LANGUAGE TEACHING METHODS AND TEACHING TECHNIQUES
No.
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Language
Teaching Methods
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Explanation
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Teaching
techniques
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1.
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CLL (Cooperative Language
Learning)
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Cooperative Learning is part of a group of teaching/learning
techniques where students interact with each other to acquire and practice
the elements of a subject matter and to meet common learning goals. It is
much more than just putting students into groups and hoping for the best.
Cooperative Learning is a very formal way of structuring activities in a learning
environment that includes specific elements intended to increase the
potential for rich and deep learning by the participants.
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1.Think-Pair-Share
strategy
think-pair-share
is one of dozens of cooperative learning strategies described on the Internet,
then students are prompted to think about a topic or problem, record their
ideas, pair with a neighbor, and share their ideas.
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2.Affinity
Strategy
Students
jot issues, concerns, or solutions on a card, and then cards collected and
compared by group “like” cards are sorted together to create categories and
focus on issues, concerns, or solutions students have in common.
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3. Strategies: Jigsaw
Task
and materials divided into sections for each group member, and after that
group members assigned specific topics convene with members of other groups
assigned that same topic notes are shared and discussed students re-convene
with original group to teach topic sections to one another.
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4. Strategies: Find the Fib
Students
learn different parts of a topic each student teaches their piece of the
topic to their group, including a fib or non-truthful element in their
instruction after each student’s instruction, groups discuss the content and
try to find the fib
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5. Strategies: Send-a-Problem (1 of 2)
Group
members generate problems and write them on cards; questions are asked to
other group members if all group members agree on an answer, the answer is
written on the back of the card if no consensus, the question is revised so
that an answer can be agreed upon question cards sent to other groups
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6. Strategies: Send-a-Problem (2 of 2)
Other
groups read and discuss cards groups reach consensus on an answer, then check
for agreement w/ first group if no agreement, they write their answer on the
back as an alternate question cards can be sent to a third, fourth, or fifth
group, then back to the originating group.
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7.Strategies: Commonalities
Each
student records an answer, issue, concern, topic, solution, etc. answers are
compared cross group items common to all 4 students recorded in table under
column 4, to only 3 students under column 3, etc. Categories are generated
and discussed.
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8. Preview-Predict-Confirm (PPC)
Preview-Predict-Confirm (PPC) is a strategy that promotes
thinking and talking about words as students use the context of illustrations
to generate topic-related words, categorize them, and share with the class.
This is an easy strategy because it requires very little preparation! The
power of this strategy is that it actively engages students in conversations
about words, their meaning and the context in which the words are found.
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2.
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GTM
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GTM is the teaching processes that oriented to the structures or
grammatical components of languages. The teaching is purposed to teach the
students to the mastering of grammatical oriented and not to the practical in
speaking.
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1.
Translation of a literary passage
a teacher is expected to have the skills: Be
organized and inform the students about the syllabus; Be confident, admit
mistakes, teach students more gifted than the teacher thanks to experience;
Have translator's skills; Have a good command of pedagogical techniques; Be
prepared to experiment with new methods; Listen to students' suggestions;
Consider translation as a form of linguistic exploration; Have a good command
of the two languages.
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2.
Reading comprehension questions
The Reading Comprehension section contains reading passages
and questions about the passages. The questions are about information that is
stated or implied in the passage and about some of the specific words in the
passages. Because many English words have more than one meaning, it is
important to remember that these questions concern the meaning of a word or
phrase within the context of the passage.
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3.
Antonyms/Synonyms
Synonyms are words that have the same meaning.
Antonyms are words that have opposite meanings. You’ll explore how to use
synonyms when you write and how to use a dictionary and thesaurus to find
words with similar meanings.In this teaching technique the teachers can use some of media such as
english movie, animation, pictures, environment, and etc.
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4.
Fill-in-the-blanks
Fill-in-the-blank questions are a common type of
question due to their ease of creation and usefulness in classes across the
curriculum. They are considered an objective question because there is only
one possible answer that is correct. They are typically used to measure a
wide variety of relatively simple skills and specific knowledge. These
include the Knowledge of terms, Knowledge of principles, methods, or
procedures, Knowledge of specific facts, Simple interpretation of data. There are a number of advantages to
fill-in-the-blank questions. They provide an excellent means for measuring
specific knowledge, they reduce guessing by the students, and they force the
student to supply the answer. In other words, teachers can get a real feel
for what their students actually know
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5. Memorization
Memorization
may be defined simply as the power, function, or act of reproducing and
identifying what has been heard or experienced. It has been suggested that
there are at least four steps in the memory process:
1) Impression—the
original, conscious, meaningful experience itself
2) Retention—the
process by which the experience is retained in the mind
3) Recall—the
act of calling upon the mind for certain needed past experiences or ideas
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