TPR by James Asher
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Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movements and actions to help teach language. It is based on the theory that language is acquired through receiving comprehensible input in a low-anxiety environment. In a TPR classroom, the teacher uses imperative sentences to instruct students to perform various actions and the students respond through physical movement. The goal is to teach basic speaking skills through comprehension and association of speech and motor activity before introducing grammatical concepts.
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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.
Total physical response
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
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 oral approach and situational language teaching
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
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
The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
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.
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.
Recommended
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.
Total physical response
Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn language. In TPR, the instructor gives commands in the target language and students respond through whole-body motions. It is commonly used with beginners and young learners. TPR focuses on developing listening skills first before speaking. Some advantages are that it is engaging, helps build vocabulary in context, and facilitates understanding without much preparation. However, it risks boring students if overused and not all languages suit this method.
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 oral approach and situational language teaching
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
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
The Direct Method is a language teaching method that uses only the target language in instruction and refrains from using the students' native language. It was established in Germany and France in 1900 in response to dissatisfaction with the Grammar Translation Method. Key features include teaching vocabulary through visual aids and an inductive approach to grammar, with a focus on oral communication skills like questioning and answering. Principles of the Direct Method include conducting class exclusively in the target language, initially teaching everyday vocabulary and sentences before introducing grammar, and emphasizing correct pronunciation and oral communication.
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.
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.
Natural approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
Total Physical Response
The document discusses the Total Physical Response (TPR) language teaching method developed by Dr. James Asher in the 1970s. TPR uses physical movement and actions in response to verbal commands to help lower students' stress levels and increase comprehension when learning a new language. It places emphasis on listening skills before speaking. The method focuses on meaning over form and uses activities like imperative drills, role playing, and materials like pictures. TPR is best suited for basic language acquisition in beginner students through a stress-free environment.
Oral approach and situational language teaching - ELT
This ppt is based on English language teaching method the oral approach and situational language teaching.
Task Based Language Teaching - TBLT
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
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
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.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
Communicative Language Teaching (CLT) is an approach that focuses on meaningful communication rather than grammatical structure. In CLT, students complete tasks using language instead of studying it. The syllabus is based on functional development rather than structural development. There is less emphasis on error correction and more on fluency and communication. Students interact with each other through pair and group work to accomplish tasks while teachers take more of an observer role.
Audio lingual method
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
Communicative language-teaching
The document discusses the Communicative Language Teaching (CLT) approach. It provides background on how CLT emerged in response to previous cognitive approaches. CLT focuses on developing students' communicative competence through meaningful use of language in authentic tasks and social interactions. Key aspects of CLT include emphasizing fluency over accuracy, using groupwork and information-sharing activities, and the teacher acting as a facilitator. While CLT enhances student motivation and language skills, some criticism is that it may lack explicit grammar instruction and decrease accuracy.
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
Community Language Learning ( CLL )
The document describes Community Language Learning (CLL), an approach to language teaching developed by Charles Curran. CLL redefines teacher and learner roles, with the teacher as counselor and learner as client. Learning is viewed holistically, engaging the whole person through interactions between learners and knowers. CLL has no set syllabus but allows the course to evolve based on learner choices. Activities include translation, group work, recording and free conversation. The teacher takes on a counseling role to provide a supportive environment for learners.
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.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Audio lingual method
The document discusses the Audio-Lingual method of foreign language teaching, which emphasizes spoken language practice through repetition drills and discourages use of the native language. It originated during World War II to quickly teach soldiers basic communication skills. Key characteristics include a focus on behaviorist learning principles, inductive grammar instruction, and using dialogues and drills for oral practice.
Cooperative language learning
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
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 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.
Competency-based language teaching
Here are the answers to the evaluation questions:
1. CBLT is an application of the principles of Competency-Based Education (CBE) movement.
2. CBLT emerged from the work of Schenck (1978) and Auerbach (1986).
3. Schenck (1978)
4. Auerbach (1986)
5. One learning activity for CBLT is job application.
6-10. CBLT is important for language students as it prepares them for real world tasks through a focus on life skills and successful functioning in society. By developing specific, measurable competencies, CBLT allows students to master practical language abilities incrementally for tasks like job applications and
Suggestopedia ppt
Suggestopedia is a language learning method developed in the 1970s by Georgi Lozanov that uses suggestion and relaxation to allow students to learn up to 3-5 times faster than conventional methods. It involves presenting material through dramatic readings accompanied by music to help students relax and learn easily and fun. Students then review the material through passive listening with quiet readings and uplifting music in the background to optimize learning without effort. The method is reviewed through games and puzzles.
Total physical response
Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movements and actions to help teach language. In TPR, the instructor uses imperative verbs to initiate actions by students to help them learn vocabulary and grammar without pressure. Asher believes that through coordinated speech and physical response to commands, students can learn language in a low-anxiety way that mirrors how children acquire their first language. TPR aims to develop basic oral proficiency through comprehension before speaking.
Total physical response
Total Physical Response is a language teaching method developed by James Asher that uses physical movements and actions to teach language. It focuses on having students respond physically to verbal commands to build comprehension before speaking. Imperative commands are the central technique used by the teacher to elicit actions from students. The goal is to produce students who can communicate orally in an uninhibited manner with native speakers.
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Natural approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
Total Physical Response
The document discusses the Total Physical Response (TPR) language teaching method developed by Dr. James Asher in the 1970s. TPR uses physical movement and actions in response to verbal commands to help lower students' stress levels and increase comprehension when learning a new language. It places emphasis on listening skills before speaking. The method focuses on meaning over form and uses activities like imperative drills, role playing, and materials like pictures. TPR is best suited for basic language acquisition in beginner students through a stress-free environment.
Oral approach and situational language teaching - ELT
This ppt is based on English language teaching method the oral approach and situational language teaching.
Task Based Language Teaching - TBLT
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
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
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.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
Communicative Language Teaching (CLT) is an approach that focuses on meaningful communication rather than grammatical structure. In CLT, students complete tasks using language instead of studying it. The syllabus is based on functional development rather than structural development. There is less emphasis on error correction and more on fluency and communication. Students interact with each other through pair and group work to accomplish tasks while teachers take more of an observer role.
Audio lingual method
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
Communicative language-teaching
The document discusses the Communicative Language Teaching (CLT) approach. It provides background on how CLT emerged in response to previous cognitive approaches. CLT focuses on developing students' communicative competence through meaningful use of language in authentic tasks and social interactions. Key aspects of CLT include emphasizing fluency over accuracy, using groupwork and information-sharing activities, and the teacher acting as a facilitator. While CLT enhances student motivation and language skills, some criticism is that it may lack explicit grammar instruction and decrease accuracy.
Direct method
The direct method of teaching a foreign language focuses on oral communication in the target language from the beginning. Grammar is taught inductively and there is an emphasis on listening and speaking exercises with no translation allowed. The teacher uses realia, visual aids, and demonstrations to explain new vocabulary directly in the target language. Students are actively involved and think in the target language. Advantages include developing strong oral skills, correct pronunciation, and making lessons interesting through audiovisual aids. Disadvantages are its emphasis on speaking over other skills, the need for specially trained teachers, and reliance on small classes and aids that may not be available.
Community Language Learning ( CLL )
The document describes Community Language Learning (CLL), an approach to language teaching developed by Charles Curran. CLL redefines teacher and learner roles, with the teacher as counselor and learner as client. Learning is viewed holistically, engaging the whole person through interactions between learners and knowers. CLL has no set syllabus but allows the course to evolve based on learner choices. Activities include translation, group work, recording and free conversation. The teacher takes on a counseling role to provide a supportive environment for learners.
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.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Audio lingual method
The document discusses the Audio-Lingual method of foreign language teaching, which emphasizes spoken language practice through repetition drills and discourages use of the native language. It originated during World War II to quickly teach soldiers basic communication skills. Key characteristics include a focus on behaviorist learning principles, inductive grammar instruction, and using dialogues and drills for oral practice.
Cooperative language learning
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
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 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.
Competency-based language teaching
Here are the answers to the evaluation questions:
1. CBLT is an application of the principles of Competency-Based Education (CBE) movement.
2. CBLT emerged from the work of Schenck (1978) and Auerbach (1986).
3. Schenck (1978)
4. Auerbach (1986)
5. One learning activity for CBLT is job application.
6-10. CBLT is important for language students as it prepares them for real world tasks through a focus on life skills and successful functioning in society. By developing specific, measurable competencies, CBLT allows students to master practical language abilities incrementally for tasks like job applications and
Suggestopedia ppt
Suggestopedia is a language learning method developed in the 1970s by Georgi Lozanov that uses suggestion and relaxation to allow students to learn up to 3-5 times faster than conventional methods. It involves presenting material through dramatic readings accompanied by music to help students relax and learn easily and fun. Students then review the material through passive listening with quiet readings and uplifting music in the background to optimize learning without effort. The method is reviewed through games and puzzles.
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Oral approach and situational language teaching - ELT
Oral approach and situational language teaching - ELT
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
The definition of CLT By Alireza Sadeghiyan - www.academia.edu
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Total physical response
Total Physical Response (TPR) is a language teaching method developed by James Asher that uses physical movements and actions to help teach language. In TPR, the instructor uses imperative verbs to initiate actions by students to help them learn vocabulary and grammar without pressure. Asher believes that through coordinated speech and physical response to commands, students can learn language in a low-anxiety way that mirrors how children acquire their first language. TPR aims to develop basic oral proficiency through comprehension before speaking.
Total physical response
Total Physical Response is a language teaching method developed by James Asher that uses physical movements and actions to teach language. It focuses on having students respond physically to verbal commands to build comprehension before speaking. Imperative commands are the central technique used by the teacher to elicit actions from students. The goal is to produce students who can communicate orally in an uninhibited manner with native speakers.
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Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher that uses physical movement and actions in response to verbal commands. In TPR, the instructor gives commands to students in the target language and students respond through actions with their whole body. It focuses on listening comprehension over speaking. Some key characteristics include using gestures and movement to reinforce vocabulary and grammar, inductively teaching grammar through examples, and initially not requiring verbal responses from students. The goal is to lower anxiety and help students achieve oral proficiency through embodied learning that engages the right brain.
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Total Physical Response (TPR) is a language teaching method that uses physical actions to help students learn a new language. In TPR, the instructor gives students commands in the target language and students respond by acting out those commands with their bodies. It was developed to reduce stress and focus on comprehension through meaningful actions rather than memorization. TPR is commonly used with beginners and young learners to introduce vocabulary and grammar through engaging physical activities.
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TPR (Total Physical Response) is a language teaching method that uses physical movement in response to verbal commands to help reduce stress and inhibitions. It was developed by Dr. James Asher based on observations that children first develop listening comprehension before speaking when acquiring their first language. In TPR lessons, the teacher gives commands for students to act out, focusing on meaning over form. This aims to make language learning more natural and stress-free.
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TPR (Total Physical Response) is a language teaching method that uses physical movement in response to verbal commands to help reduce stress and inhibitions. It was developed by Dr. James Asher based on observations that children first develop listening comprehension before speaking when acquiring their first language. In TPR lessons, the teacher gives commands for students to act out, focusing on meaning over form. This aims to make language learning more natural and stress-free.
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The Audio-Lingual method is a language teaching method developed in the 1950s that prioritizes speech over writing. It teaches language through dialogues and drills to form correct speech habits in learners. The goal is to develop students' oral communication skills and enable them to respond accurately in spoken language. Vocabulary and grammar patterns are taught through memorization and repetition of dialogues.
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Total Physical Response (TPR) is a language teaching method developed by Dr. James Asher that uses physical movements and actions in response to verbal commands to help students learn a new language. It is based on the theory that language is best learned through physical motor activity that traces memory connections in the brain. TPR focuses on beginner language learning through interactive physical activities but may have limitations for teaching abstract concepts or engaging shy students.
Teaching Methods for ESL.ppt
Methods and approaches in teaching English as a foreign language can include:
- Approaches which describe theories of language learning and competence.
- Methods which are practical realizations of approaches through procedures and techniques.
- Techniques which are individual activities used within procedures.
Some historical methods discussed include Grammar Translation which focuses on grammar rules and translation, and Audio-Lingualism which uses drills and habit formation. Later approaches include Communicative Language Teaching which emphasizes authentic use of language, and Task-Based Learning which uses tasks as the basis for language practice. Choosing effective methods requires considering factors like providing comprehensible input, lowering anxiety, and being culturally appropriate.
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.
1. binti khoirul uluum 16108810034
The document discusses various concepts related to language teaching approaches and methods, including:
- Approach refers to theories of language and language learning that inform teaching practices and principles.
- Method is the practical implementation of an approach through specific procedures and techniques.
- Procedure is an ordered sequence of techniques, smaller in scope than a method.
- Technique is a single activity rather than a sequence, like silent viewing of a video without sound.
The document then provides examples of specific approaches and methods like grammar-translation, audiolingualism, presentation-practice-production, and total physical response.
TOTAL PHYSICAL RESPONSE METHOD FOR TEACHING ENGLISH.pptx
The Total Physical Response (TPR) method is a language teaching approach that uses physical movement and actions in response to verbal instructions. Students respond with their whole body instead of speaking. The key principles are using physical movement to understand language before speaking, focusing on imperatives, and allowing students time to respond without pressure to speak. Teachers give commands and students act them out to learn vocabulary, grammar, and develop comprehension through embodied participation.
Audio Lingual Method, army method ppt.pptx
audio lingual method, also known as the army method, is a language teaching method that was created after the seond world war. the audio lingual method is known for its use of a variety of drills (repetition drills, transformation drills, substitution drills ...) as well as emphasizing speaking and listening. This method is based on habit formation and the idea that through repetition and reinforcement students can learn the language rapidly, hense the drills.
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TOTAL PHYSICAL RESPONSE METHOD FOR TEACHING ENGLISH.pptx
TOTAL PHYSICAL RESPONSE METHOD FOR TEACHING ENGLISH.pptx
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4º Observation Report
This document provides an observation report from a class taught by trainees Rocio Villoría and Amneris Pereira. The observer provides feedback on various aspects of the class including: liking the story selected but suggesting allowing more creative student versions; reducing written work; making activities more interactive and engaging; ensuring proper group work; avoiding rushing students; having the teaching assistant play a more active role; and providing a proper closing to the class. The observer concludes that most suggestions from prior observations were implemented, demonstrating improvement.
3º Observation Report
Rocio observed a 4th grade English class at Escuela N. 6. The teacher displayed strong classroom management skills, maintaining students' attention through clear expectations, instructions, and cold calling. Students worked in rows and pairs on listening, identifying, reading, and writing exercises from their textbook. Additional review activities like a ball game engaged different learning styles. The teacher effectively followed the lesson plan, transitioning between activities and using materials like number cards and a word search. Student work decorated the bright, colorful classroom.
2º Observation Report
Rocío led an English lesson for a fourth grade class. She began with a greeting song and reviewed fruit, vegetable, and meat vocabulary using colorful flashcards. Rocío spoke English throughout and checked individual student understanding by walking around. Two activities involved matching words to pictures on posters and ordering words to form questions and answers. The students were engaged but Rocío needs to reinforce learning with closures by checking poster vocabulary as a class and having groups read their question-answer sentences. Rocío managed her time well despite not finishing all planned activities, and the pedagogical partner provided helpful support.
1º Observation Report
This observation report summarizes a class taught by two teacher trainees, Rocio Belén Villoría and Amneris Denis Pereira, to a 4th grade English class of 15 students at Escuela No 6. The class was observed by Prof. Lis María Luján Ramos. The report provides feedback on various aspects of the trainees' teaching performance, including their leadership presence, classroom atmosphere, lesson pacing and structure, activity design and types, language instruction techniques, student participation, and areas for future improvement. Overall, the lesson is praised for its positive qualities while targeted suggestions are offered to help strengthen specific elements of the trainees' teaching practice.
Proyecto Intercultural
This document provides a lesson plan for an intercultural project comparing food cultures of North America and Argentina. The plan involves introducing a guest speaker, John, who will present on traditional North American foods via PowerPoint. Students will then have the opportunity to ask John questions in English or Spanish. Next, students will create their own presentations on traditional Argentinian foods using images and drawings on cardboard, which they will present to John and discuss their own food habits. The objectives are to develop interest and respect for other cultures, promote reflection on cultural differences, and allow students to orally express aspects of their own culture.
Secuencia Didáctica
El resumen describe una secuencia didáctica de 7 sesiones para enseñar inglés a estudiantes de 4to grado. Las sesiones cubren temas como frutas, verduras, carnes, horas, números y un proyecto literario. Cada sesión incluye actividades orales, escritas y juegos para practicar el vocabulario y estructuras gramaticales de una manera entretenida y significativa. Al final, los estudiantes serán evaluados individual y grupalmente basado en su participación en el proyecto literario.
Lesson Plan Nº7
The document contains a lesson plan for a 4th grade English class focusing on food vocabulary. The plan has two activities - in the first, students will watch a video and retell the story of "The Very Hungry Caterpillar". In the second activity, students will work in groups to complete and illustrate sentences from the story to create a class book. The lesson aims to practice reading, writing, speaking and food vocabulary.
Lesson Plan Nº6
This document provides a lesson plan for a 4th grade English class. The lesson plan aims to teach students numbers 11 to 20 through various activities using the coursebook "HowdyFriends" Starter. The lesson includes warming students up with greetings and reviewing previous numbers. Students will then color numbers and practice saying them aloud. They will also play a ball game to count from 1 to 20. Additional activities include solving math operations, finding words in a puzzle, and completing numbers by filling in letters. Flashcards and photocopied materials are used to support the activities.
Lesson Plan Nº5
This document outlines a lesson plan for a 4th grade English class. The lesson focuses on teaching students to identify the time, talk about likes and dislikes of food, and relate meals to the times they are eaten. The lesson involves 4 stages: 1) Students match foods to their names and place them on a chart. 2) Students work in groups to form questions and answers from word cards. 3) Students complete a puzzle matching clocks to time-related sentences. 4) Students draw clocks showing typical times for meals and say when their family eats breakfast, lunch, and dinner. The lesson aims to practice speaking and reading skills over 40 minutes.
Lesson Plan Nº4
This document contains a lesson plan for a 4th grade English class. The lesson plan aims to teach students about fruits and vegetables through three main activities. The first activity has students complete a worksheet identifying foods. The second activity involves cutting and pasting fruits and vegetables into color-coded circles and writing sentences about likes and dislikes. The final activity divides students into groups to form questions and answers from word cards to play a game. The overall goals are to teach fruit and vegetable names and link them to colors while practicing speaking, reading, and writing skills.
Lesson Plan Nº3
This document provides a lesson plan for an English language teaching class. The lesson plan aims to teach 4th grade students about food, mealtimes, and telling time. The plan includes three activities - listening and reading about meals, writing and singing about liked foods, and completing sentences about time and food. The activities focus on identifying food and time vocabulary, as well as practicing speaking, listening, reading and writing skills. The lesson uses the textbook "HowdyFriends" Starter and additional materials like flashcards and photocopies.
Lesson Plan Nº2
This document provides a lesson plan for a 4th grade English class. The lesson focuses on teaching students about fruits and vegetables. The objectives are to identify fruits and vegetables by name and link them to their colors. The lesson includes various activities like matching drawings to words, completing sentences with vocabulary words, a Total Physical Response activity with a song and props, and drawing and classifying fruits and vegetables by color. Homework involves completing a food picture dictionary with all unit vocabulary. The lesson incorporates reading, writing, listening and speaking skills through interactive group and individual activities.
Lesson Plan Nº1
This document provides a lesson plan for a 4th grade English class. The lesson focuses on teaching students about fruits and vegetables. The objectives are to identify fruits and vegetables by name, associate colors with different fruits and vegetables, and practice listening, speaking, reading and writing skills. The warm-up includes greeting songs, name badges, and flashcards to introduce fruits and vegetables. The development section includes matching drawings to words, cutting and pasting pictures into categories, filling in missing vowels, and completing sentences with words from a list. The lesson plan aims to engage students through various individual and group activities targeting different language skills.
PRACTICAL Nº11
El documento resume el diseño curricular para la enseñanza de idiomas extranjeros en las escuelas primarias de La Pampa. Describe cuatro ejes principales de enseñanza: comprensión oral, lectura, producción oral y escritura. También incluye ejes sobre la reflexión del idioma y la perspectiva intercultural. El diseño contempla diferentes niveles de complejidad y ciclos de enseñanza flexibles, y enfatiza el desarrollo de valores como el respeto por la diversidad cultural.
PRACTICAL Nº 7
MODULO 2: “El Proceso de Aprendizaje en niños pequeños”
Young children acquiring/learning languages.
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Intrinsic motivation- Webpage report
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An Interactive Approach to Language Pedagogy
Second Edition
H. Douglas Brown
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This document summarizes key points from a class on the didactics of English language teaching. It includes a debate on Robert Phillipson's article "Myths and Realities of Linguistic Imperialism" and presentations on teaching English and national identity and intercultural education. It lists questions from a questionnaire on Phillipson's article, including how he counters the view that English is universally fitting and the consequences for foreign language education. It provides summaries of the solutions proposed by Clinton Robinson and the views expressed by Canagarajah on resisting pedagogies from the center.
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This chapter discusses strategies for teaching mixed-ability classes, including peer tutoring, group teaching, and differentiation. It considers the differences between pupils and how teachers' expectations can influence their responses. The chapter also states that teachers should decide what works best for their situation through observation and remember that differences among pupils are natural.
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TPR by James Asher
- 1. Total Physical Response • Developed by James Asher. • It is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activities.
- 2. Approach: Theory of language • Asher states that ‘’most of the grammatical structure of the target language and hundreds of vocabulary items can be learnt from the skillful use of imperatives by the instructor’’. • Imperatives are used to initiate different speech acts such as requests and apologies. • He views the verb in the imperative form as the central linguistic motif around which language use and learning are organized.
- 3. Theory of learning •Usher still sees a stimulus- response view as providing the learning theory underlined language teaching pedagogy.
- 4. Theory of learning • Asher has elaborated an account of what he feels facilitates or inhibits foreign language leraning. • Three learning hypotheses: • The bio-program • Brain lateralization • Reduction of stress
- 5. Objectives • The general objectives of Total Physical Response are to teach oral proficiency at beginning levels. Comprehension is a means to an end and the ultimate aim is to teach basic speaking skills. • A TPR course aims to produce learners who are capable of an uninhibited communication that is intelligible to a native speaker.
- 6. The syllabus • Total Physical Response requires initial attention to meaning rather to the form of items. • Grammar is thus taught inductively. • Grammatical features and vocabulary items are selected according to the situations in which they can be used in the classroom and the ease with which can be learned.
- 7. Types of learning and teaching activities • Imperative drills are the major classroom activity in TPR. They are typically used to elicit physical actions and activities on the part of learners. • Other class activities include role plays and slide presentations. • Reading and writing activities may also be employed to further consolidate structures and vocabulary, and as follow-up to oral imperative drills.
- 10. The role of instructional materials • There is generally no basic text in a TPR course. • For absolute beginners, lessons may not require the use of materials, since the teacher’s voice, actions and gestures may be a sufficient basis for classroom activities. • Later the teacher may use common classroom objects, such as books, pens, cups and furniture. • As the course develops, the teacher will need to make or collect supporting materials to support teaching points. (pictures, slides and word charts)
- 11. Conclusion • TPR emphasizes the role of comprehension in second language acquisition. • It provides comprehensible input and reduces stress. • It deals with only the very beginning states of learning. • It should be used in association with other methods and techniques.