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WHAT IS TECHNIQUE?
A technique is implementational which actually takes place in a classroom. According to Edward Anthonys model, technique is the level at which classroom procedures are described. At the level of procedure, technique explains how tasks and activities are integrated into lessons.
TYPES OF TECHNQUES
Controlled techniques
Free techniques
TYPES OF TECHNIQUES
Controlled techniques: They are mostly teacher centered. Both the teacher and students know what they will do during the activities. Semi-Controlled techniques: The teacher interferes only when necessary. Free techniques: The teacher doesnt direct the students are free in their activities.
GRAMMAR-TRANSLATION METHOD
Translation of a literary passage:
The translation may be written or spoken or both. The class focuses on vocabulary and grammatical structures. Students should not translate idioms and like the literary, but rather their understanding of the meaning is important.
GRAMMAR-TRANSLATION METHOD
Reading comprehension questions:
There are three kinds of group of questions: First group of questions, students ask for information contained within the reading passage. Second group of questions, students will have to make inferences from the passage. Third group of questions, students are required to relate the passage to their own experience.
GRAMMAR-TRANSLATION METHOD
Anonyms/Synonyms: Students might be asked to find anonyms or synonyms in the passage. Students might be asked to define a set of words based on their understanding in the passage. Students might be asked to work with the vocabulary of the passage.
GRAMMAR-TRANSLATION METHOD
Cognates: (similar
spelling and sound patterns that correspond in L1/L2.) Students are taught to recognize cognates in the passage. Students are asked to memorize cognate words and their meaning in target language.
GRAMMAR-TRANSLATION METHOD
Deductive application of rule:
Grammar rules are presented with examples. Later students are asked to apply grammar rules to some different examples.
GRAMMAR-TRANSLATION METHOD
Fill-in-the-blanks:
Students are given a serios of sentences with words missing. They fill in the blanks with new vocabulary idioms or with items of a particular grammar type such as prepositions or verbs with different tenses.
GRAMMAR-TRANSLATION METHOD
Memorization:
Students are given lists of target language vocabulary words and their native language equivalents. Students are asked to memorize the given words. Students are also required to memorize grammatical rules and grammatical paradigms such as conjugations.
GRAMMAR-TRANSLATION METHOD
Use words in sentences: Students make up sentences in which they use new words.
GRAMMAR-TRANSLATION METHOD
Composition: The teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson.
Fill-in-the-blank exercise:
Little a little enough 1-There werent ___________ chairs in the hall, so some of the members had to stand up for the whole meeting 2-I think we can invest our money in this company. There`s ___________ risk of losing it. 3- There`s __________ cake on a plate in the kitchen, Joe. You can eat it with your tea.
Choral Imitation:
Students all together or in large groups repeat what the teacher has said.
Individual Imitation:
The teacher asks several individual students to repeat the model.
Substitution Drilling:
The teacher uses cue words (words, pictures, numbers, names, etc.)
Correction:
If there are mistakes or errors, the teacher invites the students correct them.
Question-and-answer drill:
This drill gives students practice with answering questions.
Silent Way
Sound-color chart
Each color symbolizes one sound.
Silent Way
Teacher is silence: Peer correction: Its important to be cooperative than competitive. Self-correction:
Silent Way
Word chart:
Teacher points on the chart. Colors represent the same sounds.
Silent Way
Fidel chart:
Silent Way
Structured feedback:
Students listen each other and learn form each other.
Suggestopedia
Classroom set-up: Peripheral learning:
With posters-which contains grammatical structures- on the wall students learn effortlessly.
Suggestopedia
Positive suggestion:
Direct suggestion Indirect suggestion
Role-play:
Suggestopedia
First concert:
Teacher reads a dialog to call students attention to some particular grammar points
Second concert:
Teacher simply reads dialog.
Suggestopedia
Primary activation:
The students reread the target language dialog out loud.
Suggestopedia
Creative adaptation:
This technique helps students to learn new metarials and use them spontaniously. The aim is to create communication rather than form of linguistic messages
WHOLE LANGUAGE
Individual and small group reading and writing:
The students read literature and they read from the authentic materials. The students create a story, they write letters etc.
WHOLE LANGUAGE
Ungraded dialogue journals:
The teacher respond regularly to what students write.
MULTIPLE INTELLIGENCES
Logical/mathematical:
the ability to use numbers effectively, to see abstract patterns and to reason well.
Visual/spatial:
the ability to orient oneself in the environment, to create mental images, and a sensitivity to shape, size, color.
MULTIPLE INTELLIGENCES
Body/kinesthetic:
the ability to use ones body to express oneself and to solve problems.
Musical/rhythmic:
an ability to recognize tonal patterns and a sensitivity to rhythm, pitch, melody.
MULTIPLE INTELLIGENCES
Interpersonal:
the ability to understand another persons moods, feelings, motivations, and intensions.
Intrapersonal:
the ability to understand oneself and to practice self-discipline.
Verbal/linguistic:
the ability to use language effectively and creatively.
NEUROLINGUISTIC PROGRAMMING
Teacher should work with students not against them.
LEXICAL APPROACH
The collocation of vocabulary teaching activities.
Knowledge and learning competencies: Oral competencies: Reading competencies: Writing competencies:
Think-pair-share
Solve-pair-share Numbered heads
Content-Based Instruction
There are a number of description activity types in CBI. Language skill improvement Vocabulary building Discourse organization Communicative interaction Study skills Synthesis of content materials and grammar