to language teaching developed by Charles Curran that focuses on the emotional and social aspects of learning. It views students as whole people and the teacher as a counselor. CLL emphasizes that learning is a personal and creative process, and that students learn at different paces using various strategies. It promotes a relaxed environment where students feel secure taking risks, sees the native language as part of the learning process, and prefers group work and cooperation over competition.
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This document discusses course planning and syllabus design. It begins by outlining topics that will be covered, including developing a course rationale, preparing a scope and sequence plan, and planning course content and structure. It then provides details on developing a course rationale by answering questions about who the course is for and what will be taught. Examples of course rationales are given. The document also discusses choosing course content, describing student entry and exit levels, and various approaches to syllabus design, including grammatical, lexical, functional, situational, and integrated syllabuses. Factors to consider in selecting a syllabus framework and developing instructional blocks are also outlined.
Input, interaction, and output in sla
This document discusses input, interaction, and output in second language acquisition. It defines input as the language a learner is exposed to, interaction as the conversations learners participate in which allow them to receive feedback, and output as language production which can help learners develop grammar. The document also examines feedback, both explicit and implicit, negotiation of meaning between interlocutors, and the role of attention in intake from input. It notes common misunderstandings of the interaction approach and debates regarding explicit versus implicit learning.
Communicative Laguage Teaching
CLT is an approach to language teaching that developed in the 1960s as a reaction against previous structural and grammatical approaches. It focuses on developing students' communicative competence and ability to use language functionally. Some key principles are that meaning and communication should be prioritized over form, language is best learned through interaction, and fluency is the primary goal. The teacher acts as a facilitator, and students practice communicating through activities using authentic materials. Errors are tolerated as students focus on fluency, and evaluation assesses communicative ability.
Course planning and syllabus design
This document discusses various approaches to curriculum and syllabus design for language courses. It describes defining the rationale, entry and exit levels, choosing content, and determining scope and sequence. Various syllabus frameworks are presented such as grammatical, lexical, functional, situational, topical, competency-based, skills-based, and task-based. The document also covers selecting a syllabus framework, developing instructional blocks like modules and units, and preparing a scope and sequence plan.
How to describe learning and teaching
This document outlines elements that should be present in a language classroom to help students learn effectively: engage, study, and activate. The engage element aims to arouse student interest using activities like games, music, and stories. Study refers to focusing on language construction, such as vowel sounds or verb conjugations. Activate has students freely use language through role-plays, debates, and other communicative exercises. Three common lesson sequences are described: boomerang, which is flexible; patchwork, which is a mix of short activities; and straight arrow, which logically progresses from engage to study to activate. Recent influential teaching models discussed are grammar translation, audio-lingualism, PPP, task-based learning, and communic
How to describe
This document discusses describing learning and teaching. It outlines several key elements: the purposes of learning and teaching which include understanding the process and students' characteristics; the target of mastering skills and describing the process; necessary timeframes; and elements for successful language learning in the classroom. These elements include Engage, Study, and Activate (ESA). The document also discusses teaching models that have influenced current practices, such as grammar translation, audio-lingualism, PPP, task-based learning, and communicative language teaching. It emphasizes the importance of varying teaching sequences and combining the ESA elements in different ways to avoid boredom.
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Notional functional syllabus design
Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
Task based learning
Task-Based Learning (TBL) is a teaching approach that focuses on having students complete meaningful activities or tasks to use the target language in a practical way. These tasks simulate real-world scenarios like going to the doctor or buying coffee. The teacher takes a backseat, acting as a moderator while students work through the tasks, using the language as needed without worrying about accuracy. This gives students a purpose for communicating that increases motivation to speak. The goal is to integrate all language skills through tasks that require cooperation and negotiation between students in the target language.
Structural Syllabus Design
The document discusses the structural syllabus approach to language teaching. It defines the structural syllabus as one that focuses on the grammatical and structural aspects of a language by analyzing and isolating language elements. This approach believes that functional language ability arises from structural knowledge. The summary then lists some key characteristics of the structural syllabus, including that it focuses on language form and traditional grammatical classifications. It also notes both positive characteristics, such as serving as a basis for learner self-correction, and negative characteristics, such as lack of applicability and transferability of structural knowledge alone.
Notional functional syllabus
The document discusses the notional/functional syllabus approach to language teaching. It begins by defining the notional/functional syllabus and explaining that it focuses on the functional uses of language over grammatical forms. It then provides more details on the origins and key concepts of the notional/functional approach, including notions, functions, form-function mapping, and its relationship to communicative language teaching. The document also discusses strengths and limitations of the notional/functional syllabus and how it can be applied.
The lexical approach
The document discusses the lexical approach to language teaching and learning. It emphasizes that vocabulary plays a central role in communication over grammatical rules. The lexical approach focuses on having students learn language as lexical chunks or phrases rather than individual words. It involves intensive listening, reading, noticing patterns and collocations. Effective strategies for teaching vocabulary through this approach include attracting students' attention to collocations, individual instruction on collocations, and activities using visuals, puzzles and miming.
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.
CLT "communicative language method"
Communicative Language Teaching (CLT) emerged in the 1970s as a result of experts realizing that students needed to develop communicative competence rather than just mastering linguistic structures. CLT aims to make communication the goal of language teaching by using authentic materials and meaningful, collaborative tasks. It focuses on using language as a means of communication rather than just studying structure. Key characteristics include using real contexts, providing opportunities to develop strategies, and practicing functional language. The teacher takes on roles like adviser and instructor, while students are active communicators responsible for their own learning. Techniques include role plays, problem-solving tasks, and using real-world materials like menus or newspaper articles.
Post methods era
An overview of post-methods and a contrast with traditional methdos and eclecticism used in our subject, Practice II, Didactics of ELT, UNLPam.
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The lexical syllabus focuses on vocabulary and lexical units related to specific topics. For this lesson, the topic is jobs and occupations. Students will learn new vocabulary about different jobs through class activities. They will name jobs from pictures, ask each other questions about job preferences, and fill in a worksheet matching jobs to descriptions. The goal is for students to be able to talk about different jobs and occupations.
Task based learning historical background (1)
The document discusses Task Based Learning (TBL) as a language teaching method. TBL focuses on using authentic tasks to teach language in a meaningful way. It grew out of the Communicative Approach, which emphasized using the target language to communicate. The strong version of the Communicative Approach and TBL believe that language is acquired through completing communicative tasks, not just practicing language forms. TBL offers benefits like increased student motivation, but also requires creativity and resources from teachers to implement effectively.
Unit 4 describing learning and teaching
Children acquire language very easily in their early years, starting with single words and progressing to complete sentences. Language acquisition requires exposure to the language through comprehensible input. When teaching a second language, teachers must provide input that students can understand but not fully reproduce, and create opportunities for students to practice and use the language. Different methods emphasize different approaches, such as focusing on grammar rules, behavioral conditioning, or communicative activities. Successful language learning engages students, encourages independent study, and activates acquired knowledge through personalized activities.
Chapter 1
The document summarizes the key components of an effective listening and speaking course. It outlines four strands: 1) learning through meaningful input, 2) learning through meaningful output, 3) deliberate attention to language, and 4) developing fluency. It discusses the importance of balancing these strands and providing ample time for learners to practice each one. It also describes various activities and techniques that can be used to teach the different strands effectively.
Post method era
This document discusses approaches and methods in language teaching. It defines approaches as having core theories about language learning but allowing for individual interpretation, while methods are more prescriptive. Several approaches and methods used in English language teaching are listed, such as communicative language teaching and audiolingualism. The document also notes criticism of approaches and methods for being too rigid and not accounting for contextual factors. It advocates studying approaches and methods selectively while focusing on curriculum development informed by research.
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.
Ch 7 communicative language learning
Community Language Learning (CLL) is a humanistic approach to language teaching developed by Charles Curran that focuses on the emotional and social aspects of learning. It views students as whole people and the teacher as a counselor. CLL emphasizes that learning is a personal and creative process, and that students learn at different paces using various strategies. It promotes a relaxed environment where students feel secure taking risks, sees the native language as part of the learning process, and prefers group work and cooperation over competition.
Course design nunan
This document discusses the differences between syllabus design and curriculum development. Syllabus design focuses on selecting and grading content and learning tasks and activities, while curriculum development is more broadly concerned with planning, implementing, evaluating, managing and administering education programs. The document also examines different types of syllabus design including grammatical, functional-notional, task-based and needs-based approaches, outlining their key characteristics and components.
Course planning and syllabus design
This document discusses course planning and syllabus design. It begins by outlining topics that will be covered, including developing a course rationale, preparing a scope and sequence plan, and planning course content and structure. It then provides details on developing a course rationale by answering questions about who the course is for and what will be taught. Examples of course rationales are given. The document also discusses choosing course content, describing student entry and exit levels, and various approaches to syllabus design, including grammatical, lexical, functional, situational, and integrated syllabuses. Factors to consider in selecting a syllabus framework and developing instructional blocks are also outlined.
Input, interaction, and output in sla
This document discusses input, interaction, and output in second language acquisition. It defines input as the language a learner is exposed to, interaction as the conversations learners participate in which allow them to receive feedback, and output as language production which can help learners develop grammar. The document also examines feedback, both explicit and implicit, negotiation of meaning between interlocutors, and the role of attention in intake from input. It notes common misunderstandings of the interaction approach and debates regarding explicit versus implicit learning.
Communicative Laguage Teaching
CLT is an approach to language teaching that developed in the 1960s as a reaction against previous structural and grammatical approaches. It focuses on developing students' communicative competence and ability to use language functionally. Some key principles are that meaning and communication should be prioritized over form, language is best learned through interaction, and fluency is the primary goal. The teacher acts as a facilitator, and students practice communicating through activities using authentic materials. Errors are tolerated as students focus on fluency, and evaluation assesses communicative ability.
Course planning and syllabus design
This document discusses various approaches to curriculum and syllabus design for language courses. It describes defining the rationale, entry and exit levels, choosing content, and determining scope and sequence. Various syllabus frameworks are presented such as grammatical, lexical, functional, situational, topical, competency-based, skills-based, and task-based. The document also covers selecting a syllabus framework, developing instructional blocks like modules and units, and preparing a scope and sequence plan.
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Methods approaches 1
The document discusses various methods, approaches, procedures and techniques used in teaching English as a foreign language, including grammar translation, audio-lingualism, presentation-practice-production, communicative approach, task-based learning, and total physical response; it also covers concepts like the lexical approach and importance of addressing culture and lowering student anxiety.
AbstractThis paper examines how literature can be used to teach .docx
Abstract
This paper examines how literature can be used to teach vocabulary. It is based on experiences that were obtained on a practicum. 3 hours were spent in three different classrooms and analysis made on how the instructors facilitate the understanding of the students in the reading and the writing sessions. These observations were observed for both the mainstream and the minority language students.
Later, a specific grade was chosen from the Language Arts standards and 6 hours were then spent to develop and design a 5 day lesson plan on how to use literature to teach vocabulary. A single piece of text was then used during the entire 5 days teaching period. This paper therefore covers observations and analysis from 15-30 minutes mini-lessons that covers the various aspects of literacy teaching. These include Oral language and Vocabulary, Phonics, Word patterns, and Word analysis, Fluency, Reading Comprehension and Writing. This paper is therefore based on analysis, observations and corrections from my mentor teacher regarding teaching, management and engagement strategies in accordance to student learning.
Synopsis:Using literature to teach vocabulary
There are many responsibilities that come about in teaching language in school. In language a teacher must teach comprehension (understanding), reading, literature, grammar, writing and vocabulary. However, because of the tight schedule of events we often find that adequate teaching of vocabulary is denied its due time. This comes as a result of the many responsibilities that the teacher will often have to handle. Unlike in the Elizabethan times where mastery grasp of language was necessary, nowadays we find that most of the students are not interested in learning a new vocabulary simply because sophisticated language is not a priority in the society that they have been brought up. It is therefore necessary that language teachers device a method in which they can teach vocabulary. This paper is going to consider various ways in which vocabulary can be taught through literature.
One of the methods that can be used to teach literature is through the use of phonemic awareness. It can be described as the ability to percept, reason about, and work and operate the individual sounds in words. This method is great as it allows us to predict the ease or the difficulty that a student is experiencing when it comes to predicting of later reading success or difficulty. To enforce this skill I usually started with a definition to a vocabulary that is student friendly. I would at first engage the students in reading a single source of text which we used as our source of new words.
For some few minutes I would allow the students to lead discussions based on the reading. I observed that doing this created motivation to read and discuss within the students in the class. This scenario actually related to the input hypothesis by Horwitz(Horwitz, 2008). It makes the students to become really intereste.
Why teach pronuciation
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01 Approaches to Language Teaching
This document discusses different approaches to language teaching, including structural, task-based learning, presentation-practice-production, lexical, functional, communicative, grammar-translation, total physical response, guided discovery, content-based learning, and content and integrated learning. For each approach, it describes the view of language, view of language learning, and typical classroom practices associated with that approach.
TEACHING GRAMMAR Abdelaziz Elallouchi -Said Sefart.pptx
The document discusses various methods for teaching grammar, including the deductive and inductive approaches. It also discusses the importance of balancing accuracy and fluency when practicing grammar through controlled, semi-controlled, and freer exercises. Finally, it explains the common PPP framework for presenting new grammar, which includes the stages of presentation, practice, and production.
The audio lingual method ch
The Audio-Lingual Method was developed during WWII to rapidly teach soldiers foreign languages. It focused on habit formation through repetition and drills without error. The teacher strictly modeled the target language, and students mimicked through dialog memorization and pattern practice drills. The goal was automatic language use by overcoming native language interference. Grammar was induced, not explicitly taught.
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Summary of the most important methods presented in class
The document summarizes six major language teaching methods: 1) Grammar Translation focuses on reading, writing, and grammar rules with translation activities; 2) Direct Method uses only the target language and teaches vocabulary through objects/pictures; 3) Audio-Lingual Method drills grammar through repetition and replaces/rephrases sentences; 4) Community Language Learning uses students' native language initially and focuses on reducing anxiety; 5) Total Physical Response links the target language to physical activities to reinforce comprehension; 6) Communicative Language Teaching promotes real communication through tasks and meaningful activities like role-plays.
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Surya jyoti shakya how to describe learning and teaching
- 1. This elements need to be present in a language classroom to help students learn effectively. Engage: this is the point in a teaching sequence where teachers try to arouse the student’s interest, thus involving their emotions. Activities and materials which frequently engage students include: Games Music Discussions Stimulating pictures Dramatic stories Amusing anecdotes, etc. When students are engaged, they learn better than when they are partly or wholly disengaged. Study: means any stage at which the construction of language is the main focus. Study activities are those where the students are asked to focus in on language and how it is constructed. Some typical areas for study might be: The study and practice of the vowel sound in ship and sheep The study and practice of the third person singular of the present simple
- 2. The study and practice of inviting patterns The study and practice of the way we use pronouns in written discourse The study and practice of paragraph organization The study of the rules for using make and do Activated: this element describes exercises and activities which are designed to get students using language as freely and communicatively as they can. Some examples are: Role- plays Advertisement design Debates and discussions Describe and draw Story and poem writing Writing in groups, etc. These ESA elements need to be present in most lessons or teaching sequences. ESA Straight Arrows sequence
- 3. Three different lesson sequences which contain the ESA elements: Boomerang lessons: The diagram for boomerang lessons represents this procedure in the following way. In this sequence the teacher is answering the needs of the students. Patchwork lessons: many lessons are a mixture of procedures and mini-procedures, a variety of short episodes building up to a whole. EAASASEA (etc.) Patchwork sequence Straight arrow lessons: This consists of the teacher following the sequence Engage, Study and Activate. This is
- 4. the best format for the teacher who knows the students needs. Allowing the teacher to take the students to a logical point where they can use the language. In more recent times, there have been five teaching models which have had a strong influence on classroom practice and which teachers and trainers still refer to. Grammar translation Audio-lingualism PPT Task-Based Learning Communicative Language Teaching