2ND LEARNING UNIT EVALUATION

COMPARATIVE CHART
Total physical
Grammar-translation Direct method Audiolingual method Community Communicative Content-based Lexical approach
Approach Response Natural approach
method language learning language teaching instruction
TPR
To be able to read The main objective of the Oral-based approach to Building a relationship Is based on the idea that A language teaching Communication is the The focus of a CBI lesson Consists of
literature written in the direct method is to teach drills students in the use with and among students learning language method built around the primary function of is on the topic or subject grammaticalized lexis,
Objectives target language. the skill of communica- of gramatical sentence is very important. Any successfully comes coordination of speech language. The Natural matter. Teaching is not lexicalized grammar.
To be able to translate tion in a foreign language patterns. new learning experience through having to and action. A method of Approach is for beginner organized around the The objetive is to realice
from one language to through minimizing the can be threatening. communicate real teaching a language students up to content or information a syllabus and
another. use of the mother tongue Guided by the knowledge meaning. When learners using physical movement intermediate. Four broad that students will acquire, accompanying materials
To develop reading and during the lesson.This that each learner is are involved in real to react to verbal input. areas; basic personal rather than around a based on lexical rather
writing skill. leads to thinking in the unique, the teacher communication, their Grammar-based view of communicative skills linguistic or other type of than grammatical
target language, and creates an accepting natural strategies for language.The verb in the (speaking/listening); syllabus. principles. To cover the
hence, the ease of using atmosphere. Cooperation, language acquisition will imperative as the central academic learning skills most frequent words
the target language in not competition, is be used, and this will linguistic motif. (oral/written). What they together with their
practice is gained. encouraged. allow them to learn to can/won’t able to do. patterns and uses.
use the language.

Gives instructions and Directs the class
grammatical explanations activities, encourage
Role of the in the mother tongue. students to participate in
teacher Plays a role of initiator of class by asking them
interaction in the questions constantly, and
language classroom. corrects their mistakes
immediately. Something
really important in this
role is that students and
teachers are partners in
the learning process.
Is like the orchestra The teacher’s initial role The teacher facilitates the Active and direct role. Teacher is the primary Content specialists who They need to help
leader. Directing and is primarily that of a communication in the Select supporting source of comprehensible use the target language students become aware
controlling the counselor.The teacher classroom, and also acts materials, and model the input. Teacher creates a for instruction, or of the lexical structures
language behavior of recognizes how as an advisor. lesson. Allow speaking classroom atmosphere language specialists who that commonly occur in
students. threatening a new abilities to develop in that is interesting and are using content for the target language.
learning situation can be natural pace. friendly to the lower and language instruction. Teacher’s talk is the
for adult learners. Parent-like feedback. affective filter. Teacher To be effective in their major source of learner’s
Teachers support chooses a rich mix of roles, they will need the input. Organizing the
students in their effort to classroom activities. knowledge, skills and technological system,
master the target concepts required for providing scaffolding to
language. content delivery in a help learners.
second/foreign language.

They acquire the The student role is less Imitators. Following the Initially the learners are Students are actively Listener & performer Processor of They are in charge of Students need to become
knowledge that the passive than in the teacher’s direction very dependent upon the engaged in trying to Recognize and respond to comprehensible input. their own learning aware of some of the
Role of the teacher instructs them to grammar translation and respond teacher. make themselves novel combinations of Learner decisions on process and their support many lexical structures.
student do. They have to method. Moreover, there acurately and as It is recognized that as understood and in previously taught items. when to speak, what to of others and, on the Is a discoverer.
memorize vocabulary is student self-correction; rapidly as posible. the learners continue to understanding other. Produce novel speak about, what other hand, they may Data analyst.
lists, grammar rules they have to speak a lot study, they become combinations.Encouraged linguistic expressions to partly choose content and
required for reading, that means that their increasingly independent. to speak not until they use.Pre-production stage: activities.
writing and translation communicative skills are feel ready. participate in the
skills actively. Their role emphasized. language class without
becomes such as group need to respond.
participant, reader, writer,
rote-learner, and
translator.
 Total physical
Grammar-translation Direct method Audiolingual method Community Communicative Content-based Lexical approach
Approach Response Natural approach
method language learning language teaching instruction
TPR

Tape recorders and Materials may be Authentic materials Props, pictures, sounds. Key vocabulary items, Websites, reference Dictionaries and other
Pantomiming, real-life
Textbooks audiovisual equipment. developed by the teacher Social media products appropriate gestures, books, audio or video of reference tools, compu-
objects and other visual
Materials Dialogues and drills. as the course develops, TV broadcast context, repetition, and lectures or even real ters and something to
materials
although these generally paraphrase to ensure the people. search information.
consist of little more than comprehensibility of the
summaries on the input.
blackboard or overhead
projector of some of the
linguistic features of
conversations generated
by students.
Conversations may also
be transcribed and
distributed for study.

Translation of a Literary Reading aloud Chain drill 1. Translation Language games Fixed number of items Mix of different activities. Anything that interests Collocations
Passage Question answer exercise Transformation drill 2. Group Work Picture strip story (usually no more than them from a serious Binomials
Activities Reading Comprehension Self correction Complete the dialogue 3. Recording Role play 30).Predominantly science subject to their Trinomials
Questions Conversation practice Repetition drill 4. Transcription imperative drills. favorite pop star or even Conversational Gambits
Antonyms /Synonyms Fill-in-the-blank exercise Dialogue memorization 5. Analysis Role playing can also be a topical news story or Similes
Cognates Dictation Backward build-up 6. Reflection and used.Conversational film. Idioms
Deductive application of Paragraph writing Multiple-slot substitution observation dialogues begin after at Connectives
rule drill 7. Listening least 100 hours of
Fill- in-the-blanks 8. Free conversation. instruction.
Memorization
Use words in sentences