Language teaching methodology

III.INTERFACE USED IN TEACHING MODULES TEACHING METHODS
JIG-SAW ACTIVITY

A type of co-operative activity in which each member of a group has a piece of information needed to complete a group task. Often used in reading work when each learner or group of learners reads and understands a part of a text, then takes part in pooling information to establish the meaning or message of the whole text.

ICE-BREAKER

An activity to make learners feel less nervous or inhibited when they first meet.

PRESENTATION

The way which something is offered, shown or explained others. A formal monologue presents ideas, opinions or a business proposal.

BRAINSTORMING

( in language teaching) a group activity in which learners have a free and relatively unstructured discussion on an assigned topic as a way of generating ideas. Brainstorming often serves as preparation for another activity.

CASE STUDY
I t is about a person, group, or situation that has been studied over time. The case study method often involves simply observing what happens to, or reconstructing ‗the case history‘ of a single participant or group of individuals (such as a school class or a specific social group)

INFORMATION GAP ACTIVITY

an activity in which a pair or two groups of pupils hold different
11 information, or where one partner knows something that the other doesn‘t. This gives a real purpose to a communication activity. An information gap activity is an activity where learners are missing the information they need to complete a task and need to talk to each other to find it.

Communicative language teaching (CLT)
This approach is probably now the most popular teaching model for English language teaching globally. In part because it aims to put students in a variety of real-life situations, so that they can learn how to use their language skills to communicate in the real world. Educators therefore tend to focus on fluency of communication rather than accuracy and lessons are more hands-on than theoretical.
Interactive and relevant classroom activities characterize this approach along with the use of authentic source materials. Teachers are encouraged to provide the students with as much opportunity to give and receive meaningful communication as possible. The use of personal experience is also common in CLT classrooms.


Task-based language teaching (TBLT)
The focus of TBLT teaching is solely on the completion of a detailed task which interests and engages the learners. Learners use the language skills that they already have to complete the task and work through three distinct phases – a pre-task, the task itself and post-task.
The CLIL approach principally involves studying one subject (for example, biology, science or history) and learning a language, such as English, at the same time — effectively integrating the two subjects.
The language teaching is organized around the demands of the first subject rather than that of the target language. So it’s critically important to make sure that the integration is clear and that students are engaged. Having said that, the CLIL approach does create significant opportunities for cross-curricular working; it opens up language learning to a wider context and can be used to re-engage previously demotivated students.