gse materials and methods week 4
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GSE Materials and Methods GSE Materials and Methods
Week 4
www.jeannesclasses.wikispaces.com
Week 4
www.jeannesclasses.wikispaces.com
1. Welcome! Material of the Week2. Review Chpt. 3 – small groups3. Quiz4. The Oral Approach and Situational Language Teaching/ALM5. Discussion
1. Welcome! Material of the Week2. Review Chpt. 3 – small groups3. Quiz4. The Oral Approach and Situational Language Teaching/ALM5. Discussion
Today’s Schedule Wednesday 9/24/2014
Today’s Schedule Wednesday 9/24/2014
Material of the Week Material of the Week
http://www.dialectsarchive.com/ Good for:
Practicing listening skills
Learning a new dialect
Learning about English speakers from around the world
Appreciating the world’s many Englishes
As a bonus for you (the teacher): Practice cool and sexy foreign accents!
Upload your own dialect sample for the world to hear!
http://www.dialectsarchive.com/ Good for:
Practicing listening skills
Learning a new dialect
Learning about English speakers from around the world
Appreciating the world’s many Englishes
As a bonus for you (the teacher): Practice cool and sexy foreign accents!
Upload your own dialect sample for the world to hear!
Review Chapter 3Review Chapter 3
Review in your groupVocabulary control
Grammar control
Selection, gradation, and presentation
Characteristics of SLT
Student and teacher roles
Review in your groupVocabulary control
Grammar control
Selection, gradation, and presentation
Characteristics of SLT
Student and teacher roles
Chapter 3 QuizChapter 3 Quiz1. Which of the two areas of language learning (reading,
writing, grammar, speaking, vocabulary, listening) most greatly influenced the developers of SLT?
2. How did SLT developers view grammar?
3. Explain what vocabulary/grammar selection, gradation, and presentation mean in your own words.
1. Selection
2. Gradation
3. Presentation
4. Which of the following is not a characteristic of SLT?1. language teaching begins with the spoken language,
2. new language points are taught situationally,
3. translating material word for word is emphasized,
4. reading and writing is introduced once grammar and vocabulary is well established
5. What is the role of the students in SLT? What is one of the roles of the teacher?
1. Which of the two areas of language learning (reading, writing, grammar, speaking, vocabulary, listening) most greatly influenced the developers of SLT?
2. How did SLT developers view grammar?
3. Explain what vocabulary/grammar selection, gradation, and presentation mean in your own words.
1. Selection
2. Gradation
3. Presentation
4. Which of the following is not a characteristic of SLT?1. language teaching begins with the spoken language,
2. new language points are taught situationally,
3. translating material word for word is emphasized,
4. reading and writing is introduced once grammar and vocabulary is well established
5. What is the role of the students in SLT? What is one of the roles of the teacher?
The Oral Approach and Situational Language Teaching
The Oral Approach and Situational Language Teaching
1920s-1960s developed by linguists and applied linguists core 2,000 words discovered, grammar
sequenced originally called the Oral Approach, but
“Situational” was added later after sequencing of language points was emphasized
Not spoken of much today, but had a huge impact on language teaching
1920s-1960s developed by linguists and applied linguists core 2,000 words discovered, grammar
sequenced originally called the Oral Approach, but
“Situational” was added later after sequencing of language points was emphasized
Not spoken of much today, but had a huge impact on language teaching
Chapter 3 QuizChapter 3 Quiz
1. Which of the two areas of language learning (reading, writing, grammar, speaking, vocabulary, listening) most greatly influenced the developers of SLT?
1. Vocabulary - Core 2,000 words
2. Reading Skills
1. Which of the two areas of language learning (reading, writing, grammar, speaking, vocabulary, listening) most greatly influenced the developers of SLT?
1. Vocabulary - Core 2,000 words
2. Reading Skills
Chapter 3 QuizChapter 3 Quiz
2. How did SLT developers view grammar?
Underlying sentence patterns of spoken language.
Methodologists categories grammar into sentence patterns
2. How did SLT developers view grammar?
Underlying sentence patterns of spoken language.
Methodologists categories grammar into sentence patterns
Chapter 3 QuizChapter 3 Quiz
3. Explain what vocabulary/grammar selection, gradation, and presentation mean in your own words.
1. Selection - choosing the lexical or grammatical content
2. Gradation - the principles used to organize and sequence the content
3. Presentation – teaching techniques for practicing the content
3. Explain what vocabulary/grammar selection, gradation, and presentation mean in your own words.
1. Selection - choosing the lexical or grammatical content
2. Gradation - the principles used to organize and sequence the content
3. Presentation – teaching techniques for practicing the content
Chapter 3 QuizChapter 3 Quiz
4. Which of the following is not a characteristic of SLT?
1. language teaching begins with the spoken language,
2. new language points are taught situationally,
3. translating material word for word is emphasized,
4. reading and writing is introduced once grammar and vocabulary is established
4. Which of the following is not a characteristic of SLT?
1. language teaching begins with the spoken language,
2. new language points are taught situationally,
3. translating material word for word is emphasized,
4. reading and writing is introduced once grammar and vocabulary is established
Chapter 3 QuizChapter 3 Quiz5. What is the role of the students in SLT? What is one of the roles of the teacher?
Students – early stages just listen and repeat, but later more active participation is encouraged
Teachers: 3 roles Model – modeling new structures Conductor – uses questions, commands, etc. to elicit correct sentences Lookout (for errors) – to help students review
5. What is the role of the students in SLT? What is one of the roles of the teacher?
Students – early stages just listen and repeat, but later more active participation is encouraged
Teachers: 3 roles Model – modeling new structures Conductor – uses questions, commands, etc. to elicit correct sentences Lookout (for errors) – to help students review
Review: About MethodsReview: About Methods
What do you think the difference is between approaches, methods, and techniques?
What do you think the difference is between approaches, methods, and techniques?
Discussion Discussion
What surprised you the most about this method?
What surprised you the most about this method?
DiscussionDiscussion
The textbook said that the Oral Approach is still widely used in some regards, but not widely acknowledged.
In what ways have you seen aspects of the Oral Approach/Situational Language Teaching used in English classes?
The textbook said that the Oral Approach is still widely used in some regards, but not widely acknowledged.
In what ways have you seen aspects of the Oral Approach/Situational Language Teaching used in English classes?
DiscussionDiscussion
Imagine you were a language teacher in the 1920s-1960s. Which method would you choose for your class, GTM, the Direct Method or the Oral Approach? Why?
Imagine you were a language teacher in the 1920s-1960s. Which method would you choose for your class, GTM, the Direct Method or the Oral Approach? Why?
Review: Approaches, Methods, TechniquesReview: Approaches, Methods, Techniques
Approach – how to teach a given subjectMethod – plan for the orderly
presentation of a languageTechnique – a strategy to accomplish an
objective in class
Are the Oral Approach and Situational Language Teaching Methods or Approaches?
Approach – how to teach a given subjectMethod – plan for the orderly
presentation of a languageTechnique – a strategy to accomplish an
objective in class
Are the Oral Approach and Situational Language Teaching Methods or Approaches?
Next time: Audio Lingual MethodNext time: Audio Lingual Method
Our last major 20th century language method
Should be fun!
Our last major 20th century language method
Should be fun!
Alternative Methods PresentationAlternative Methods Presentation
Midterm assignment Presentations are Oct. 15th 5-10 minute presentation PPTs, props, handouts, etc. encouraged Contents can include: the background, approach,
design, procedure, possible issues with the method, and what teachers today can use from the lesson
Students will take a comprehensive quiz at the end of the presentations (to see what you learned, and to see what you think about these methods)
Midterm assignment Presentations are Oct. 15th 5-10 minute presentation PPTs, props, handouts, etc. encouraged Contents can include: the background, approach,
design, procedure, possible issues with the method, and what teachers today can use from the lesson
Students will take a comprehensive quiz at the end of the presentations (to see what you learned, and to see what you think about these methods)
Alternative Methods Sign UPAlternative Methods Sign UP
Total Physical Response: The Silent Way: Community Language Learning: Suggestopedia: Whole Language: Multiple Intelligences: Neurolinguistic Programming: The Lexical Approach: Competency-Based Language Teaching:
Total Physical Response: The Silent Way: Community Language Learning: Suggestopedia: Whole Language: Multiple Intelligences: Neurolinguistic Programming: The Lexical Approach: Competency-Based Language Teaching:
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