1. The oral Approach & situational language Teaching
MI 503
Miyeon Won
March. 1, 2011

2. Main Characteristics L teaching begins with spoken L 2. Only use T. L
3. New L→ introduce & practice situationally
4. Vocabulary
5. Grammar→ from simple forms to complex forms

3. Approach
1.Theory of language → “ Structuralism” → close relationship: structure/context/situation

4. 2. Theory of learning
processes>conditions:
(receiving→fixing→using)

5. Design
1. Objectives - to teach a practical command of the four basic skills of language ( skills→ through structure) - accuracy in both pronunciation and grammar - automatic control of basic structures and sentence patterns

6. 2. The syllabus - structural syllabus and a word list - structures → within sentences & vocabulary

7. 3. Types of learning and teaching activities
- sentence patterns are demonstrated with examples with objects, pictures, action and mine
- drills to practice the patterns

8. 4. Learner roles - imitator : listen and repeat - respond to questions &command

9. 5. Teacher roles
-presentation stage: serve as a model
-practice stage:
→give opportunity to students to use the L
→lookout for grammatical and structural
errors
→organizing review

10. 6. The role of materials - textbook -visual aids

11. Procedure vary according to the level of the class
Procedure at any level aim :
①controlled→free practice of structures
②oral use sentence patterns→ automatic
use in speech, reading, and writing

12. Conclusion
the essential features of SLT
→ “P-P-P” lesson model
-P :

13. Lesson Topic : preposition- on/under/next to/in
Target students : 5th grade in Korea (EFL)
Objective : Students will be able to speak sentences by using preposition such as on/under/next to/in
Material : picture, box, ball, testing paper
Evaluation : Q-A, paper-pencil testing