TKT Jeopardy Game.pptx
Download as PPTX, PDF0 likes20 views
This document provides definitions for key terms related to language learning, including the culture of the target language, learner motivation, language teaching methods focused on grammar, structures, and communication, learner errors, learning styles, learning strategies, communicative activities, fossilized errors, principles of language acquisition, noticing, input processing, content and language integrated learning (CLIL), and mingling activities. It outlines several important concepts in language learning theory and pedagogy.
1 of 17
Download to read offline
Recommended
English as second and foreign language
English as second and foreign languageANJU A
Ìý
The document discusses various methods for teaching English as a second or foreign language. It defines key terms like second language, foreign language, and discusses England's position in India. It also covers different teaching methods like grammar translation, direct method, and communicative language teaching (CLT). CLT focuses on meaningful communication over grammatical rules and aims to develop students' communicative competence. The document provides examples of classroom activities and procedures used in a CLT approach, including information gap exercises, role plays, and accuracy vs fluency practice.Second language teaching methods
Second language teaching methodsfadilaAli
Ìý
The document describes several methods for teaching second or foreign languages:
- The grammar-translation method focuses on grammar rules and translation between the native and target languages.
- The direct method uses only the target language and teaches grammar inductively through examples.
- The reading method emphasizes reading skills and knowledge of the target language culture.
- The audio-lingual method uses repetition and mimicry of dialogs to teach grammatical structures.
- Community language learning and the silent way focus on building confidence through counseling and use of visual aids, with the teacher acting more as a facilitator than instructor.Second language teaching methods
Second language teaching methodsfadilaAli
Ìý
The document describes several methods for teaching second or foreign languages:
- The Grammar-Translation Method focuses on grammar rules and translation between the native and target languages.
- The Direct Method uses only the target language and teaches grammar inductively through examples.
- The Reading Method emphasizes reading skills and knowledge of the target language culture.
- The Audio-Lingual Method uses repetition and mimicry of dialogs to teach grammatical structures.
- Community Language Learning uses counseling techniques to build student confidence in the target language.
- The Silent Way focuses on pronunciation and student autonomy, using colored materials and gestures from the teacher.Second language teaching methods
Second language teaching methodsfadilaAli
Ìý
This document describes several methods for teaching second or foreign languages:
- The Grammar-Translation Method focuses on grammar rules and translation between the native and target languages.
- The Direct Method uses only the target language and teaches grammar inductively through examples.
- The Reading Method emphasizes reading skills and knowledge of the target language culture.
- The Audio-Lingual Method uses repetition and mimicry of dialogs to teach grammatical structures.
- Community Language Learning and the Silent Way focus on building confidence through counseling and minimizing speaking in the native language. Materials like color charts are used to teach pronunciation.Audio lingual method liza
Audio lingual method lizaViruz Tata
Ìý
The Audio Lingual Method emphasizes teaching speaking and listening through dialogues, drills, and imitation before reading and writing. It aims to develop native-like speaking abilities through habit formation and avoiding errors. Key techniques include memorizing dialogs, repetition drills, and question-answer exchanges, with the teacher as the central model and students imitating responses. While it aimed to develop communicative skills, critics note it lacked spontaneous creative output and paid little attention to content or communication.Audio lingual method liza 2
Audio lingual method liza 2Viruz Tata
Ìý
The Audio Lingual Method emphasizes teaching speaking and listening before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to develop native-like speaking abilities. Key techniques include memorizing dialogs, repetition drills, and ensuring errors are avoided to form good habits. The teacher leads practice and students imitate, with an emphasis on correct pronunciation.Second language teaching methods
Second language teaching methodsfadilaAli
Ìý
This document describes several methods for teaching second or foreign languages:
1) The grammar-translation method focuses on grammar rules and translation exercises with little use of the target language.
2) The direct method immerses students in the target language without translation or use of the native language.
3) The reading method prioritizes developing reading skills over other abilities.
4) The audio-lingual method uses behaviorist techniques like repetition and memorization to teach language structures.
5) Community language learning uses counseling techniques to build students' confidence speaking the target language.
6) The silent way emphasizes student autonomy and uses visual aids and teacher silence to encourage self-correction.Avinda Hervy Wahyu Manggalita ( 16108810041 )
Avinda Hervy Wahyu Manggalita ( 16108810041 )Avindha Hervy
Ìý
The document summarizes several approaches to teaching English as a foreign language (TEFL), including their key advantages and disadvantages. The approaches discussed are: grammar-translation, direct method, reading approach, audio-lingual approach, community language learning, silent way, communicative approach, functional-notional approach, total physical response (TPR), and natural approach. Each approach is briefly characterized with its focus on skills, use of the native language, and role of the teacher.Audio lingual-method-liza 2
Audio lingual-method-liza 2Viruz Tata
Ìý
The Audio Lingual Method (ALM) emphasizes teaching listening and speaking before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to produce native-like speaking abilities. Key principles include using the target language for instruction, presenting language in context, avoiding errors, and imitating the teacher. Main activities include reading dialogues aloud, repetition drills, and focusing on correct pronunciation without explicit grammar lessons. The goals are to enable target language communication and develop abilities similar to native speakers.Audio lingual method liza
Audio lingual method lizaViruz Tata
Ìý
The Audio Lingual Method emphasizes teaching listening and speaking skills before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to form correct habits through imitation and practice. Key principles include using the target language for instruction, presenting language in context, and avoiding errors. The teacher leads drills and ensures correct pronunciation while students imitate models. The goal is for students to communicate automatically in the target language like native speakers.Methods and Approaches of ELT
Methods and Approaches of ELTDepartment of English MKBU
Ìý
This document discusses several methods of teaching English, including the Grammar Translation Method, Direct Method, and Audio-Lingual Method. The Grammar Translation Method focuses on translating words and texts between English and the learner's native language. The Direct Method teaches English exclusively through the target language without translation. The Audio-Lingual Method is based on behaviorism and teaches language patterns through repetition and drills. Each method has its own principles, techniques, merits and demerits for developing English language skills.Language teaching methods
Language teaching methodskapvijayakumar
Ìý
The document outlines several language teaching methods: the Direct Method teaches entirely in the target language without grammar rules or translation; the Grammar Translation Method focuses on translation and memorizing grammar rules; the Audio-Lingual Method emphasizes dialog practice and habit formation; the Structural Method presents language as a hierarchy of grammatical rules; Community Language Learning builds teacher-student links and uses the mother tongue; Immersion Method teaches other subjects through the target language; Task-Based Learning focuses on interesting tasks to motivate language use; the Natural Approach stresses similarities between L1 and L2 acquisition; and Communicative Language Teaching enables effective communication in various contexts.The Grammar Translation Method, The Direct Method and The Audio Lingual Method
The Grammar Translation Method, The Direct Method and The Audio Lingual MethodDepartment of English MKBU
Ìý
This document discusses four major methods of teaching English: the Grammar Translation Method, the Direct Method, the Audio-Lingual Method, and the Natural Method. It provides details on the origins, key principles, techniques, merits and demerits of each method. The Grammar Translation Method focuses on translating texts and uses the learner's native language. The Direct Method teaches exclusively in English using real-world examples. The Audio-Lingual Method is based on behaviorism and uses repetition and drills. The Natural Method aims to mimic how children acquire their first language.Communicative language teaching
Communicative language teachingShathaRashedAlMutair
Ìý
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Fatmatul Aisyah 16108810001
Fatmatul Aisyah 16108810001FatmaAisyah
Ìý
This document discusses several approaches to teaching English as a foreign language. It describes student-centered, teacher-centered, grammar-translation, direct method, reading, audio-lingual, community language learning, silent way, communicative, functional-notional, total physical response, and natural approaches. For each approach, it provides details on the methods used and advantages and disadvantages.FATMATUL AISYAH (16108810001)
FATMATUL AISYAH (16108810001)FatmaAisyah
Ìý
The document discusses several approaches to teaching English as a foreign language, including student-centered, teacher-centered, grammar-translation, direct method, reading, audio-lingual, community language learning, silent way, communicative, functional-notional, total physical response, and natural approaches. Each approach is described in terms of its methods, advantages, and disadvantages. The document provides an overview of the major considerations and guidelines for English language teachers in selecting an approach.Teaching English, How To Speak Foreign Language, Give For Influential Iesl Ap...
Teaching English, How To Speak Foreign Language, Give For Influential Iesl Ap...MirDarveshNoor
Ìý
Educational toolGC-ENGLS4 (BES-ENG 41 and BES-ENG42 2022.pptx
GC-ENGLS4 (BES-ENG 41 and BES-ENG42 2022.pptxKalola Eben
Ìý
This presentation covers support for English language learning in upper primary grades. It discusses analyzing issues in learning support, grammar, listening, speaking, reading, writing, prose and poetry. It addresses the three learning domains of psychomotor, cognitive and affective skills. Memory strategies covered include encoding, retrieval, cues and mnemonics. The presentation contrasts integrated versus segregated skill instruction and discusses the value of pre-writing for ESL learners. General aims of teaching prose and poetry are provided. The purpose and characteristics of quality learning environments and diagnostic assessments are summarized.1335417653294 tema 3
1335417653294 tema 3CarlosQuirantCobo
Ìý
This document discusses principles for selecting resources and activities for teaching English as a second language in primary education. It covers the role of listening, speaking, reading and writing activities, as well as songs and stories. It provides definitions of materials and resources, and discusses criteria for selecting activities to develop skills like listening, speaking, pronunciation, and fluency. A variety of activity types are described, including total physical response, games, drills, dialogs, presentations and more.Some approaches in tefl
Some approaches in teflLailaa N
Ìý
This document discusses various approaches and methods for teaching English as a foreign language. It begins by defining TEFL as teaching English to speakers of other languages. It then outlines two main approaches: teacher-centered, where the teacher actively provides information to passive students; and student-centered, which focuses on constructive learning with student-directed activities. Several common teaching methods are also described, including grammar translation, direct method, audiolingualism, and communicative language teaching. The document provides examples of techniques and activities used in each method.Applied linguistics session 4_26_10_2021 Approaches & Methods in ELT 1.pdf
Applied linguistics session 4_26_10_2021 Approaches & Methods in ELT 1.pdfDr.Badriya Al Mamari
Ìý
This document discusses different approaches and methods in English language teaching. It defines an approach as the philosophy behind language instruction, focusing on views of language and learning. A method operationalizes an approach through choices about skills, roles, procedures and techniques. Procedures are ordered techniques, and techniques are classroom activities.
The document then examines several common approaches and methods. The Grammar-Translation Approach focuses on translation and grammar rules. The Direct Method teaches exclusively in English using realia and questions. The Audio-Lingual Method is based on behaviorism and teaches through repetition and drills. Each approach and method has advantages and disadvantages for developing language skills.Lesson 3.(Direct method)ppt.pptx
Lesson 3.(Direct method)ppt.pptxELMUROTTursunov
Ìý
The direct method of teaching languages aims to build a direct connection between the target language and experiences without using the learner's native language. Key aspects include using visuals and contexts to teach vocabulary and an inductive approach to teach grammar. It focuses on developing oral skills through techniques like question-answer exercises, dictation, and conversation practice. The goal is for students to learn to communicate naturally in the new language as they did with their first language.The definition of CLT By Alireza Sadeghiyan - www.academia.edu
The definition of CLT By Alireza Sadeghiyan - www.academia.eduAlireza Sadeghian
Ìý
Communicative Language Teaching (CLT) is an approach that focuses on meaningful communication rather than grammatical structure. In CLT, students complete tasks using language instead of studying it. The syllabus is based on functional development rather than structural development. There is less emphasis on error correction and more on fluency and communication. Students interact with each other through pair and group work to accomplish tasks while teachers take more of an observer role.current trends in elt.pptx
current trends in elt.pptxsathishkarthikeyan11
Ìý
To build on students' English language skills by engaging them in listening, speaking and grammar learning activities that are relevant tDedi Purwanto (16108810002)
Dedi Purwanto (16108810002)Dedi Purwanto
Ìý
This document discusses different approaches and methods for teaching English as a foreign language. It describes student-centered and teacher-centered approaches. Some example methods covered are the grammar translation method, direct method, audio-lingual method, silent way, communicative language teaching, participatory learning, and total physical response. Each method is defined and an example activity provided. The document serves to outline common approaches and methods used in teaching English as a foreign language.Teaching Oral Skill
Teaching Oral SkillPiyanuch Penglee
Ìý
This document discusses teaching oral skills to English language learners. It outlines some of the challenges of teaching oral skills, such as lack of student motivation and large class sizes. It then describes various speaking activities that can be used, including discussions, speeches, role plays, conversations, and using audio media. For discussions, it recommends giving students specific roles and clarifying expectations. For speeches, it notes topics can vary by student level. Role plays are suitable for practicing social language. Conversations emphasize analyzing language use. The document concludes by discussing assessing classroom performance and ongoing developments that will impact language teaching.Research methodology
Research methodologyIlli Elas
Ìý
This document discusses research on teaching grammar explicitly in secondary schools. It outlines the research methodology, including the background, statement of problem, objectives, questions, design, definitions, limitations, and significance. The research will use a mixed-methods qualitative and quantitative design including surveys. The surveys will gather teacher background information and their knowledge and opinions on teaching grammar. The goal is to understand why teachers neglect grammar, how to engage students, and identify best teaching methods to improve grammar instruction.All methods of teaching languages
All methods of teaching languagesabderrahim bellahcen
Ìý
This document summarizes and compares several language teaching methods:
- G.T.M focuses on grammar translation and uses the learner's native language. The teacher corrects errors and students answer questions in the target language.
- Direct Method bans translation and teaches grammar inductively through interaction. Speaking and listening are emphasized.
- Audio-Lingual Method teaches pronunciation, vocabulary and structures through repetition and drilling. The teacher corrects errors immediately.
- Suggestopedia aims to accelerate learning through relaxation in a comfortable environment with music and art. Errors are corrected gently.strategies-for-teaching-language-skills-22.ppt
strategies-for-teaching-language-skills-22.pptDoraV2
Ìý
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning. Pre, during, and post listening activities are outlined.
For speaking, it discusses the three components of speaking ability and notes the goal is communicative efficiency. A balanced approach combining input, practice, and communication is recommended.
For reading, it describes pre, during, and post reading strategies such as previewing, questioning, and summarizing. jeopardy review.pptx
jeopardy review.pptxDoraV2
Ìý
This document contains a series of questions and short passages on various topics such as personal information, family members, prepositions, daily routines, weather, and food. The questions and passages are used to elicit responses in English from the user and gauge their language skills. Examples of questions include asking for someone's name, age, where they are from, and what their favorite sport is.More Related Content
Similar to TKT Jeopardy Game.pptx (20)
Audio lingual-method-liza 2
Audio lingual-method-liza 2Viruz Tata
Ìý
The Audio Lingual Method (ALM) emphasizes teaching listening and speaking before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to produce native-like speaking abilities. Key principles include using the target language for instruction, presenting language in context, avoiding errors, and imitating the teacher. Main activities include reading dialogues aloud, repetition drills, and focusing on correct pronunciation without explicit grammar lessons. The goals are to enable target language communication and develop abilities similar to native speakers.Audio lingual method liza
Audio lingual method lizaViruz Tata
Ìý
The Audio Lingual Method emphasizes teaching listening and speaking skills before reading and writing. It uses dialogues and drills, discourages using the native language, and aims to form correct habits through imitation and practice. Key principles include using the target language for instruction, presenting language in context, and avoiding errors. The teacher leads drills and ensures correct pronunciation while students imitate models. The goal is for students to communicate automatically in the target language like native speakers.Methods and Approaches of ELT
Methods and Approaches of ELTDepartment of English MKBU
Ìý
This document discusses several methods of teaching English, including the Grammar Translation Method, Direct Method, and Audio-Lingual Method. The Grammar Translation Method focuses on translating words and texts between English and the learner's native language. The Direct Method teaches English exclusively through the target language without translation. The Audio-Lingual Method is based on behaviorism and teaches language patterns through repetition and drills. Each method has its own principles, techniques, merits and demerits for developing English language skills.Language teaching methods
Language teaching methodskapvijayakumar
Ìý
The document outlines several language teaching methods: the Direct Method teaches entirely in the target language without grammar rules or translation; the Grammar Translation Method focuses on translation and memorizing grammar rules; the Audio-Lingual Method emphasizes dialog practice and habit formation; the Structural Method presents language as a hierarchy of grammatical rules; Community Language Learning builds teacher-student links and uses the mother tongue; Immersion Method teaches other subjects through the target language; Task-Based Learning focuses on interesting tasks to motivate language use; the Natural Approach stresses similarities between L1 and L2 acquisition; and Communicative Language Teaching enables effective communication in various contexts.The Grammar Translation Method, The Direct Method and The Audio Lingual Method
The Grammar Translation Method, The Direct Method and The Audio Lingual MethodDepartment of English MKBU
Ìý
This document discusses four major methods of teaching English: the Grammar Translation Method, the Direct Method, the Audio-Lingual Method, and the Natural Method. It provides details on the origins, key principles, techniques, merits and demerits of each method. The Grammar Translation Method focuses on translating texts and uses the learner's native language. The Direct Method teaches exclusively in English using real-world examples. The Audio-Lingual Method is based on behaviorism and uses repetition and drills. The Natural Method aims to mimic how children acquire their first language.Communicative language teaching
Communicative language teachingShathaRashedAlMutair
Ìý
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Fatmatul Aisyah 16108810001
Fatmatul Aisyah 16108810001FatmaAisyah
Ìý
This document discusses several approaches to teaching English as a foreign language. It describes student-centered, teacher-centered, grammar-translation, direct method, reading, audio-lingual, community language learning, silent way, communicative, functional-notional, total physical response, and natural approaches. For each approach, it provides details on the methods used and advantages and disadvantages.FATMATUL AISYAH (16108810001)
FATMATUL AISYAH (16108810001)FatmaAisyah
Ìý
The document discusses several approaches to teaching English as a foreign language, including student-centered, teacher-centered, grammar-translation, direct method, reading, audio-lingual, community language learning, silent way, communicative, functional-notional, total physical response, and natural approaches. Each approach is described in terms of its methods, advantages, and disadvantages. The document provides an overview of the major considerations and guidelines for English language teachers in selecting an approach.Teaching English, How To Speak Foreign Language, Give For Influential Iesl Ap...
Teaching English, How To Speak Foreign Language, Give For Influential Iesl Ap...MirDarveshNoor
Ìý
Educational toolGC-ENGLS4 (BES-ENG 41 and BES-ENG42 2022.pptx
GC-ENGLS4 (BES-ENG 41 and BES-ENG42 2022.pptxKalola Eben
Ìý
This presentation covers support for English language learning in upper primary grades. It discusses analyzing issues in learning support, grammar, listening, speaking, reading, writing, prose and poetry. It addresses the three learning domains of psychomotor, cognitive and affective skills. Memory strategies covered include encoding, retrieval, cues and mnemonics. The presentation contrasts integrated versus segregated skill instruction and discusses the value of pre-writing for ESL learners. General aims of teaching prose and poetry are provided. The purpose and characteristics of quality learning environments and diagnostic assessments are summarized.1335417653294 tema 3
1335417653294 tema 3CarlosQuirantCobo
Ìý
This document discusses principles for selecting resources and activities for teaching English as a second language in primary education. It covers the role of listening, speaking, reading and writing activities, as well as songs and stories. It provides definitions of materials and resources, and discusses criteria for selecting activities to develop skills like listening, speaking, pronunciation, and fluency. A variety of activity types are described, including total physical response, games, drills, dialogs, presentations and more.Some approaches in tefl
Some approaches in teflLailaa N
Ìý
This document discusses various approaches and methods for teaching English as a foreign language. It begins by defining TEFL as teaching English to speakers of other languages. It then outlines two main approaches: teacher-centered, where the teacher actively provides information to passive students; and student-centered, which focuses on constructive learning with student-directed activities. Several common teaching methods are also described, including grammar translation, direct method, audiolingualism, and communicative language teaching. The document provides examples of techniques and activities used in each method.Applied linguistics session 4_26_10_2021 Approaches & Methods in ELT 1.pdf
Applied linguistics session 4_26_10_2021 Approaches & Methods in ELT 1.pdfDr.Badriya Al Mamari
Ìý
This document discusses different approaches and methods in English language teaching. It defines an approach as the philosophy behind language instruction, focusing on views of language and learning. A method operationalizes an approach through choices about skills, roles, procedures and techniques. Procedures are ordered techniques, and techniques are classroom activities.
The document then examines several common approaches and methods. The Grammar-Translation Approach focuses on translation and grammar rules. The Direct Method teaches exclusively in English using realia and questions. The Audio-Lingual Method is based on behaviorism and teaches through repetition and drills. Each approach and method has advantages and disadvantages for developing language skills.Lesson 3.(Direct method)ppt.pptx
Lesson 3.(Direct method)ppt.pptxELMUROTTursunov
Ìý
The direct method of teaching languages aims to build a direct connection between the target language and experiences without using the learner's native language. Key aspects include using visuals and contexts to teach vocabulary and an inductive approach to teach grammar. It focuses on developing oral skills through techniques like question-answer exercises, dictation, and conversation practice. The goal is for students to learn to communicate naturally in the new language as they did with their first language.The definition of CLT By Alireza Sadeghiyan - www.academia.edu
The definition of CLT By Alireza Sadeghiyan - www.academia.eduAlireza Sadeghian
Ìý
Communicative Language Teaching (CLT) is an approach that focuses on meaningful communication rather than grammatical structure. In CLT, students complete tasks using language instead of studying it. The syllabus is based on functional development rather than structural development. There is less emphasis on error correction and more on fluency and communication. Students interact with each other through pair and group work to accomplish tasks while teachers take more of an observer role.current trends in elt.pptx
current trends in elt.pptxsathishkarthikeyan11
Ìý
To build on students' English language skills by engaging them in listening, speaking and grammar learning activities that are relevant tDedi Purwanto (16108810002)
Dedi Purwanto (16108810002)Dedi Purwanto
Ìý
This document discusses different approaches and methods for teaching English as a foreign language. It describes student-centered and teacher-centered approaches. Some example methods covered are the grammar translation method, direct method, audio-lingual method, silent way, communicative language teaching, participatory learning, and total physical response. Each method is defined and an example activity provided. The document serves to outline common approaches and methods used in teaching English as a foreign language.Teaching Oral Skill
Teaching Oral SkillPiyanuch Penglee
Ìý
This document discusses teaching oral skills to English language learners. It outlines some of the challenges of teaching oral skills, such as lack of student motivation and large class sizes. It then describes various speaking activities that can be used, including discussions, speeches, role plays, conversations, and using audio media. For discussions, it recommends giving students specific roles and clarifying expectations. For speeches, it notes topics can vary by student level. Role plays are suitable for practicing social language. Conversations emphasize analyzing language use. The document concludes by discussing assessing classroom performance and ongoing developments that will impact language teaching.Research methodology
Research methodologyIlli Elas
Ìý
This document discusses research on teaching grammar explicitly in secondary schools. It outlines the research methodology, including the background, statement of problem, objectives, questions, design, definitions, limitations, and significance. The research will use a mixed-methods qualitative and quantitative design including surveys. The surveys will gather teacher background information and their knowledge and opinions on teaching grammar. The goal is to understand why teachers neglect grammar, how to engage students, and identify best teaching methods to improve grammar instruction.All methods of teaching languages
All methods of teaching languagesabderrahim bellahcen
Ìý
This document summarizes and compares several language teaching methods:
- G.T.M focuses on grammar translation and uses the learner's native language. The teacher corrects errors and students answer questions in the target language.
- Direct Method bans translation and teaches grammar inductively through interaction. Speaking and listening are emphasized.
- Audio-Lingual Method teaches pronunciation, vocabulary and structures through repetition and drilling. The teacher corrects errors immediately.
- Suggestopedia aims to accelerate learning through relaxation in a comfortable environment with music and art. Errors are corrected gently.The Grammar Translation Method, The Direct Method and The Audio Lingual Method
The Grammar Translation Method, The Direct Method and The Audio Lingual MethodDepartment of English MKBU
Ìý
More from DoraV2 (9)
strategies-for-teaching-language-skills-22.ppt
strategies-for-teaching-language-skills-22.pptDoraV2
Ìý
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning. Pre, during, and post listening activities are outlined.
For speaking, it discusses the three components of speaking ability and notes the goal is communicative efficiency. A balanced approach combining input, practice, and communication is recommended.
For reading, it describes pre, during, and post reading strategies such as previewing, questioning, and summarizing. jeopardy review.pptx
jeopardy review.pptxDoraV2
Ìý
This document contains a series of questions and short passages on various topics such as personal information, family members, prepositions, daily routines, weather, and food. The questions and passages are used to elicit responses in English from the user and gauge their language skills. Examples of questions include asking for someone's name, age, where they are from, and what their favorite sport is.modifying-comparisons-error-correction-and-scaffolding-techniques-tips-a_3390...
modifying-comparisons-error-correction-and-scaffolding-techniques-tips-a_3390...DoraV2
Ìý
The document provides examples and explanations of different structures used to compare and contrast things in English, including comparative structures using "as...as", "more...than", and "the most/least". It also discusses modifiers that indicate the degree of difference such as "much", "slightly", and "exactly". Examples are provided to demonstrate correct and incorrect usage of these comparative structures.grammarandlexis-201014163141.pdf
grammarandlexis-201014163141.pdfDoraV2
Ìý
Grammar refers to how words are organized to create meaning and includes parts of speech, grammatical forms, and grammatical uses. There are 9 parts of speech including nouns, verbs, adjectives, that describe a word's function. Grammatical forms include plural nouns, gerunds, prefixes, and suffixes. Grammatical uses involve structures like the present progressive and present simple tenses to communicate meaning. Lexis refers to individual words and sets of words, and words can have denotative, figurative meanings, and meaning from affixes, collocations, idioms, and relationships with other words.Phonology.pdf
Phonology.pdfDoraV2
Ìý
Phonology is the study of sound systems in language. It includes units of sound like phonemes, as well as features like word stress, sentence stress, and intonation. Phonemes are the smallest units of sound that make a difference in meaning. Phonology examines the sound patterns and rules in a language. Word stress is when we give greater emphasis to certain syllables within a word. Sentence stress involves emphasizing different parts of a sentence. Intonation refers to the musical qualities and patterns of speech. Together these sound features are studied in phonology and contribute to connected speech.grammarandlexistkt-201014180736.pdf
grammarandlexistkt-201014180736.pdfDoraV2
Ìý
This document provides definitions and explanations of key concepts related to grammar and lexis. It defines grammar as how words are combined, changed and organized to make meaning. Grammar involves parts of speech, grammatical structures using prefixes, suffixes, and affixes. Lexis is defined as individual words or sets of words that have a specific meaning. Lexis involves the meaning of words, their forms, relationships between words like synonyms and antonyms, and contexts that determine word meaning. The document emphasizes the importance of these concepts for language teaching in the classroom.present-simple-vs-present-continuous_73481.pptx
present-simple-vs-present-continuous_73481.pptxDoraV2
Ìý
This document provides information about the present simple and present continuous tenses in English grammar. The present simple is used to describe general truths and routines, while the present continuous describes what is happening now or temporarily. Examples of each tense are given for common verbs like "to be", "to go", "to play", and "to study". The document also covers adverbs of frequency and time expressions used with these tenses.describing-people-picture-description-exercises_39749.ppt
describing-people-picture-description-exercises_39749.pptDoraV2
Ìý
Atatürk is described as having short, straight, blond hair and a blond moustache. He has blue eyes, is fit and tall, and is considered middle aged and handsome. The document provides physical characteristics and attributes of Atatürk.using-asas-comparisions-comparative-adjectives-grammar-guides_135249.pptx
using-asas-comparisions-comparative-adjectives-grammar-guides_135249.pptxDoraV2
Ìý
This document discusses how to use comparative adjectives to compare things that are different or the same. It provides examples of comparing height using "taller than", "shorter than", and "as tall as". Additionally, it demonstrates comparing age using "younger than", "older than", and "as old as". Finally, an example is given of comparing beauty using "more beautiful than" and "as beautiful as".Recently uploaded (20)
Mental Health of Neurodivergent Learners
Mental Health of Neurodivergent LearnersPooky Knightsmith
Ìý
For more information about my speaking and training work, visit: https://www.pookyknightsmith.com/speaking/
Fillable Strategies for Understanding and Supporting Neurodivergent Multiling...
Fillable Strategies for Understanding and Supporting Neurodivergent Multiling...Sean Fisher
Ìý
This is the PDF Fillable Electronic Workbook needed for the upcoming webinar/ workshop on Strategies for Neurodivergent Multilingual Learners.How to Configure Rental Product & Rental Period in Odoo 18
How to Configure Rental Product & Rental Period in Odoo 18Celine George
Ìý
In this slide, we will discuss the rental product and rental period. A rental product is a product that is available for use for a temporary or short-term period of time. We can pre configure these periods, and this will be used in the rental orders. Let’s see how to configure the rental orders.Sub Task Management with odoo Project Module
Sub Task Management with odoo Project ModuleCeline George
Ìý
Sub Task Management in the Odoo Project Module allows users to break down large tasks into smaller, more manageable pieces called sub-tasks. This feature helps in organizing and tracking complex projects by dividing work into smaller steps, each with its own deadlines, assignees, and progress tracking.How to Render Dynamic Data using RPC call in Odoo 17 POS
How to Render Dynamic Data using RPC call in Odoo 17 POSCeline George
Ìý
In this slide we will discuss how to render dynamic data using RPC call in Odoo 17 POS. We can render dynamic data within the Point of Sale (POS) system using Remote Procedure Call (RPC) calls. 20250310 McGuinness Institute Submission on Gene Technology Bill.pptx
20250310 McGuinness Institute Submission on Gene Technology Bill.pptxMcGuinness Institute
Ìý
On March 10 2025 Wendy McGuinness from the McGuinness Institute presented an oral submission to the Health Committee on the proposed Gene Technology Bill.Capitol Doctoral Presentation -March 2025.pptx
Capitol Doctoral Presentation -March 2025.pptxCapitolTechU
Ìý
ºÝºÝߣs from a Doctoral Information Session presented March 9, 2025 by Capitol Technology University. Features faculty and staff discussing the accredited online doctoral programs offered by the university. Includes information on degree programs, modalities, tuition, financial aid and the application and acceptance process.
South Hornsey: The Lost Local Authority that Merged with Stoke Newington by T...
South Hornsey: The Lost Local Authority that Merged with Stoke Newington by T...History of Stoke Newington
Ìý
Presented at the 24th Stoke Newington History Talks event on 27th Feb 2025
https://stokenewingtonhistory.com/stoke-newington-history-talks/Pests of Turmeric and Ginger, Onion and Garlic, Coriander, Curry leaf, Black ...
Pests of Turmeric and Ginger, Onion and Garlic, Coriander, Curry leaf, Black ...Deepali Shid
Ìý
Pests of Turmeric and Ginger, Onion and Garlic, Coriander, Curry leaf, Black pepper. Rhizome fly, Shoot borer, Rhizome scale, Leaf roller, Thrips, Onion and garlic thrips, Coriander aphids and mites, Scale insect, Psylla, Lemon butterfly, Pollu beetle The Story Behind the Abney Park Restoration Project by Tom Walker
The Story Behind the Abney Park Restoration Project by Tom WalkerHistory of Stoke Newington
Ìý
Presented at the 24th Stoke Newington History Talks event on 27th Feb 2025
https://stokenewingtonhistory.com/stoke-newington-history-talks/The Battle of Belgrade Road: A WW1 Street Renaming Saga by Amir Dotan
The Battle of Belgrade Road: A WW1 Street Renaming Saga by Amir DotanHistory of Stoke Newington
Ìý
Presented at the 24th Stoke Newington History Talks event on 27th Feb 2025
https://stokenewingtonhistory.com/stoke-newington-history-talks/Q-Factor Mythology Quiz-1st March 2025, Quiz Club NITW
Q-Factor Mythology Quiz-1st March 2025, Quiz Club NITWQuiz Club NITW
Ìý
The Mythology Quiz conducted by Quiz Club NITW on 1st of March 2025, as a part of the duology of quizzes for the college fest SpringSpree 2025. The set has both the Prelims and Finals which include various questions on topics related to Mythology ranging from Hindu mythology to Greek and Norse mythology!
Primary metabolites(Carbohydrates Acacia, Agar, Tragacanth, Honey).pptx
Primary metabolites(Carbohydrates Acacia, Agar, Tragacanth, Honey).pptxMs. Pooja Bhandare
Ìý
PHARMACOGNOSY & Phytochemistry-I (BP405T) Unit-VPart-2Primary metabolites:(Carbohydrates: Acacia, Agar, Tragacanth, Honey)
Carbohydrate: Properties, classification Chemical test
Tragacanth
Synonyms
Biological Source
Geographical Source Method of Collection & Preparation Description:
Chemical Constituent Chemical test uses
Adulterant and Substitutes
Acacia
Synonyms
Biological Source
Geographical Source Method of Collection & Preparation Description:
Chemical Constituent Chemical test uses
Adulterant and Substitutes
Agar
Synonyms
Biological Source
Geographical Source Method of Collection & Preparation Description:
Chemical Constituent Chemical test uses
Adulterant and Substitutes
Honey
Synonyms
Biological Source
Geographical Source Method of Collection & Preparation Description:
Chemical Constituent Chemical test uses
Adulterant and Substitutes
How to Use Odoo 17 Consignment to Manage Your Inventory
How to Use Odoo 17 Consignment to Manage Your InventoryCeline George
Ìý
Consignment is a business arrangement where a supplier (consignor) provides goods to a retailer or distributor (consignee) to sell on their behalf. However, the ownership of the goods remains with the supplier until the goods are sold by the retailer.
Scattered Radion Survey for QA & QC .pptx
Scattered Radion Survey for QA & QC .pptxDolphin PG College, Chunni Kalan, Fatehgarh Sahib, Mohali
Ìý
A scattered radiation survey in a radiology department is an essential process for ensuring radiation safety and compliance with regulatory standards. Scattered radiation, which is secondary radiation deflected from its original path after interacting with a patient or other objects, poses a potential hazard to healthcare professionals, patients and general public.
Protection for Healthcare Workers and General Public: Scattered radiation surveys pinpoint areas where scattered radiation levels are highest. This helps in identifying workspaces or equipment where additional shielding or protective measures may be needed.
Since prolonged exposure to scattered radiation increases the risk of conditions like cancer and cataracts, surveys help to ensure that exposure stays within safe limits, adhering to regulatory standards and minimizing long-term health risks. Survey helps to protect Workers and General Public.
Radiation Survey data for safety improvements: The data collected in these surveys allows the X-ray department to make informed decisions about room layout, equipment placement, and workflow adjustments to further reduce exposure.
Surveys help identify where lead aprons, thyroid shields, and lead glasses are most effective, and when extra protective barriers or shields might be necessary for staff safety.
Radiation Survey for image quality: Clear, high-contrast images are essential for accurate diagnoses. When scattered radiation is minimized, the images are of higher diagnostic quality, helping radiologists detect abnormalities and make precise evaluations.
Introduction to Studying Fiction, novel, novella, and short stiry
Introduction to Studying Fiction, novel, novella, and short stiryAbdel-Fattah Adel
Ìý
Introduction to Studying Fiction, novel, novella, and short stirySouth Hornsey: The Lost Local Authority that Merged with Stoke Newington by T...
South Hornsey: The Lost Local Authority that Merged with Stoke Newington by T...History of Stoke Newington
Ìý
Scattered Radion Survey for QA & QC .pptx
Scattered Radion Survey for QA & QC .pptxDolphin PG College, Chunni Kalan, Fatehgarh Sahib, Mohali
Ìý
TKT Jeopardy Game.pptx
- 1. TKT MODULE 1 PART 2 BACKGROUND TO LANGUAGE LEARNING Global English Language Certification Centre
- 2. 100 100 100 100 100 200 200 200 200 200 300 300 300 300 300 400 400 400 400 400 500 500 500 500 500
- 3. •The culture of the language we are learning.
- 4. •Students who have lost their motivation are called…
- 5. •Method which is focused only on grammar and translating texts.
- 6. •Method which is focused only on learning and practicing structures.
- 7. •Method which just focuses on using language fluently in communication.
- 8. •An error made by a second language learner which could also be made by a young person learning their mother tongue as part of their normal development.
- 9. •The ways in which a learner naturally prefers to take in, process and remember information and skills.
- 10. •The ways that learners choose and use to learn language.
- 11. •Activities where learners communicate with each other in speaking or writing.
- 12. •Errors which a learner does not stop making and which last for a long time, even for ever.
- 13. •The best way to learn language is to use it in interaction rather than to learn about it
- 14. •Language is learnt by learning chunks as whole and complete units. •Chunks need to be noticed by learners in order to be learnt.
- 15. •Language is learnt by first seeing new language in context which shows its meanings, practicing it in controlled and guided conditions, then using it in freer conditions which give the learner less language support.
- 16. •Courses for students needing to learn another subject in another language.
- 17. •Activity which involves learners walking round the class talking to other students.