an overall plan for systematic presentation of language based upon a selectef approach

(a)  

the specific activities manifest in the classrom that are consistent with a method aand therefore in harmony with an approach as well

(a)  

theory of native language

(a)  

a theory of the nature of language learning

(a)  

the general and the specific objectives

(a)  

syllabus, types of learning and teaching activities

(a)  

learner's role and teacher's role

(a)  

the role of instructmental materials

(a)  

classroom and behavious observed when the method is used

(a)  

the study of pedagogical practices in general

(a)  

theoretical positions and beliefs about the nature of language , the nature of language learning

(a)  

a generalized set of classroom specifications for accomplishing linguistic objectives

(a)  

design for carrying out a particular language program

(a)  

any of a wide variety af exercises, actyvities or devices used in the language classroom for realising lesson objectives

(a)  

a task, procedure, activity and exercise

(a)  

anything that learners actually do in the classroom

(a)  

some sort of performance on the part of learners

(a)  

only one correct response from a student , no connection with reality

(a)  

may have a predicted response, but is connected to some form of reality

(a)  

if the exercise is communicative is no longer a drill

(a)  

the practices and procedures that allow teachers to teach and students to learn

(a)  

The class is reading an excerpt from Mark Twain’s Life on the Mississippi/A fundamental purpose of learning a language is to be able to read literature written in it

(a)  

Students translate the passage from English into Spanish/An important goal is for students to be able to translate each language into the other.

(a)  

The teacher asks students in their native language if they have any questions. A student asks one and is answered in her native language/The ability to communicate in the target language is not a goal of language instruction.

(a)  

Students translate new words from English into Spanish/ To find native language equivalents for all target language words.

(a)  

Students learn that English ‘-ty’ corresponds to -dad and -tad in Spanish/Learning is facilitated through attention to similarities between the target language and the native language.

(a)  

Students are given a grammar rule for the use of a direct object with two-word verbs/To learn about the grammar or form of the target language.

(a)  

Students apply a rule to examples they are given/Deductive application of an explicit grammar rule is a useful pedagogical technique.

(a)  

The teacher asks students to state the grammar rule/Students should be conscious of the grammatical rules of the target language.

(a)  

Students memorize present tense, past tense, and past participle forms of one set of irregular verbs/Verb conjugations and other grammatical paradigms should be committed to memory

(a)  

Students study grammar deductively

(a)  

Vocabulary and grammar are emphasized.

(a)  

using questions about the target culture

or questions that ask students to apply grammar rules

(a)  

Reading Comprehension Questions: Students answer questions in the target language based on their understanding of

the reading passage

(a)  

Antonyms/Synonyms:

Students are given one set of words and are asked to find antonyms/synonyms in the reading passage.

(a)  

Deductive Application of Rules: Grammar rules are presented with examples.

(a)  

Fill-in-the-blanks Exercise

(a)  

Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them.

(a)  

Use Words in Sentences: In order to show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words.

(a)  

Composition: The teacher gives the students a topic to write about in the target language.

(a)  

The students read aloud a passage about the geography of the United States of America/ Language is primarily speech. The reading skill will be developed through practice with speaking

(a)  

The teacher points to a part of the map after each sentence is read/Objects present in the immediate classroom environment should be used to help students understand the meaning.

(a)  

The teacher uses the target language to ask the students if they have a question. The students use the target language to ask their questions/ Students practice new words and grammatical structures

(a)  

The teacher answers the students’ questions by drawing on the whiteboard or giving examples/It is desirable that students make a direct association between the target language form and meaning.

(a)  

The teacher asks questions about the map in the target language, to which the students reply in a complete sentence in the target language/ Vocabulary is acquired more naturally if students use it in full sentences.

(a)  

The teacher works with the students on the pronunciation of ‘Appalachian’/ Pronunciation should be worked on right.

(a)  

The teacher corrects a grammar error by asking the students to make a choice/ Self-correction facilitates language learning.

(a)  

The teacher asks questions about the students; students ask each other questions/ This encourages students to speak as much as possible.

(a)  

The students fill in blanks with prepositions practiced in the lesson/ Grammar should be taught inductively.

(a)  

The teacher dictates a paragraph about United States geography/ To develop writing skill

(a)  

A proverb is used to discuss how Americans view punctuality/Learning another language also involves learning how speakers of that language live.

(a)  

The goals of teachers who use the (a)   : They intend that students learn how to communicate in the target language.

When the teacher introduces a new target language word or phrase, he demonstrates its meaning through the use of realia, pictures, or pantomime; he never translates it into the students’ native language.

(a)  

Students speak in the target language a great deal and communicate as if they were in real situations.

(a)  

Grammar is taught inductively

(a)  

Students practice vocabulary by using new words in complete sentences.

(a)  

Vocabulary is emphasized over grammar. Oral communication is seen as basic.

(a)  

The reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of a course.

(a)  

The students’ native language should not be used in the classroom.

(a)  

Language is primarily spoken, not written.

(a)  

Culture consists of the history of the people who speak the target language, the geography of the country or countries where the language is spoken, and information about the daily lives of the speakers of the language.

(a)  

Reading Aloud: Students take turns reading sections of a passage, play, or dialogue out loud.

(a)  

The teacher of this class has the students self-correct by asking them to make a choice between what they said and an alternative answer he supplied

(a)  

Conversation Practice: The teacher asks students a number of questions in the target language, which they have to understand to be able to answer correctly.

(a)  

Fill-in-the-blanks Exercise: All the items are in the target language; furthermore, no explicit grammar rule would be applied.

(a)  

Dictation: The teacher reads the passage three times.

(a)  

Map Drawing

(a)  

Paragraph Writing: The teacher in this class asks the students to write a paragraph in their own words.

(a)  

The teacher introduces a new dialogue/ Language forms do not occur by themselves; they occur most naturally within a context.

(a)  

The language teacher introduces the dialogue by modeling it two times/ One of the language teacher’s major roles is that of a model of the target language. By listening to how it is supposed to sound, students should be able to mimic the model.

(a)  

The students repeat each line of the new dialogue several times/Language learning is a process of habit formation. The more often something is repeated, the stronger the habit and the greater the learning.

(a)  

The students stumble over one of the lines of the dialogue. The teacher uses a backward build-up drill with this line/Errors lead to the formation of bad habits. When errors do occur, they should immediately be corrected by the teacher.

(a)  

The teacher initiates a chain drill in which each student greets another/ The purpose of language learning is to learn how to use the language to communicate.

(a)  

The teacher uses single-slot and multiple-slot substitution drills/ In order to create new sentences, students must learn which part of speech occupies which slot.

(a)  

The teacher says, ‘Very good,’ when the students answer correctly/Positive reinforcement helps the students to develop correct habits.

(a)  

The teacher uses spoken cues and picture cues /Students should learn to respond to both verbal and nonverbal stimuli.

(a)  

The teacher conducts transformation and question-and-answer drills/Pattern practice helps students to form habits which enable the students to use the patterns.

(a)  

The teacher provides the students with cues; she calls on individuals; she smiles encouragement; she holds up pictures one after another/

(a)  

New vocabulary is introduced through lines of the dialogue; vocabulary is limited/ The major objective of language teaching should be for students to acquire the structural patterns; students will learn vocabulary afterward.

(a)  

Students are given no grammar rules; grammatical points are taught through examples and drills/We do not need to memorize rules in order to use our native language. The rules necessary to use the target language will be figured out or induced from examples.

(a)  

The teacher does a contrastive analysis of the target language and the

students’ native language in order to locate the places where she anticipates her students will have trouble

(a)  

The teacher writes the dialogue on the blackboard toward the end of the week. The students do some limited written work with the dialogue and the sentence drills/ The ‘natural order’ of skill acquisition is: listening, speaking, reading, and writing.

(a)  

The supermarket alphabet game and a discussion of American supermarkets and football are included

(a)  

Dialogue Memorization: Dialogues or short conversations between two people are often used to begin a new lesson.

(a)  

Backward Build-up (Expansion) Drill: This drill is used when a long line of a dialogue is giving students trouble.

(a)  

Repetition Drill: This drill is often used to teach the lines of the dialogue.

(a)  

Single-slot Substitution Drill:

The major purpose of this drill is to give the students practice in finding and filling in the slots of a sentence

(a)  

Multiple-slot Substitution Drill

(a)  

Transformation Drill:The teacher gives students a certain kind of sentence pattern, an affirmative sentence for example. Students are asked to transform this sentence into a negative sentence.

(a)  

Question-and-answer Drill

(a)  

Use of Minimal Pairs

(a)  

Complete the Dialogue: Students complete the dialogue by filling the blanks with the missing words.

(a)  

Grammar Game: The games are designed to get students to practice a grammar point within a context.

(a)  

Teacher does not provide the knowledge. Students are supposed to make their own discoveries, gain their own insights into the functioning of the language.

(a)  

Using sound color sound: the chair contains blocks of color, each one representing a sound in the target language. The teacher, and later students, points to blocks of color on the chart to form syllables, words and even sentences.

(a)  

Using peer correction: students are encouraged to help another student when he or she is experiencing difficulty

(a)  

Using rods: rods can be used to provide visible actions or situations for any language structure. Situations with the rods can be created in such a way that the meaning is made clear; then the language is connected to the meaning

(a)  

Self- correction Gestures: in the class observed, the teacher put his palms together and then moved them outwards to signal to students the need to lengthen the particular vowel they were working on.

(a)  

Word chart : the teacher, and later the students, points to words on the wall charts in a sequence so that students can read aloud the sentences they have spoken

(a)  

Using fidel charts: the teacher, and later the students, points to the color- coded Fibel Charts in order that students associate the sounds of the language with their spelling

(a)  

Structured feedback: students are invited to make observations about the day’s lesson and what they have learned.

(a)  

The course is conducted in a classroom that is bright and cheerful. Posters displaying grammatical information about the target language are hung around the room

(a)  

Evaluation usually is conducted on students’ normal in class performance and not through formal tests

(a)  

Choose a new identity: the students choose a new target language name and a new occupation. As the course continues, the students have an opportunity to develop the whole biography about the fiction selves

(a)  

Role play : students are asked to pretend temporarily that they are someone else and to perform in the target language if they were that person

(a)  

Second concert:the students are asked to put their scripts aside. They simply listen as the teachers reads the dialogue at normal speed

(a)  

Primary activation: the students playfully reread the target language dialogue out loud, individually or in group. In the lesson we observed , three group of student read parts of the dialogue in a particular manner

(a)  

Creative adaptation: singing, dancing, dramatizations and games.

(a)  

To lay the foundation of English by establishing through drill and repetition about 275 graded structures.

(a)  

To enable the children to attain mastery over an essential vocabulary of about 3000 root words for active use.

(a)  

To teach the four fundamental skills, namely understanding, speaking, reading and writing in the order names.

(a)  

To lay proper emphasis on the aural- oral approach, activity methods and the condemnation of formal grammar for its own sake.

(a)  

The structural groups practiced in single utter- ances, usually giving answers to questions or responses to verbal or visual cues

(a)  

Grammar teaching involves a situational presentation of new sentence patterns and drills to practice these patterns. The teacher moves from controlled to freer practice of structures and from oral use of sentence patterns to their automatic use in speech, reading, and writing

(a)  

A lesson starts with stress and intonation practice followed by a revision and a presentation of new materials

(a)  

The teacher greets the students, introduces himself, and has the students introduce themselves/ To build a relationship with and among students

(a)  

The teacher translates what the students want to say in chunks/ The teacher should be sensitive to students’ level of confidence and give them just what they need to be successful.

(a)  

Students are invited to talk about how they felt during the conversation

(a)  

The students listen to the tape and give the Indonesian translation/ Students feel more secure when they understand everything.

(a)  

The teacher asks the students to form a semicircle in front of the whiteboard so they can see easily

(a)  

The students read their sentences to the other members of the class/ Developing a community among the class members builds trust and can help to reduce the threat of the new learning situation

(a)  

Recording Student Conversation

(a)  

Transcription. Reflective Listening. Human Computer ™. Small Group Tasks are some techniques of

(a)  

The teacher gives the commands quite

quickly/Students can initially learn one part of the

language rapidly by moving their bodies.

(a)  

Students can learn through observing actions as well as by performing the

actions themselves

(a)  

The teacher says, ‘Jump to the desk.’

Everyone laughs/ Language learning is more effective

when it is fun.

(a)  

A student says, ‘Shake *hand with

your neighbor.’

(a)  

Using Commands to Direct Behavior

(a)  

Action Sequence: At one point we saw the teacher give three connected commands. For example, the

teacher told the students to point to the door, walk to the door, and touch the door.

(a)  

what is ppp stands for

(a)  

The teacher presents the context and situation for the language and both explains and demonstrates the meaning and form of the new language . The students practise making sentences with ‘going to’ before going on to the production stage in which they talk more freely about themselves or other people in the

real world.

(a)  

The teacher speaks up to 75% of the time, as they are presenting information. The teacher focuses on accuracy when correcting students at this stage. The teacher asks concept check questions to see if students have understood.

(a)  

Turn the deductive aspect of explicit grammar instruction into an inductive aspect (so learners have to figure out the patterns themselves)

(a)  

Include meta-learning strategies so students can learn how to learn

(a)  

Include more incidental language throughout the class, so learners hear language in a more natural context

(a)  

There are three main categories of task: information-gap, reasoning-gap, and opinion-gap

(a)  

Teach language depending on the aims of the lesson and the abilities of the learners. Gain a thorough insight about the subject, and draws upon different theories in different cases.

(a)  

(a)   :It is a method of teaching languages by which students learn grammatical rules and then apply those rules by translating between the target language and the native languages

(a)   :In this method the teacher refrains from using the students' native language. The target language is directly used for teaching all the four skills—listening, speaking, reading and writing.

(a)   : In this approach, the teacher teaches language through a careful selection, gradation and presentation of vocabulary items and structures through situation based activities.

(a)   : In this style of teaching students are taught through a system of reinforcement. Here new words and grammar are directly taught without using the students' native language. However, unlike direct method, audio-lingual method does not focus on vocabulary. Instead, the teacher focuses on grammar through drill and practice.

(a)   : This approach lays emphasis on oral method of teaching. It aims to develop communicative competence in students.

(a)   : It is based on the theory that memory is enhanced through association with physical response.

(a)   : In this method the teacher uses a combination of silence and gestures to focus students' attention. It was developed by Caleb Gattegno.