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6 Cards in this Set
- Front
- Back
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The more a student repeat a "correct" phrase/sentences, the stronger their memory of the language structure will be. If student responds incorrectly , the teacher corrects the student before continuing with the exercise.
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The audio-lingual approach
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Each listening exercise is more of a test of listening than a means of developing specific listening skills. The exercises requires listening for specific vocabulary; there is no teaching of words meaning or to related the text to anything but the task. It is examination oriented.
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The grammar Method
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The aim is to put the student in an environment where he can make his own corrections based on the ready available input as he communicates with others. The goal is to achieve socio-linguistic competence from the interaction. Note: Socio-linguistic is The study of language and linguistic behavior as influenced by social and cultural factors. Portfolios and projects are the desired end to the communicative focus with the culture and intra-cultural method of task-based learning.
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The communicative Approach
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test are always oral because the goal is to communicate. There is no direct error correction during communication activities. Students attend to the input; the instructor reacts to the meaning of the message and not to the form. By restating the question, using the blackboard, the students can hear and see the correct form but the conversation continues without to work on grammar, or pronunciation. Students work in pairs or small groups. Peer correction is encouraged; students encourage and support each other.
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The Natural Approach
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The use of authentic materials ,websites, references books, audio or video lectures or even real people. small groups are assign a small research task and source of information and share and compare information Students then present their results in the form of a group presentation.
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The content based approach
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The teacher plays the role of parent and starts by saying a word or a phrase and demonstrating an action. After repeating a few times it is possible to extend this by asking the students to repeat the word as they do the action. When they feel confident with the word or phrase, teacher ca ask the student to address the whole class or each other. It can be used to construct and practice vocabulary connected to actions; tenses past/present/future and continuos aspects; classroom language; imperatives/Instructions; story telling.
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The TPR - Total Physical Response
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