Test-Teach-Test Technique for ESL Classes
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This slide is related to a practical side of T-T-T technique for ESL teaching. the inside practical side of this technique's use comes from personal experience and shared knowledge with other ESL teachers.
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TBLT Lesson Planning
The document provides an overview of lesson planning and task-based language teaching. It discusses the key stages of a task-based lesson including the pre-task, task, and post-task stages. In the pre-task stage, the lesson objectives and task instructions are presented to motivate and prepare students. The main task involves students using language communicatively. In the post-task stage, students review and reflect on their language use. Different types of tasks and factors affecting task difficulty are also summarized.
Task based learning
Task-based learning involves completing meaningful tasks using various language skills. It has three main stages: 1) a pre-task introduction and preparation, 2) a task cycle of completing the task, planning a report, and reporting back, and 3) post-task language analysis and practice. This approach aims to make language learning more authentic, reflective, and motivating compared to traditional Presentation-Practice-Production lessons by basing it around real-world tasks rather than predetermined language points.
Cll & suggestopedia
- Counseling-Learning (CLL) is a language teaching method developed by Charles Curran that applies psychological counseling techniques to learning. The teacher acts as a counselor and students are clients.
- In CLL, interaction begins with dependent learning as students say what they want in their native language and teachers show them how to say it in the target language. CLL combines innovative and conventional activities like translation, group work, recording, transcription, analysis and reflection.
- Student roles in CLL include becoming part of a learning community. The teacher's role is to respond supportively and help students without judgment. CLL is beneficial for low-level learners but teachers may feel awkward giving students autonomy and
PPP Lesson Planning
This document outlines a training session on lesson planning using the PPP (Present, Practice, Produce) format. It includes an introduction, group discussion on lesson planning, a lecture covering language skills and methodology, the PPP format and its reasoning, key lesson plan elements, and a lesson planning activity where participants create and peer review lesson plans. The goal is to prepare participants to create effective lesson plans using the PPP format and consider important elements like objectives, materials, and assessments.
Teaching Writing to Young Learners
Teaching Writing Skill to Young Learners is easy sometimes if you can make their writing interesting. Here are some strategies to make their writing interesting. It is a great respect for the teachers when they are able to teach students.
SILENT WAY
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes using physical objects and problem-solving to teach grammar and vocabulary with minimal spoken instruction from the teacher. The teacher uses gestures and materials like rods and charts to elicit responses from students, who are encouraged to produce as much oral language as possible. The goal is for students to become independent, autonomous learners who can use their existing language knowledge to explore the target language.
Audio lingual method
The Audio Lingual Method is an oral-based approach for teaching foreign languages that combines behavioral psychology and linguistics. It focuses on teaching vocabulary in context through drills and imitation, with an emphasis on accurate pronunciation. The teacher leads the class in patterned drills while students practice listening and speaking, with the goals of allowing students to use the language communicatively without thinking and training large numbers of students at once.
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.
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TBLT Lesson Planning
The document provides an overview of lesson planning and task-based language teaching. It discusses the key stages of a task-based lesson including the pre-task, task, and post-task stages. In the pre-task stage, the lesson objectives and task instructions are presented to motivate and prepare students. The main task involves students using language communicatively. In the post-task stage, students review and reflect on their language use. Different types of tasks and factors affecting task difficulty are also summarized.
Task based learning
Task-based learning involves completing meaningful tasks using various language skills. It has three main stages: 1) a pre-task introduction and preparation, 2) a task cycle of completing the task, planning a report, and reporting back, and 3) post-task language analysis and practice. This approach aims to make language learning more authentic, reflective, and motivating compared to traditional Presentation-Practice-Production lessons by basing it around real-world tasks rather than predetermined language points.
Cll & suggestopedia
- Counseling-Learning (CLL) is a language teaching method developed by Charles Curran that applies psychological counseling techniques to learning. The teacher acts as a counselor and students are clients.
- In CLL, interaction begins with dependent learning as students say what they want in their native language and teachers show them how to say it in the target language. CLL combines innovative and conventional activities like translation, group work, recording, transcription, analysis and reflection.
- Student roles in CLL include becoming part of a learning community. The teacher's role is to respond supportively and help students without judgment. CLL is beneficial for low-level learners but teachers may feel awkward giving students autonomy and
PPP Lesson Planning
This document outlines a training session on lesson planning using the PPP (Present, Practice, Produce) format. It includes an introduction, group discussion on lesson planning, a lecture covering language skills and methodology, the PPP format and its reasoning, key lesson plan elements, and a lesson planning activity where participants create and peer review lesson plans. The goal is to prepare participants to create effective lesson plans using the PPP format and consider important elements like objectives, materials, and assessments.
Teaching Writing to Young Learners
Teaching Writing Skill to Young Learners is easy sometimes if you can make their writing interesting. Here are some strategies to make their writing interesting. It is a great respect for the teachers when they are able to teach students.
SILENT WAY
The Silent Way is a language teaching method developed by Caleb Gattegno that emphasizes using physical objects and problem-solving to teach grammar and vocabulary with minimal spoken instruction from the teacher. The teacher uses gestures and materials like rods and charts to elicit responses from students, who are encouraged to produce as much oral language as possible. The goal is for students to become independent, autonomous learners who can use their existing language knowledge to explore the target language.
Audio lingual method
The Audio Lingual Method is an oral-based approach for teaching foreign languages that combines behavioral psychology and linguistics. It focuses on teaching vocabulary in context through drills and imitation, with an emphasis on accurate pronunciation. The teacher leads the class in patterned drills while students practice listening and speaking, with the goals of allowing students to use the language communicatively without thinking and training large numbers of students at once.
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.
Teaching speaking
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
Community Language Learning
The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
Total Physical Response (TPR)
Total Physical Response (TPR) is a language teaching method where learners listen to instructions in the target language and perform physical actions. It is based on the belief that language is learned most effectively by comprehending language without pressure to produce it. Key principles of TPR include using movement to enhance memory, imperatives to provide instruction, and developing comprehension before production. TPR has advantages like being memorable and engaging for kinesthetic learners, but has limitations for teaching abstract concepts and prioritizing receptive over productive skills.
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.
celta-syllbus
The document provides an overview of the syllabus for the Certificate in Teaching English to Speakers of Other Languages (CELTA). It outlines the course's five topic areas: 1) Learners and teachers, and the teaching context, 2) Language analysis and awareness, 3) Language skills of reading, listening, speaking and writing, 4) Planning lessons for different contexts, and 5) Developing teaching skills and professionalism. Candidates are assessed through two components: classroom teaching practice and four written assignments related to the topics. The course aims to equip candidates with subject knowledge, teaching skills and experience to begin working in English language teaching.
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This document discusses strategies for teaching listening skills to language learners. It begins by explaining the importance of listening as a fundamental skill for language acquisition. It then describes different types of listening, such as listening for gists, specific details, and implied meanings. The document outlines bottom-up and top-down listening strategies and explains that effective learners use both. It also presents Oxford's six strategy groups for language learning and provides steps and formats for organizing listening lessons, including pre-listening, extensive listening, and post-listening activities.
The silent way
The silent way is a language teaching method developed by Caleb Cattegno that focuses on speaking, listening, reading and writing the target language. It is student-centered and uses physical objects to facilitate learning through student exploration of skills and knowledge, with errors seen as part of the learning process. The teacher remains silent and controls the lesson flow, while students stay independent and focused. Key techniques include the sound color chart, peer correction, Cuisenaire rods, words charts, self-correction gestures, and Fidel charts. Advantages include students feeling comfortable, actively participating, improving vocabulary and confidence, while disadvantages are not fully understanding materials due to lack of explanation and repetition from the silent teacher.
Tpr cut ajrina
Total Physical Response (TPR) is a language teaching method that uses physical movement to react to verbal commands. It was developed in the 1960s in response to high dropout rates in second language classes. TPR is based on principles that understanding of a target language should come before speaking, through actions responding to spoken words. The teacher uses imperative commands for students to act out, aiming to produce learners capable of basic communication without forcing early speech. TPR lessons focus on high frequency vocabulary through physical drills and role plays, developing understanding before speaking skills.
The PPP & ESA teaching methods
The document describes two language teaching methods: PPP and ESA. PPP consists of three stages - presentation, practice, and production. It has a high level of teacher talking time and encourages accuracy over fluency. ESA provides more flexibility by allowing movement between stages and emphasizes student-led grammar discovery. It aims to engage students emotionally and get them using language communicatively through study and activation stages. According to the source, ESA lessons can follow three procedures: straight arrow, boomerang, or patchwork.
Total Physical Response (TPR Method)
Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher based on his observations of how children acquire their first language. TPR teaches language through physical actions in response to verbal commands. Students listen and then perform actions commanded by the instructor in the target language without having to vocally respond themselves. TPR is often used with beginners and young learners to develop listening comprehension and vocabulary through coordinated speech and movement before introducing speaking.
Task based language teaching (formato 2010)
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
Task-based Language Teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
TEFL (Direct Method, PPP, CLL)
The document discusses three popular teaching methodologies: direct method, presentation-practice-production (PPP), and community language learning (CLL).
The direct method focuses on using the target language without translation and emphasizing speaking skills. PPP follows a three step structure of presenting new language, practicing it, and then having students produce and use it. CLL builds a supportive learning community where the teacher acts as a counselor and students determine their own learning needs.
TEFL - The Oral Approach & Situational Language Teaching
The document discusses the Oral Approach and Situational Language Teaching methods developed in the 1920s-1960s. It outlines the key characteristics of the approach, including beginning with spoken language, using the target language in the classroom, introducing new language situationally with a controlled vocabulary and graded grammar. Reading and writing are introduced after establishing a lexical and grammatical basis. The approach is based on behavioral habit-learning theory and aims to teach practical language skills. Detailed teaching procedures are provided, including listening practice, choral imitation, and substitution drilling. Procedures associated with Situational Language Teaching were an extension of techniques from the earlier Oral Approach.
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
The ppp teaching method (power point)
The document discusses the PPP (Presentation, Practice, Production) teaching method. It involves three stages: presentation of new language, practice of that language through drills and exercises, and production which allows students to use the language more freely in activities like role-plays and discussions. The presentation stage introduces new structures and concepts. The practice stage focuses on accurate use through activities like drills. The production stage aims for fluency and has students apply what they learned in more communicative ways. The three stages together provide an effective way for students to learn language communicatively.
COMMUNICATIVE LANGUAGE TEACHING
This document discusses the Communicative Language Teaching (CLT) approach. It provides background on how CLT emerged in the 1970s with a focus on communicative proficiency over grammatical structures. Key principles of CLT are that the goal is effective communication, the teacher facilitates and students actively communicate. Activities include information gap tasks, role plays, and simulations. While CLT has advantages like interaction and enjoyment, criticisms note the difficulties in implementation and student needs/interests.
Teaching by Principles H. Douglas Brown
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The importance and basic type of speaking, micro- and macro skills of speaking, and how to observing the performance and designed the assessment tasks
PPP teaching stages
The document outlines the Presentation-Practice-Production (PPP) methodology for teaching English as a second language. It describes the three main stages: the presentation stage introduces new language through activities like songs, games, or stories; the practice stage helps students use the language through sentences and questions; and the production stage gives students opportunities to experiment with the language through activities like role-plays and discussions. Overall, PPP provides a general structure for moving students from controlled, structured speech to more independent language use.
Teaching approaches (ttt) & (ppp)
This document discusses two teaching approaches: TTT (Test Teach Test) and PPP (Presentation Practice Production). It defines each approach and outlines their stages. TTT involves an initial test to determine students' knowledge, followed by teaching to address gaps, and a final test. PPP moves from the teacher presenting new language, to students practicing it in controlled activities, to freer production. The document notes advantages of each approach, like how TTT bases teaching on test results and PPP encourages independence. It also outlines disadvantages, such as TTT potentially discouraging students or being time-consuming. Examples are given of how to structure lessons for each approach.
Task-Based.pptx
Task-based language teaching (TBLT) involves using tasks as the core unit of planning and instruction. It focuses on providing students with opportunities to use language communicatively by engaging them in meaningful tasks. There are three main stages: pre-task, task, and post-task. The goal is for students to develop their interlanguage through problem-solving using the target language. TBLT emphasizes fluency, motivation, and a focus on meaning over form. However, it also risks lack of accuracy and not all students may be suited for this approach.
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Teaching speaking
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
Community Language Learning
The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
Total Physical Response (TPR)
Total Physical Response (TPR) is a language teaching method where learners listen to instructions in the target language and perform physical actions. It is based on the belief that language is learned most effectively by comprehending language without pressure to produce it. Key principles of TPR include using movement to enhance memory, imperatives to provide instruction, and developing comprehension before production. TPR has advantages like being memorable and engaging for kinesthetic learners, but has limitations for teaching abstract concepts and prioritizing receptive over productive skills.
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.
celta-syllbus
The document provides an overview of the syllabus for the Certificate in Teaching English to Speakers of Other Languages (CELTA). It outlines the course's five topic areas: 1) Learners and teachers, and the teaching context, 2) Language analysis and awareness, 3) Language skills of reading, listening, speaking and writing, 4) Planning lessons for different contexts, and 5) Developing teaching skills and professionalism. Candidates are assessed through two components: classroom teaching practice and four written assignments related to the topics. The course aims to equip candidates with subject knowledge, teaching skills and experience to begin working in English language teaching.
Teaching listening
This document discusses strategies for teaching listening skills to language learners. It begins by explaining the importance of listening as a fundamental skill for language acquisition. It then describes different types of listening, such as listening for gists, specific details, and implied meanings. The document outlines bottom-up and top-down listening strategies and explains that effective learners use both. It also presents Oxford's six strategy groups for language learning and provides steps and formats for organizing listening lessons, including pre-listening, extensive listening, and post-listening activities.
The silent way
The silent way is a language teaching method developed by Caleb Cattegno that focuses on speaking, listening, reading and writing the target language. It is student-centered and uses physical objects to facilitate learning through student exploration of skills and knowledge, with errors seen as part of the learning process. The teacher remains silent and controls the lesson flow, while students stay independent and focused. Key techniques include the sound color chart, peer correction, Cuisenaire rods, words charts, self-correction gestures, and Fidel charts. Advantages include students feeling comfortable, actively participating, improving vocabulary and confidence, while disadvantages are not fully understanding materials due to lack of explanation and repetition from the silent teacher.
Tpr cut ajrina
Total Physical Response (TPR) is a language teaching method that uses physical movement to react to verbal commands. It was developed in the 1960s in response to high dropout rates in second language classes. TPR is based on principles that understanding of a target language should come before speaking, through actions responding to spoken words. The teacher uses imperative commands for students to act out, aiming to produce learners capable of basic communication without forcing early speech. TPR lessons focus on high frequency vocabulary through physical drills and role plays, developing understanding before speaking skills.
The PPP & ESA teaching methods
The document describes two language teaching methods: PPP and ESA. PPP consists of three stages - presentation, practice, and production. It has a high level of teacher talking time and encourages accuracy over fluency. ESA provides more flexibility by allowing movement between stages and emphasizes student-led grammar discovery. It aims to engage students emotionally and get them using language communicatively through study and activation stages. According to the source, ESA lessons can follow three procedures: straight arrow, boomerang, or patchwork.
Total Physical Response (TPR Method)
Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher based on his observations of how children acquire their first language. TPR teaches language through physical actions in response to verbal commands. Students listen and then perform actions commanded by the instructor in the target language without having to vocally respond themselves. TPR is often used with beginners and young learners to develop listening comprehension and vocabulary through coordinated speech and movement before introducing speaking.
Task based language teaching (formato 2010)
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. A task is an activity or goal carried out using language. The key principles of TBLT are that language is used for meaningful communication, lessons involve purposeful activities and tasks, and learning a language is best when it mirrors real-world language use. TBLT focuses on the process of learning through tasks that provide opportunities for input, output, and negotiation of meaning rather than solely teaching language structures. The teacher takes on roles like selecting and sequencing tasks, preparing learners, and raising learner consciousness of the language.
Task-based Language Teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
TEFL (Direct Method, PPP, CLL)
The document discusses three popular teaching methodologies: direct method, presentation-practice-production (PPP), and community language learning (CLL).
The direct method focuses on using the target language without translation and emphasizing speaking skills. PPP follows a three step structure of presenting new language, practicing it, and then having students produce and use it. CLL builds a supportive learning community where the teacher acts as a counselor and students determine their own learning needs.
TEFL - The Oral Approach & Situational Language Teaching
The document discusses the Oral Approach and Situational Language Teaching methods developed in the 1920s-1960s. It outlines the key characteristics of the approach, including beginning with spoken language, using the target language in the classroom, introducing new language situationally with a controlled vocabulary and graded grammar. Reading and writing are introduced after establishing a lexical and grammatical basis. The approach is based on behavioral habit-learning theory and aims to teach practical language skills. Detailed teaching procedures are provided, including listening practice, choral imitation, and substitution drilling. Procedures associated with Situational Language Teaching were an extension of techniques from the earlier Oral Approach.
Assessing Listening
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
The ppp teaching method (power point)
The document discusses the PPP (Presentation, Practice, Production) teaching method. It involves three stages: presentation of new language, practice of that language through drills and exercises, and production which allows students to use the language more freely in activities like role-plays and discussions. The presentation stage introduces new structures and concepts. The practice stage focuses on accurate use through activities like drills. The production stage aims for fluency and has students apply what they learned in more communicative ways. The three stages together provide an effective way for students to learn language communicatively.
COMMUNICATIVE LANGUAGE TEACHING
This document discusses the Communicative Language Teaching (CLT) approach. It provides background on how CLT emerged in the 1970s with a focus on communicative proficiency over grammatical structures. Key principles of CLT are that the goal is effective communication, the teacher facilitates and students actively communicate. Activities include information gap tasks, role plays, and simulations. While CLT has advantages like interaction and enjoyment, criticisms note the difficulties in implementation and student needs/interests.
Teaching by Principles H. Douglas Brown
1) The document summarizes principles of second language acquisition from cognitive, affective, and linguistic perspectives. It discusses 9 cognitive principles including automaticity, meaningful learning, and intrinsic motivation. 2) It also outlines 9 affective principles such as language ego, self-confidence, and risk-taking. 3) Finally, it discusses 4 linguistic principles including the native language effect and interlanguage. The document provides explanations and classroom applications for each principle.
Language Assessment - Assessing Speaking byEFL Learners
The importance and basic type of speaking, micro- and macro skills of speaking, and how to observing the performance and designed the assessment tasks
PPP teaching stages
The document outlines the Presentation-Practice-Production (PPP) methodology for teaching English as a second language. It describes the three main stages: the presentation stage introduces new language through activities like songs, games, or stories; the practice stage helps students use the language through sentences and questions; and the production stage gives students opportunities to experiment with the language through activities like role-plays and discussions. Overall, PPP provides a general structure for moving students from controlled, structured speech to more independent language use.
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Similar to Test-Teach-Test Technique for ESL Classes
Teaching approaches (ttt) & (ppp)
This document discusses two teaching approaches: TTT (Test Teach Test) and PPP (Presentation Practice Production). It defines each approach and outlines their stages. TTT involves an initial test to determine students' knowledge, followed by teaching to address gaps, and a final test. PPP moves from the teacher presenting new language, to students practicing it in controlled activities, to freer production. The document notes advantages of each approach, like how TTT bases teaching on test results and PPP encourages independence. It also outlines disadvantages, such as TTT potentially discouraging students or being time-consuming. Examples are given of how to structure lessons for each approach.
Task-Based.pptx
Task-based language teaching (TBLT) involves using tasks as the core unit of planning and instruction. It focuses on providing students with opportunities to use language communicatively by engaging them in meaningful tasks. There are three main stages: pre-task, task, and post-task. The goal is for students to develop their interlanguage through problem-solving using the target language. TBLT emphasizes fluency, motivation, and a focus on meaning over form. However, it also risks lack of accuracy and not all students may be suited for this approach.
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The deductive method presents grammar rules first before examples, while the inductive method uses numerous examples to induce rules. The inductive approach encourages more student involvement than explicit teacher explanation.
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This document discusses planning lessons over a week to keep students engaged. It recommends varying activities daily and incorporating different skills. Lessons should have introduction, practice, production, and review stages. A variety of activities should target reading, writing, speaking and listening at each stage. Proper planning is needed to choose effective techniques for different activities that will develop language skills rather than just memorizing answers. Student interaction, like pair work, is also important.
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This document discusses various approaches and methods for teaching English as a foreign language. It begins by defining TEFL as teaching English to speakers of other languages. It then outlines two main approaches: teacher-centered, where the teacher actively provides information to passive students; and student-centered, which focuses on constructive learning with student-directed activities. Several common teaching methods are also described, including grammar translation, direct method, audiolingualism, and communicative language teaching. The document provides examples of techniques and activities used in each method.
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.
Question 2
Language barriers present challenges for teachers and students in South African schools. Teachers must understand each student's needs and challenges in order to best teach them. Many students face difficulties with language due to factors like hearing loss. Teachers can help overcome barriers by using visual aids, simplifying language, emphasizing communication over grammar, and involving parents. Special schools may also help students facing multiple barriers to learning, including language challenges. Overall, teachers must draw on diverse instructional strategies to meet the needs of students learning in a non-native language.
5. Teaching Reading, Speaking & Listening.pdf
This document provides guidance on teaching productive language skills like speaking and writing. It discusses how teachers can focus on all four language systems (vocabulary, grammar, functions, phonology) to help students develop fluency. Speaking is prioritized as it is the skill students most want to develop to communicate when traveling or working. The document outlines the Presentation-Practice-Production (PPP) approach for teaching language skills, with examples for introducing vocabulary, drilling practice, and student production exercises. It also discusses sub-skills like pronunciation, vocabulary, fluency and grammar that teachers can help students improve to develop oral communication abilities. Preparation and choosing engaging topics at the appropriate level are emphasized for effective conversation class planning.
Methods and approachesd
The document provides an overview of several language teaching methods:
- The Grammar-Translation Method focuses on reading, writing, and memorizing grammar rules. Students translate between the target and native languages.
- The Direct Method avoids translation and focuses on speaking and listening through demonstrations and real-world examples.
- The Audio-Lingual Method uses drills to teach structures and reinforce correct responses. Students imitate the teacher to learn through habit.
- The PPP Method presents new language, has students practice it, and then produce it freely. It encourages accuracy over fluency.
- Community Language Learning creates transcripts of student conversations in their native language. Students then work with the target language equival
Building and enhancing new literacy across curriculum 1.pdf
1. The document discusses the differences between acquiring a first language and learning a second language. Acquiring a first language is a subconscious process that happens through exposure to the language from a young age, while learning a second language requires more conscious effort.
2. There are different theories on the best way to teach a second language. Some argue the best approach mirrors how children acquire their first language through comprehensible input. Others believe learning requires conscious attention to the language as well.
3. Good language learners and teachers have certain key characteristics. Good learners try new things, aren't afraid of mistakes, and practice whenever possible. Good teachers consider cultural backgrounds, potential language barriers, and provide scaffolding to support
Ppg module tsl3105 topic 6 planning remedial & enrichmt activities
This document discusses planning remedial and enrichment activities for teaching listening and speaking skills in primary ESL classrooms. It defines remedial activities as extra guidance for students struggling to keep up, and enrichment activities as challenging optional activities to keep higher-performing students occupied. Examples are given of both types of activities, like phonics exercises for remedial work and storytelling for enrichment. Guidelines are provided for identifying students in need of remedial versus enrichment work, and for determining what type of additional activities would be suitable based on factors like time available and skills being taught.
Armedia Wiratama (16108810013)
This document discusses various approaches to teaching English as a foreign language (TEFL). It describes student-centered and teacher-centered approaches, as well as several specific methods including the direct method, grammar translation method, audiolingual method, structural approach, suggestopedia, total physical response, communicative language teaching, the silent way. Each method is summarized with its key principles and typical classroom techniques. The document provides an overview of the philosophy and practices of major TEFL approaches.
English Language Teaching Frameworks - Yasmina Zergani.pptx
This is a presentation about English Language Teaching Frameworks. As teachers, we implement different teaching and learning methods through various teaching models and frameworks. The chief goal is always to make the teaching and learning process an enjoyable and beneficial one.
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Summary of the most important methods presented in class
Summary of the most important methods presented in class
Building and enhancing new literacy across curriculum 1.pdf
Building and enhancing new literacy across curriculum 1.pdf
Ppg module tsl3105 topic 6 planning remedial & enrichmt activities
Ppg module tsl3105 topic 6 planning remedial & enrichmt activities
English Language Teaching Frameworks - Yasmina Zergani.pptx
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Test-Teach-Test Technique for ESL Classes
- 1. Presented by: Fella Boudjema, CELTA holder
- 2. TTT is an approach to teaching where learners: 1- Complete a task or activity without help from the teacher. 2- Based on the problems seen, the teacher plans and presents the target language. 3- The learners do another task to practise the new language.
- 3. Students first use their knowledge Teacher bases his/her target language lesson on the results of the first test Students ability to try first, learn to model, practice next Students become aware of their knowledge of the TL first, fill up the missing part of the TL then practice to fully understand its use.
- 4. The learners, who have not studied phrasal verbs, are given a text and asked to find examples. They are able to do this but not to deduce meaning. The teacher plans a lesson to help learners develop this, and then asks them to do a similar activity.
- 5. TTT is a useful approach as it enables teachers to identify the specific needs of learners concerning a language area and address this need suitably. It can be particularly useful at intermediate levels and above, where learners may have seen language before, but have specific problems with it, and also in mixed level classes to help identify objectives for each individual.
- 6. British Council BBC. www.teachingenglish.co.uk
- 7. British Council BBC. www.teachingenglish.co.uk