Greets the students.
Walks around the classroom.
Active. They are less passive than in GTM.
Yes. By saying the student try again. By repeating. This kind of correction is self-correction.
Implicitly. The teacher does not give the rules. Try to make the students learn the rules implicitly.
L2. Target language is the classroom language. Native language is never used in the classroom.
Speaking and writing. Pronunciation.
Vocabulary. There is no deductive teaching of grammar.
Yes. Pronunciation is very important. If students have more mistakes the teacher wants them to repeat.
How to use language communicatively. The teacher's goal is to make the students think in target language.
Students are also involved. They have the chance to ask questions to their peers or teacher. Teacher directs the lesson. Both students and teacher act like partner through the lesson.
Students need to associate the meaning and the target language directly.
Both sides. Sometimes the teacher and sometimes the students.
a) no transition takes place
b) real object: because in that method communicative language is important.
c) Instead of grammar sequences, there r topics and situations.
d) grammar is taught implicitly. The teacher never writes the rules of the grammar.
There is no principle about this.
Speech is important. Spoken language is primary, not written language. Mostly target language studied in daily life. So culture is important.
Vocabulary is emhasized over grammar. Oral communication - speaking is basic. Speaking, reading, listening, writing.
No role. Native Language should not be used in the classroom
1. Fill in the blanks
2. There could be also a written evaluation
3. There could be an oral / a spoken exam. Evaluation is based on oral.
Self-correction. The teacher either repeats the wrong answer or gives an alternative.
Self-correction being requisites for self-sufficiency. The teacher must provide not only data but also explanation and reason for what can and cannot be said. Mistakes are a natural part of the learning process. They give the students chance to correct themselves. If the teacher jumps in immediately with a correction, an opportunity for real understanding is lost. The student can correct himself nothing more needs to be said. Self-correction is the best. If the student is not able to provide self-correction the teacher should invite other students in the class. Its essential concept is that the learner should understand the language directly.
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