The oral Approach & situational language Teaching

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Presentation transcript:

The oral Approach & situational language Teaching MI 503 Miyeon Won March. 1, 2011

Main Characteristics L teaching begins with spoken L 2. Only use T. L 3. New L→ introduce & practice situationally 4. Vocabulary 5. Grammar→ from simple forms to complex forms

Approach 1.Theory of language → “ Structuralism” → close relationship: structure/context/situation

2. Theory of learning processes>conditions: (receiving→fixing→using)

Design 1. Objectives - to teach a practical command of the four basic skills of language ( skills→ through structure) - accuracy in both pronunciation and grammar - automatic control of basic structures and sentence patterns

2. The syllabus - structural syllabus and a word list - structures → within sentences & vocabulary

3. Types of learning and teaching activities - sentence patterns are demonstrated with examples with objects, pictures, action and mine - drills to practice the patterns

4. Learner roles - imitator : listen and repeat - respond to questions &command

5. Teacher roles -presentation stage: serve as a model -practice stage: →give opportunity to students to use the L →lookout for grammatical and structural errors →organizing review

6. The role of materials - textbook -visual aids

Procedure vary according to the level of the class Procedure at any level aim : ①controlled→free practice of structures ②oral use sentence patterns→ automatic use in speech, reading, and writing

Conclusion the essential features of SLT → “P-P-P” lesson model -P :

Lesson Topic : preposition- on/under/next to/in Target students : 5th grade in Korea (EFL) Objective : Students will be able to speak sentences by using preposition such as on/under/next to/in Material : picture, box, ball, testing paper Evaluation : Q-A, paper-pencil testing