Transcript Teaching Methods & the Procedures

Teaching Methods
&
the Procedures
procedure
The Grammar-Translation Method
(Classical Method)
teacher
students
The Direct Method
teacher
Read & translate
Point to the part of
(a few lines from the
the map on the board
passage); ‘any Qs?’
1
Help with new words
2
Comprehension
questions
(in English)
Write the answers
Read the Qs aloud &
reply
3
Vocabulary learning
Help with the answers
(p. 15)
Exercise together by
giving the Spanish
equivalents
4
Voc. & grammar
(applying rules)
-ty, phrasal verbs
Practice &
Give the meaning
in Spanish
5
Qs to fill in the blanks;
Irregular verbs
Do the exercise &
read the ans. aloud
Memorize the verbs
Q’s? (in English)
Ask Q’s: (p.26)
students
Read a sentence of
a passage
one by one
Answer in English
Invite the students
to ask questions;
Correcting the
s’s pronunciation
Repeat after practicing the pronunciation
Teach prepositions
Practice by reading
& supplying
the missing words
Give a dictation
Dictate one paragraph
about the geography
of the US
procedure
The Audio-Lingual Method
teacher
1 Presents a new dialogue
Instructions are given in
English: repeat & listen
2
one more time,
Step by step procedure
Models it: ask the s’s
to mimic her model
Chain drill with four
4
of the lines from the
Dialogue: group by grp
3
students
teacher
students
Attentively listening Points to five different
(expected to memorize
blocks of color,
Watch
the dialogue)
without saying anything
repeat after the
teachertrying to
Says /ɑ/, and taps the
understand
Say /e/, /i/, /ɒ/, u/
four other blocks
all that the teacher is
saying:
Role play; switch Gesture asking to lengthen
/ei/, /i:/, /əʋ/, /u:/
the vowel /e/
the roles
Practice to ask &
answer the Qs
5 Gives the s’s cue phrase
Respond in chorus
6 Increase the complexity
Substitution drills
7
Final review
The Silent Way
Repeat the dialogue of
Hands the pointer to
a girl
She points & the
s’s respond
Show the s’s how to
In chorus, practice
produce a new English
pronunciation
sound
Taps the word chart
Command in gestures
Say ‘a pink rod’
Take turns tapping
procedure
Desuggestopedia
teacher
students
Communty Language Learning
Teacher
Students
1
- Feel less inhibited,
Introduces himself; tells
Greets in Arabic and makes the
comfortable, and have self- what they will be doing that
students feel comfortable
confidence
evening in Indonesian
Introduce themselves
2
Choose a profession to go Will not participate in the
Tells the students to pick new
with the new name, with the conversation; will help
new English names and create
help of the teacher’s
them say in English; give
an imaginary identity
pantomime
them English translation
Raise a hand, and say what
they want to say in
Indonesian; try to follow
after the teacher’s English
translation
3
4
5
Greets the students with their
After the conversation has
Reply ‘yes’ or ‘no’;
Reply that they don’t
new names and asks them a few
ended, sits in the circle and
understand the clear
remember any English but
questions about their new
asks them how they feel
meaning through the
that they enjoyed the
occupation; teach how to greet
about the experience in
teacher’s action
conversation
in English
Indonesian
Distributes a 20-page handout; Follow along with the voice
two columns—one in English, of the teacher reading to
Play the recorded
the other in Arabic translation; some music--Mozart; stand conversation of the students;
Try to recall what they said
vocabulary & grammar points & repeat after the teacher, Repeat playing the tape
in Arabic; 20 page reproduction enjoying the translation;
sentence by sentence
of classical paintings
then have a break
Raise a hand and ask the
Read the dialogue again; finish
Writes the conversation on
Just listen to the dialogue,
teacher to help them; teacher
the class & ask them to read the
the board;English &
listening to Handel’s Water
helps them standing behind
dialogue once before going to
Indonesian translation;
Mlusic
them; work in groups of
bed and once in the morning
Play the ‘Human Computer’
three
Total Physical Response
teacher
students
Just listen to the
teacher & do as
he/she does
1
Introduces the methods
in Swedish
2
Acts to his/her words,
Four volunteers
‘stand up’, ‘sit down’, follows the teacher’s
etc.
example
3
Commands, remaining
seated
Practices the same with
4
‘Point to the
door/destk/book…’
Has the students respond
5
to her; varies the
sequence of command
Respond
Communicative Language Teaching
teacher
students
Greets & distribute a
Read (teacher
handout; a sports column directs in English)
on one side—the last
& underline the
World Cup competition
predictions
Read the 1st
Writes what they have
sentence and try to
found on the board
paraphrase it
Ask them to turn the page to
Unscramble the
the other side; all the article
sentences
but in disorder
Follow after the
teacher
Asks them to make
groups of five each
Play the card game
and practice the
conversation
Follow her order
Divides the class into
groups of three; gives
them a picture strip
Practice story
telling
Writes the new
Copy the sentences;
Leads them to do a role
commands on the board, no one spoke; but a
Perform their role6
play, boss & the
each time the teacher few weeks later, they
play for 10 min.
employees
acts it
could command
Content-based Instruction
1
2
3
4
5
6
teacher
students
Suggests a dictogloss
Listen the main idea first;
for details the 2nd time;
discuss their drafts
Task-based Language Teaching
teacher
students
Timetable; draws the Repond with the
Say what they know
Puts a globe on the desk
columns & rows on the answers to fill in
about it
board
the table
Record their answers,
Discuss &
Learn vocabulary on Divides the class into
supplying the missing
complete the
the handout; read the
eight roups of five
language;
week’s schedule
cloze-passage
students
Distributes a handout;
Write on the board
Watch the video; fill in
Write up the
the remaining blanks; Ask them to discuss their
Show them the video
schedule on the
favorite subjects
pair up to check the
board
answers
Design a survey;
Calls attention to a
Learn the present Collects the schedule & go around the
particular verb pattern
passive
will return it tomorrow room & interview
on the passage
the students
Latitude & longitude to
Summarize and
be used to locate place Raise a hand & state Gives them another task
report the results
in the world