25180682
Beschreibung
Mindmap von Paul Castillo, aktualisiert more than 1 year ago
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Erstellt von Paul Castillo
vor mehr als 4 Jahre
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Teaching
- Based on aproaches which include methods and
these methods are based on techniques.
- Aproaches
- Old
- Reading Aproach
- • Only the grammar is useful
• Vocabulary is controlled at first.
• Translation is only a procedure.
• Reading comprehension is only a skill.
• The first language is used.
- • Only the grammar is useful
• Vocabulary is controlled at first.
• Translation is only a procedure.
• Reading comprehension is only a skill.
• The first language is used.
- Audiolingual Aproach
- • Dialogues • Mimics
and memorization are
used • Grammar
• Skills sequenced
• Learners errors are
avoided
- • Dialogues • Mimics
and memorization are
used • Grammar
• Skills sequenced
• Learners errors are
avoided
- Oral-Situational Aproach
- • Emphasis on the speaking
skills • Only the target
language should be used
• Grammar is taught from easy
to hard • New language
presented by situations • First
oral and the written
- • Emphasis on the speaking
skills • Only the target
language should be used
• Grammar is taught from easy
to hard • New language
presented by situations • First
oral and the written
- Reading Aproach
- New
- Cognitive Approach
- 1. Learners are
responsible for their
own learning.
2. Grammar is taught
deductively 3. All 4
skills are taught.
4. Errors are needed in
the learning process.
- 1. Learners are
responsible for their
own learning.
2. Grammar is taught
deductively 3. All 4
skills are taught.
4. Errors are needed in
the learning process.
- Affective Humanistic Approach
- 1. Group work is promoted
2. Students’ feelings are very
important. 3. Peer support
and interaction are
strengthened. 4. The teacher
is a facilitator and a friend.
5. The teacher has to be
fluent in the target language.
- 1. Group work is promoted
2. Students’ feelings are very
important. 3. Peer support
and interaction are
strengthened. 4. The teacher
is a facilitator and a friend.
5. The teacher has to be
fluent in the target language.
- Comprehension-based Approach
- 1. Grammar should not be taught.
2. Students should be exposed to the
language as much as possible. 3. Errors
are just part of the process.
4. Students will speak only when they
feel ready to do it. 5. The target
language is acquired instead of leaned.
- 1. Grammar should not be taught.
2. Students should be exposed to the
language as much as possible. 3. Errors
are just part of the process.
4. Students will speak only when they
feel ready to do it. 5. The target
language is acquired instead of leaned.
- Communicative Approach
- 1. The exposure of students to
authentic use of the language.
2. Great importance is given to
fluency instead of accuracy.
3. Students are invited to make
mistakes as part of the process.
4. The context in which the language
is used plays an important role.
5. Informal language, slangs and cask
words might be included in the
teaching process
- 1. The exposure of students to
authentic use of the language.
2. Great importance is given to
fluency instead of accuracy.
3. Students are invited to make
mistakes as part of the process.
4. The context in which the language
is used plays an important role.
5. Informal language, slangs and cask
words might be included in the
teaching process
- Cognitive Approach
- Old
- Methods
- The Grammar Translation Method (GTM)
- 1. The understanding of word formation and
grammar may aid a lot in decoding the target
language. 2. It is ideal for students who are
studying a second language for specific
purposes such as interpretation of legal
documents. 3. Even though students might feel
comfortable using the knowledge of grammar
when reading and writing, it does not
guarantee that these students will be able to
use the language for communicative purposes.
4. The lack of authentic exposure to the target
language will promote the fossilization of
errors.
- 1. The understanding of word formation and
grammar may aid a lot in decoding the target
language. 2. It is ideal for students who are
studying a second language for specific
purposes such as interpretation of legal
documents. 3. Even though students might feel
comfortable using the knowledge of grammar
when reading and writing, it does not
guarantee that these students will be able to
use the language for communicative purposes.
4. The lack of authentic exposure to the target
language will promote the fossilization of
errors.
- The Audio-lingual Method (ALM)
- 1. Target language/some mother tongue
2. Teacher-centered 3. Mechanical habit-formation
activities with little opportunity for ("bad habit").
4. Immediate reinforcement of correct responses.
5. Presentation of new structural patterns and
vocabulary through oral repetition and
memorization of scripted dialogues. 6. Oral
pattern-drills of key structures from dialogues
(repetition drills, chain drills, substitution drills...)
7. Inductive learning of grammar rules based on
dialogues (i.e. no explicit grammar teaching) 8. Use
of tapes, visual aids and ultimately language labs
9. Reading and written work based on earlier oral
work, sometimes given as homework
- 1. Target language/some mother tongue
2. Teacher-centered 3. Mechanical habit-formation
activities with little opportunity for ("bad habit").
4. Immediate reinforcement of correct responses.
5. Presentation of new structural patterns and
vocabulary through oral repetition and
memorization of scripted dialogues. 6. Oral
pattern-drills of key structures from dialogues
(repetition drills, chain drills, substitution drills...)
7. Inductive learning of grammar rules based on
dialogues (i.e. no explicit grammar teaching) 8. Use
of tapes, visual aids and ultimately language labs
9. Reading and written work based on earlier oral
work, sometimes given as homework
- The Designer Methods
- Community Language Learning
- This method was characterized by a strong sense
of the need for building interpersonal and affective
connection between teachers and students. In this
method, learners are not seen as students but as
clients. On the other hand, the teacher is seen as a
counsellor instead of a dictator.
- This method was characterized by a strong sense
of the need for building interpersonal and affective
connection between teachers and students. In this
method, learners are not seen as students but as
clients. On the other hand, the teacher is seen as a
counsellor instead of a dictator.
- The Natural Approach (Method)
- Is a language teaching method which claims that
language learning is a reproduction of the way
humans naturally acquire their native language.
The approach adheres to a communicative
approach to language teaching and rejects
earlier methods such as the audiolingual
method.
- Is a language teaching method which claims that
language learning is a reproduction of the way
humans naturally acquire their native language.
The approach adheres to a communicative
approach to language teaching and rejects
earlier methods such as the audiolingual
method.
- The Communicative Language Teaching (CLT)
- The communicative approach is based on the idea that
learning language successfully comes as a result of
authentic exposure to communication in real scenarios.
Here, the happening of mistakes are seen as learning
opportunities and no matter how many times you make
them, they will eventually disappear.
- The communicative approach is based on the idea that
learning language successfully comes as a result of
authentic exposure to communication in real scenarios.
Here, the happening of mistakes are seen as learning
opportunities and no matter how many times you make
them, they will eventually disappear.
- CLIL: CONTENT LANGUAGE INTEGRATED
LEARNING
- CLIL helps teachers to ensure that their units and lessons
plans are balanced and include sufficient opportunities for the
application of knowledge and the development of
communication skills. CLIL is a design that your school will
adopt for teaching content such as Science, Music, History,
Art, o P.E. in English, or any other language you wish to use.
The standards and objectives that you will use with CLIL are up
to your country, district, or school. You would need to know
your content and language standards and apply them to
CLIL..It’s made up of 4 areas or the 4 C’s of CLIL. They are:
• CONTENT • COMMUNICATION • COGNITIVE • CULTURE
- CLIL helps teachers to ensure that their units and lessons
plans are balanced and include sufficient opportunities for the
application of knowledge and the development of
communication skills. CLIL is a design that your school will
adopt for teaching content such as Science, Music, History,
Art, o P.E. in English, or any other language you wish to use.
The standards and objectives that you will use with CLIL are up
to your country, district, or school. You would need to know
your content and language standards and apply them to
CLIL..It’s made up of 4 areas or the 4 C’s of CLIL. They are:
• CONTENT • COMMUNICATION • COGNITIVE • CULTURE
- Community Language Learning
- The Grammar Translation Method (GTM)
- Aproaches
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