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METHODS-removebg-preview - Coggle Diagram
The grammar translation method is a method of teaching foreign languages. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language.
1.The class reads a text written in the target language.
2.Student translate the passage from the target language to their mother tongue.
3.The teacher asks students in their native language if they have any questions, student ask questions and the teacher answer the questions in their native language.
4.Student are given a grammar rule and based on the example they apply the rule by using the new words.
5.Student memorize vocabulary.
6.The teacher asks students to state the grammar rule.
Student memorize the rule.
7.Errors are corrected by providing the right answers.
The teacher gives an exercise that is related to the change of the verb. Students should fill in the blanks with the appropriate form. If necessary, he/she lets students work individually or in pairs to complete the exercise first. He/she walks around and observes the students. He/she answers question and provides correction where needed. Again, discussion is conducted in the mother tongue.
The teacher is the authority in the classroom. The students do as she says so they can learn what she knows.
Students should be able to use the language for self-expression to express their thoughts, perceptions, and feelings. In order to do this, they need to develop independence from the teacher, to develop their own inner criteria for correctness.
The teacher is a technician or engineer. The teacher should respect the autonomy of the learners in their attempts relating and interacting with the new challenges.
1.The learner needs to discover or create.
2.Learning is made easier by the use of physical objects such as Cuisenaire rods.
3.Learning is made easier by problem-solving using the target language
The teacher shows the learners a small red Cuisenaire rod and a bigger blue one and says ‘The blue one is bigger than the red one'. The learners repeat this. The teacher then substitutes the rods to produce other models, and finally encourages the learners to produce their own comparisons.
The goal of the AudioLingual method is,to enable students to respond quickly and accurately in spoken language.
The teacher is like an orchestra leader, directing and controlling the language behavior of her students. She is also responsible for providing her students with a good model for imitation.
1.New vocabulary and structural pattern are introduced through dialog which are learned through imitation and repetition.
2.Drill (such as repetition, backward build-up, chain, substitution, transformation, and question-and-answer) are used based on the pattern present of the dialog. Students’ successful responses are positively reinforced.
3.Grammar are introduced from the example given, but explicit grammar rules are not provided.
4.Cultural information is contextualized in the dialog or presented by teacher, students’ reading and written work is based on the oral work that they did earlier.
The teacher asks each student in turn, "What did you eat for breakfast?" And the students answer truthfully: "I ate cereal and milk" or "I ate two eggs and toast." Students may also prepare their own dialogues based on the original lesson and present them to the class.
TPR was developed in order to reduce the stress people feel when they are studying other languages and there by encourage students to persist in their study beyond a beginning level of proficiency.
Initially, the teacher is the director of all student behavior.At some point, there will be a role reversal with individual students directing the teacher and the other students.
1.The teacher performs an action, both demonstrating and saying it.
2.Call on the students to repeat the action.
3.Repeat once more.
4.Write the verb/phrase on the board.
5.Repeat with other verbs and return to them regularly during the semester to check retention.
Stories are a great way to put vocabulary in context and get students to have a better understanding of what goes on in class. Choose a story about something that can involve your vocabulary words more than once. If the class has just learned about the five senses, you can tell a story about Sally’s first time in the park. Talk about what she hears, sees, and smells and use your TPR for each vocabulary word multiple times.
In a CBI class, teachers want the students to master both language and content.
1.Base instructional decisions on content rather than language criteria.
2.Integrate skills.
3.Involve students actively in all phases of the learning process.
4.Choose content for its relevance to students’ lives, interests, and/or academic goals.
5.Select authentic texts and tasks.
A course on skating one day, using the zoo on another day, and making hotel reservations in English at a different class session is an example of a CBI class.
The teacher needs to set clear learning objectives for both content and language.The teacher then creates activities to teach both, scaffolding the language needed for study of the content.
The goal is to enable students to communicate in the target language. To do this,students need knowledge of the linguistic forms, meanings, and functions.Communication is a process;knowledge of the forms of language is insufficient.
The teacher facilitates communication in the classroom. In this role, one of his major responsibilities is to establish situations likely to promote communication.
- Warmers.
2.Context.
- Core materials.
4.Controlled practice.
- Vocabulary.
- Communicative practice.
A student might set up an activity where she/he asks students what their favorite holiday is and why. She/he can pair the students up and have them talk to one another about it while walks around the room and helps the pairs out. Through this activity, the students are learning the language through their discussion with other students. That is, they're learning through communication.
To improve students' proficiency in both their mother tongue and the target language, attaching the same importance to each. To develop the intercultural understanding. To develop social and thinking skills.
The CLIL teacher should have the qualities. Additionally, the CLIL teacher should have the ability to teach one or more subjects in the curriculum in a language other than the usual language of instruction and moreover, teach that language itself.
1.Task.
2.Grouping.
3.Resources.
4.Pace.
5.Outcome.
6.Dialogue.
7.Assesment.
Use of visual aids and props. if the lesson is about food, bringing the ingredients and demonstrating how to slice, dice and toss it will be much better than showing pictures, much less trying to gesture about the ingredients and actions.