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Types of language teaching approach oct
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Transcript of Types of language teaching approach oct
TYPES OF LANGUAGE TEACHING APPROACH
Young Learners
Cecilia Maller
Pgs 43-47
Six common approaches used in primary school
today
Audio-lingual
Also called Audio visual app. (1950´s)Involves:Repetition of new language-often based
on dialogues.
Teacher centred
Out –dated- modified present in several countries.
Lg. practice- whole class ( less demanding)
Lg practice is predictable.
Few demands on the T.
Why still used? The way Ts were taught, very manegeable, for Ts with a fairly low lang. level .
Encourages Ss to listen and memorize chunks( large piece of sth.) of lg.,important part of lg.
Bad aspects:
Too restricting.
Too much emphasis on: memorization, imitation and mechanical exs.
Decontextualized repetition.
After a while Ss get boredNot enough variety to hold learners´interest.
Not a possitive attitude to foreign language learning
TPRTotal Physical Response
Characteristics: Popular YLs.
Develops listening skills
Introduces new lg. in a very visual, contextualized way.
It involves activity and movement
Does not put pressure on YLs to speak.
Depending on the activity some learners may take the part of the T ( instructions,
describe actions for others to mime, etc.)
Forms of TPR :Action songsRhymesStories
The communicative approach
Developed in the mid 1970´s- through the Council of Europe.
Based on social-interactionist theory ( emphasis on the social nature of lg. learning and interactions).
What does it mean for kids?
They are engaged in drawing, acting out, listening, talking, reading, or writing.
Based on meaningful and contextualized tasks using lg carefully prepared for them.
Commonly uses three types of activities:
1. Problem solving activities:
Ex.identifying,
matching,
sequencing,
prioritizing and classifying;
2. Interactive activities: Ex. Making surveys, carrying out
interviews.
3. Creative activities:Ex. Making masks,
birthday cards,etc.
Which is the aim?
To develop learners´communicative competence. Kid´s needs and enthusiasm.
Negative aspect:It focuses too much on communication
and fluency and overlooks grammatical accuracy.
Task- based learningTBL
One of the most recent methodological approaches.
How to recognize it:Aim of the lesson : Ss complete a task=
an activity in which Ss try to achieve something real, and have to communicate to do so.
T starts by holding a discussion on the topic of the lesson ( step 1)
T gives the Ss tasks to do( steps 2,3,4,5)
Then T and Ss discuss any new or problematic lg they needed for the task ( Step 6)
Lastly, Ss do an ex. on the new lg.(step 7)
It has 3 phases:
1. Pre- task preparation:Introduction of new lg. and procedures
2. The task itself:Ss doing the *macro task in pairs with a
final public summary of results.
3. Language Focus:
-Finding, identifying and classifying common words and phrases.
-Practice of classroom lg. and social phrases.
-Keeping personal dictionaries
Macro tasks examples
acting out, recording or writing a story, making a model or board games,Writing a quiz,Making info. booklets with illustrations,Collages,Surveys, etc.
Story based methodology
Storytelling universal phenomenon, central to kids´social, intellectual and cultural development.
Cross-curricular approach
It is linked to other approaches, the TBL. and the activity-based approach. (=communicative app.)
The learning of the L2 linked to other areas of Curriculum.
Arts, PhE, Maths or Nature Studies.
Next class: