2. The Classroom Activities in The Classroom Activities in The Audio-
Grammer Translation Method Lingual Method (ALM)
(GTM) Dialogue Memorisation
Minimal pairs: (for teaching
Translation of a Literary pronunciation)
Passage
Complete the dialogue
Reading Comprehension
Questions Mechanical Drills
Repetition drill
Antonyms / Synonyms
Chain Drill
Cognates
Substitution Drill
Deductive Application of The Classroom Activities in The Silent
Rule Way(SW)
Fill-in-the blanks Teaching pronunciation with "sound
Memorisation colour charts"
Cognitive coding with colour rods.
Use words in Sentences
Self correction gestures
Composition Peer Correction
The Classroom Activities Structured feedback
in The Direct Method Fidel Charts
(DM) Word Charts
3.
4. ◦ Students translate a passage from the target
language into their native language.
◦ The passage provides the focus for several classes:
◦ vocabulary and grammatical structures in the
passage are studied in the following lessons
5. Students answer questions in the target
language based on their understanding of the
reading passage.
information questions
inference questions
questions that require students to relate the
passage to their own experience.
6. Students are given one set of words and are
asked to find antonyms in the reading
passage.
asking students to find synonyms for a
particular set of words.
7. Students are taught to recognise cognates by
learning the spelling or sound patterns that
correspond between the languages.
Students should be aware of “true cognates”
(i.e., theatre-tiyatro)
“false cognates” (i.e., apartment-apartman).
8. Grammar rules are explained explicitly
Translation examples
Once students understand a rule, they are
asked to apply it to some different examples.
9. Students are given a series of sentences with
words missing
They fill in the blanks with new vocabulary
items or necessary items of grammatical
features
10. lists of target language vocabulary words and
their native language equivalents.
are asked to memorise them.
required to memorise grammatical rules
grammatical paradigms such as verb
conjugations
11. In order to show that students understand
the meaning
make up sentences in which they use the new
words
12. a topic in the target language
Sometimes, instead of creating a
composition, students are asked to prepare a
précis
16. To sit with their pair
giving the best model to the students to pronounce
the dialogue
to examine the dialogue whether they do not know
some words in the dialogue
to memorize the dialogues for several minutes
to perform the dialogue
giving feedback or comment
17. A minimal pair is a pair of words that differ in a
single phoneme
Minimal pairs are often used to show that two sounds
contrast in a language
For example, we can demonstrate that [s] and [z] contrast
in English by adducing minimal pairs
such as sip and zip, or bus and buzz
Do you repairclocks/clogs?“
It will help the students with pronunciation
18. The students complete the dialogue which is
given in pairs using their imagination
Then they act it out in front of the class
19. When there is control of response and only
one correct way of responding, the drill is
defined as mechanical drill
to try what they have learned
to develop quick, automatic responses
not be used for prolonged practice
20. The teacher‟s language is repeated with no
change
The teacher has to teach the meaning of the
utterance first.
Teacher: It‟s cold outside
Students: It‟s cold outside
Teacher: It‟s warm outside
Students: It‟s warm outside
21. Students sit in a circle or semicircle
Then one student asks the next student a
question
The other students respond and go on asking
The teacher starts by modeling what is expected
Teacher: My name is Mary, and I like eating. What about you?
Student 1: My name is Earnest, and I like reading. What about you?
Student 2: My name is Anatoli, and I like camping
22. Substitution drills are slightly interactive
Teacher usually gives students practice in
changing a word or structure in response to
cue
Teacher: You‟re a student, aren‟t you?
farmer
Students: You‟re a farmer, aren‟t you?
Teacher: You‟re a farmer, aren‟t you?
accountant
Students: You‟re an accountant
23.
24. The Sound Colour Chart is a system for
teaching sounds in the target language
Each sound is represented by a colour
25. At the beginning level, the rods can be used
to teach colours and numbers
Statements with prepositions
Conditionals
The roads allow students to be creative and
imaginative
26. The teacher indicates that each of his fingers
represented a word in a sentence
To use this to locate the trouble spot for the
student
27. Students are invited to talk about the day's
instruction
Students learn to take responsibility for their
own learning by becoming aware of
themselves
28. Peer correction is a classroom technique where
learners correct each other, rather than the
teacher doing this
The assignments are interchanged among the
students
They look at the errors
Discuss the errors and corrections
Also find corrections to errors
29. Teach sound spelling association
listed together
colored the same as the color block for the
sound /eı/ are „ay‟, ea,ei,ight, etc.
30. 12 English charts
containing about 500 words
Functional vocabulary of English
The words are written in different colours
Students can learn basic pronunciation
patterns
