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Models of Language Teaching

The document proposes a model for teaching language acquisition based on three key steps: 1) a silent period where students internalize concepts through listening and observing; 2) drilling habits and maximizing exposure through repetitive practice activities; 3) implementing activities in meaningful contexts that reflect real-life situations like conversations about family members. Students would progress from listening and answering basic questions to conducting paired and group conversations and presentations about their own and others' families.

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Pebri husnain Hakim
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31 views

Models of Language Teaching

The document proposes a model for teaching language acquisition based on three key steps: 1) a silent period where students internalize concepts through listening and observing; 2) drilling habits and maximizing exposure through repetitive practice activities; 3) implementing activities in meaningful contexts that reflect real-life situations like conversations about family members. Students would progress from listening and answering basic questions to conducting paired and group conversations and presentations about their own and others' families.

Uploaded by

Pebri husnain Hakim
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Mahpul

The success of first language acquisition (L1


acquisition)

Meaningful
Silent periods Habits/drills/
contexts/Natural
maximum exposure
conditions

1.Silent periods
2. Drills/habits/exposure/practice
3. Meaningful contexts
Topic: Family members

Model of teaching learning process adapting the success of first language acquisition:

1. Silent period, the process of internalizing the concept/the topic of study.


2. Habits/repetitions/drills/practice/maximum exposures
3. In meaningful contexts, reflecting real life activities.

Step 1 (silent period). Examples


Task 1. Students listen to or watch the vidio (e.g., the conversation about family).
Task 2. -The teacher asks students the video, e.g., what does the first speaker say? What does the second speaker answer/reply/say?
Task 3. The teacher asks students their family members
Task 4. he teacher describes his/her family

Step 2. Meaningful in contexts

no Family Names occupation *ages weight height


members
1 Father
2 Mother
3 sisters
4 brothers

Step 3 (habits/drills/repetitions/practice/maximum exposures)

Task 1. Please talk about your family in pairs based on the information provided in the table in Step 2, following the model below

A: what is your name?


B: I am/My name is……
A: What does your father do?
B: He is a …….
Etc.
Task 2. Please work in pairs, talking in turn about your friend’s family you have talked about in Task 1.

A: what is the name of Dede’s father?


C: His name is………..
A: what dose his/her father do?
C: His/her father is…….

Task 3. Work in a group of three and each of you shares your family members to the group.

A: Please tell me about your family members?


D: my name is…, I am a….. My father’s name is…. He is a doctor, etc.
E:

Task 4. Work in a group of three and each of you shares your friend’s family members to the group. You may begin like this.

A: I would like to talk about D’s family members. He has two sisters and one brother. His father is …, etc.

Task 5. You (voluntarily) introduce/talk about your family in front of the class

Task 6. You are to write a paragraph of your family members you have discussed.

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