English for Children - Direct Method - Speak.pl KIDS szkola

Suggestopedia
is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. The method has been used in different fields of studies but mostly in the field of foreign language learning.

Although people think that Suggestopedia is a methodology that works with relaxation, music, and baroque music, it is not.

Suggestopedia, however, does not use any kind of manipulative technique, such as hypnosis or guided imagery. It DOES NOT have any connection with SUPERLEARNING or NLP, although many people misunderstand Suggestopedia and think that it is Superlearning. This confusion is caused because after UNESCO approved and recommended Suggestopedia as a superior method (in 1978), Dr. Lozanov was placed under house arrest for 10 years in communist Bulgaria. During this time, the free world had no more access to him and researchers tried to use Suggestopedia according to their best understanding. Only after 1989 when the political situation changed in Bulgaria, Dr. Lozanov was able to move to Austria.

Total physical response (TPR) is a method developed by Dr. James J. Asher, a professor emeritus of psychology at San José State University, to aid learning second languages. The method relies on the assumption that when learning a second or additional language, language is internalized through a process of codebreaking similar to first language development and that the process allows for a long period of listening and developing comprehension prior to production. Students respond to commands that require physical movement. TPR is primarily intended for ESL/EAL teachers,[1][2] although the method is used in teaching other languages as well.[3][4][5] The method became popular in the 1970s and attracted the attention or allegiance of some teachers, but it has not received generalized support from mainstream educators.[6]

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cooperative learning

<Cooperative learning

this is another method used in english class in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.
Cooperative efforts result in participants striving for mutual benefit so that all group members:
• gain from each other's efforts. (Your success benefits me and my success benefits you.)
• recognize that all group members share a common fate. (We all sink or swim together here.)
• know that one's performance is mutually caused by oneself and one's team members. (We can not do it without you.)
• feel proud and jointly celebrate when a group member is recognized for achievement. (We all congratulate you on your accomplishment!).


Some Cooperative Learning strategies
There are some popular strategies that can be used with all students to learn content (such as science, math, social studies, language arts, and foreign languages). Round Robin
Writearound
Team Jigsaw
Tea Party

Content-based, Task-based and Participatory approaches

Content-based, Task-based and Participatory approaches

CLT – giving students
opportunities to practice using the communicative function of making predictions;

These 3 approaches:
* Giving priority to
process over predetermined linguistic content

* Students ‘use English to learn it’, rather than ‘learning to use English; teaching through communication, rather than for it.

* Difference their focus.

CONTENT-BASED APPROACH

It integrates the learning of language with the learning of some other content, often academic subject matter – academic subjects provide natural content for language instruction.
On the other hand, it offers the significant advantage that second language students do not have to postpone their academic study until their language reaches a high level .

TASK-BASED

Teacher provides learners with a natural context for language use.
- Activity has purpose and needs outcome.
- Teacher goes through a pre-task with students before they work individually.
- Teacher goes through the task step-by-step.

The Silent Way

<The Silent Way is an approach to learning and teaching foreign languages that is part of a larger pedagogical approach created by Caleb Gattegno. Color-coded words, and boxes of colorful Cuisenaire rods easily identify the materials of this approach. The teaching approach itself is identified by the near-silence of the teacher.


Materials
The materials usually associated with The Silent Way are a set of tools that allow teachers to apply Gattegno's theory of learning and The Subordination of Teaching to Learning in the field of foreign language teaching. The tools invented by Caleb Gattegno are not the only possible set of tools for teachers working in this field. Others can and indeed have been invented by teachers doing research in this area.

Sound-color chart
The sound-color chart is a wall chart that shows different colored rectangles on a black background. Each color represents a phoneme of the language being studied. The teacher uses a pointer to touch a series of rectangles, and without saying anything themself, can get the students to produce any utterance in the language if they know the correspondence between the colors and the sounds.

The Fidel
Keeping in mind the rule that one color represents one sound, the Fidel expands on the sound-color chart by listing all the possible spellings of that sound in color.

Cuisenaire rods
Colorful rods of varying lengths are used to prompt an utterance, or a conversation. Students can discuss colors, numbers, location, possession etc. by using the rods as they are. Teachers create other situations by building with the rods, creating images, or using rods to represent people. The most important aspect of using the rods is that when a situation is created in front of the students, they know the meaning of the sentence before the words are actually produced.

Word charts
Functional words of the language are color-coded in the same way as the Fidel and the Sound-Color chart. Since the students are familiar with the colors, the words can be read phonetically even in non-phonetic languages like English.

Wall pictures
Gattegno designed a series of 10 wall pictures to increase the level of conversation and vocabulary of low-level groups.

Books
Student books are printed in black-and-white, and increase in difficulty. There are books for reading material, as well as workbooks.

A pointer
The teacher taps and points with a pointer to link colors and graphemes, and indicate various things on the charts without speaking. Students also use the pointer to tap what they hear spoken, among other activities.

Direct method

Direct method (education)
The direct method, sometimes also called "natural method", is a method for teaching foreign languages that refrains from using the learners' native language and just uses the target language. It was established in Germany and France around 1900. Characteristic features of the direct method are
* teaching vocabulary through pantomiming, realia and other visuals
* teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
* centrality of spoken language (including a native-like pronunciation)
* focus on question-answer patterns
* teacher-centeredness

Principles

1.Classroom instructions are conducted exclusively in the target language.
2.Only everyday vocabulary and sentences are taught. (The language is made real.)
3.Oral communication skills are built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes.
4.Grammar is taught inductively.
5.New teaching points are introduced orally.
6.Concrete vocabulary is taught through demonstration, objects, and pic­tures; abstract vocabulary is taught by association of ideas.
7.Both speech and listening comprehensions are taught.
8.Correct pronunciation and grammar are emphasized.