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length
The ________ and frequency of feedback sessions vary depending on the teacher and the class.
translation
Meaning is made clear by focusing the students perceptions, not by ________.
exercise of initiative
It helps to foster autonomy, or the ________.
Linguist Noam Chomsky
________ argued that language acquisition could not possibly take place through habit formation since people create and understand utterances they have never heard before.
Rods Rods
________ can be used to provide visible actions or situations for any language structure, to introduce it, or to enable students to practice using it.
Student student verbal interaction
________ is desirable (students can learn from one another) and is therefore encouraged.
Chomsky
________ proposed instead that speakers have a knowledge of underlying abstract rules, which allow them to understand and create novel utterances.
Peer Correction Students
________ are encouraged to help another student when he or she is experiencing difficulty.
Then by tapping his second finger, he indicates that her trouble is with the second word
The teacher then mouths the vowel sound and, with gestures, shows the student that the vowel is shorter than what she is saying
During the next few classes, the students will
1 Practice with their new sounds and learn to produce accurate intonation and stress patterns with the words and sentences
3 Learn to use the following items
Give it to me/her/him/them Too this/that/these/those one/ones the/a/an put , here/there is/are his/her/my/your/their/our 4 Practice making sentences with many different combinations of these items
He points to each of the four rooms and is able to elicit from the students
‘the living room, ‘the dining room, ‘the kitchen, and ‘the bedroom
The blocks of color represent the sounds of five English vowels close to the five simple vowels of Portuguese
The teacher should start with something the students already know and build from that to the unknown
Several students say /e/, /i/, / /, /u/ as the teacher points to the other four blocks
Language learners are intelligent and bring with them the experience of already learning a language
3 The teacher does not model the new sounds but rather uses gestures to show the students how to modify the Portuguese sounds
Language is not learned by repeating after a model
4 Students take turns tapping out the sounds
Students actions can tell the teacher whether or not they have learned
5 One student says, ‘À esquerda, to help another
Students should learn to rely on each other and themselves
6 The teacher works with gestures, and sometimes instructions in the student's native language, to help the students to produce the target language sounds as accurately as possible
The teacher works with the students while the students work on the language
7 The students learn the sounds of new blocks of color by tapping out the names of their classmates
The teacher makes use of what students already know
8 The teacher points to a rod and then to three blocks of color on the sound
color chart
The students respond, ‘rod
Learning involves transferring what one knows to new contexts
9 The teacher points to the words ‘a and ‘rod on the word chart
Reading is worked on from the beginning but follows from what students have learned to say
After a minute, a girl points to a rod and says, ‘a rod
Silence is a tool
11 The teacher points to a particular rod and taps out ‘a blue rod on the sound-color chart
Meaning is made clear by focusing students perceptions, not through translation
He looks to the teacher, but the teacher remains silent and looks to the other students
Students can learn from one another
This time the teacher accepts the students correct pronunciation
If the teacher praises (or criticizes) students, they will be less self-reliant
Using gestures, the teacher isolates the trouble spot for her
Errors are important and necessary to learning.They show the teacher where things are unclear
6 The teacher mouths the correct sound, but does not vocalize it
Students need to learn to listen to themselves
18 The teacher listens attentively
A teachers silence frees the teacher to closely observe the students behavior
19 The teacher says, ‘Take the green rod, only once
Students learn they must give the teacher their attention in order not to miss what he says
20 The students take turns issuing and complying with commands to take a rod of a certain color
Students should engage in a great deal of meaningful practice without repetition
21 The students practice commands with compound objects
The elements of the language are introduced logically, expanding upon what students already know
22 The students take turns tapping out the sentences of their choice on the word charts
Students gain autonomy in the language by exploring it and by making choices
23 Some students choose to tap out simple commands; others tap out more complex ones
Language is for self-expression
24 The teacher asks the students for their reactions to the lesson
The teacher can gain valuable information from student feedback; for example, he can learn what to work on next
25 There is no homework assigned
Some learning takes place naturally as we sleep
26 In subsequent lessons, the students will learn to use a number of different linguistic structures
The syllabus is composed of linguistic structures
27 The students will practice making sentences with different combinations of these structures
The structures of the syllabus are not arranged in a linear fashion, but rather are constantly being recycled
28 Students will practice writing the sentences they create
The skills of speaking, reading, and writing reinforce one another
Note
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