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TASK 1

1.0 INTRODUCTION

There are many ways of learning languages as there are many people learning them. The way
one learnt English is not exactly the way one teaching it. Again, the way one acquired one’s
mother-tongue may be quite different from the way one learnt English. The following
observation by V. Saraswathi is very important to quote in this connection. She says:

“There is no best method. The history of language teaching presents a fascinating


variety of methods. If there is such a variety of methods, which one are we choose?
There is no definite answer to this question, what works with one learner may not work
with another. One may wizard in grammar but another just hate it. Others might enjoy
memorizing sentences.”

This means that no single approach or method is appropriate for all learning styles. A good
lesson will, therefore, be one in which the teachers use a smorgasbord of activities taken from a
variety sources.

2.0 TEACHING APPROACHES

Back in my primary school days in year 2008, my English teacher uses many approaches in her
lesson to attract our attention in learning English as at that time we find it hard for student to
learn English. In my time at school, I found that my teacher uses the direct method in her
lesson. Throughout her period, we are not allowed to communicate in another languages except
English. When we do not understand certain words, despite giving the translation in our native
language, she will illustrate something on the whiteboard to make us guess the actual meaning
of it. Besides, she also demonstrates its meaning through the use of realia, pictures or
pantomime.

Back then, she also loves to ask us read passage at the beginning of the lesson. She
will works on our pronunciation as we read the sentences. If there are mistakes in our
pronunciation, she will correct them right away. After insuring that we pronounce it correctly then
we will move to another sentence. As we know, pronunciation should be worked on right from
the beginning of language instruction. My English teacher also encouraged us to ask questions
either to her or among ourselves. She always gave us opportunity for us to use language in real
contexts. She stands with the principle that students should be encouraged to speak as much
as possible. We can see constructivism theory is applied by the teacher in the lesson as she
made connections between facts and fostering new understanding in us. She also relied heavily
on open-ended questions and promoted extensive dialogue among us.

Next approaches that can be seen in my classroom is

3.0 CONCLUSION

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