|
m
  


m


|
 

Job interview/
Manager
meeting etc

Going to a market

Asking for the time

Visiting the Taj

Mahal
|
m
   
m


|
 
A ³situation´ does not have to be something like going to the Taj Mahal, going shopping,
going to the market etc. Any ³event´ is a situation. This can even be....
A pen on a paper

A box with items....

In the Situational language teaching (S

|) method, the focus
is NOT for learning the ³Situation´ as in Content Based
Learning (CLT).

The focus is on acquiring technical mastery of the language

using the ³situation´ as a tool. |
  
  


 




|| 
 

|. In CLT, the focus is on
acquiring knowledge on the ³content´ or ³topic´ using
language as a tool
 S || 


|
 

ANSWER
| 

 

 



 

   




   



Grammar, pronunciation, sentence construction, etc.

In the Situational language teaching (S

|) method, the focus
is NOT for learning the ³Situation´ as in Content Based
Learning (CLT).

The focus is on acquiring technical mastery of the language

using the ³situation´ as a tool. In CLT, the focus is on
acquiring knowledge on the ³content´ or ³topic´ using
language as a tool
S || 


|
 S


S|| 

 | S| S?
S || 


|
 S


S|| 
S

S
S)

 
|
?
S || 


|
 S


S|| 

 | S| S?
  S |


?
S || 


|
 S


S|| 

 | 

| ?

 | 

?
S || 


|
 S


S|| 

 | S| S?

Ok Class This is a house and a playground.

What is (or)
this? This is a house with a
playground...

REPEAT.....

building and This is a house with a playground....

playground This is a house with a playground....
This is a house with a playground...
This is a house with a playground...
S || 


|
 S
| S|


 S


Ôm





Vocabulary is one of the most Grammar should be explained by
important parts of learning a
language.




.
Reading skills is an important
part of learning a foreign
language and vocabulary is
an important part in acquiring
reading skills.
 S
|

||
S

 

Jack

The Children are playing The ³heart´ or main point of the English
The school is big. sentence is the subject-verb relationship.

The children like to play So in the English sentence it is always

Jack wants to ride the swing. Subject + Verb.

The children are in the playground However, we can also add more parts to
Children are everywhere make the sentence more interesting. Those
are:
The children are students.
Subject + Verb + Object
Subject + Verb + Adjective
Subject + Verb + Adverb
Subject + Verb + Noun
 S || 


|
 |
  |S

S


| :  | :
Methods by which grammar and Methods by which order of ³chapters´ in
sentences (technical parts of the English the course is determined.
language) are chosen. It should be
chosen in such a way as to not confuse The teacher should keep in mind that the
the students. course should start with oral (speech)
exercises and move onto written
For example, in teaching grammar exercises only when the student has got
through 



 (explained enough knowledge in speech.
previously), teaching simple sentence
patterns should be done before teaching The teacher should adjust the starting
more complex sentence patterns (ex: and progressing difficulty level of the
The school bus arrived in order to pick course based on students.
up the children from school)


S
|| :

The method by which the teacher chooses to teach the course in class. One
example of SLT in this slide was already shown in the ³demonstration´ slides
earlier on.
S || 


|
 |
  |S

w. Language teaching begins with spoken language, because in real life, people talk /
converse more than write.

§. The target language is the language of the classroom.

. New language points are introduced and practiced situationally.

. Vocabulary selection should cover the more commonly used words (in real life)
rather than the ³rarely´ used words. For example, ³education´ is used more often than
³esoteric´.....

. Simple grammar sentence patterns (ex: I eat, she walks etc) should be covered
before introducing complex sentence patterns (ex: the bus arrived late citing traffic
woes in the main road late afternoon)

. Reading and writing are introduced once the students are comfortable with speech,
and with the sentence patterns in the English language through oral exercises. m


  







 


!

   






 |


 


 






 S || 


|
 

w. Speech is the main point- or basis- of the language.

2. "#$%"$& |'%|%'& is the heart- or main point- of speaking
ability.

"#$%"$&|'%|%'&:

 ! (phonemes)- sounds / pronunciation of words in a language

"##  ! (phrases, clauses, sentences):

"!$: Wonderful idea! , Great tea!
!$: I went home. , I ate well.
S$ $$: I slept at night and woke up in the morning (2 clauses)

"## %$" ! (adding, shifting, joining or transforming elements)

r 

(
I went to China,   I learned Chinese.
r  

(
I went to China,  I could learn Chinese.

$& $#! (function words and structure words)

$&'"(!: I have
 more money.
S " "$'"(!: #, I cannot come today.
 S || 


|
 

w. Speech is the main point- or basis- of the language.

2. "#$%"$& |'%|%'& is the heart- or main point- of speaking
ability.

These 2 points must be presented in a ³!  ´ in which they will be used.

Telling your Asking for the time

uncle about
your school


      Visiting the Taj
       
 Mahal
        !
 "#$ % & %
  #!' 
 S || 


|
 |


 
The theory of learning underlying Situation Language Teaching is behaviorism, addressing
more the processes, than the conditions of learning. It includes the following principles:

w. Language learning is habit-formation.

2. Mistakes in grammar especially are bad and should be avoided, as they make bad
habits.
3. Language skills are learned more effectively if they are presented orally first, then in
written form.
4. Analogy is a better foundation for language learning than analysis.
5. The meanings of words can be learned only in a linguistic and cultural context (by using
language in situations).

): the process by which words or phrases are created or re-formed according to
existing patterns in the language.

&: using ³ize´ to make nouns into verbs. (I hate winter [å. These are winterized [$å
boots)

&: I went home (action + place)

&: Why did you go to Kumaran Silks? I went to Kumaran silks  I can buy good silk
sarees. Where did you go yesterday? I went to Kumaran silks   I got good silk sarees.
 S || 


|
 |


 
( *$%%"  $"##":
m**m( m+ "Ô( ,
There is no explanation given on grammar.  Ô(
Students keep practicing it orally in situations and
Induce (figure it out) it themselves.





 S
S

(
)( :
Where is the food?
Where is the digital clock?

(
)( : (
)( :
What do you see? What do you see?
 S || 


|
 |


 
( *$%%"  $"##":
m**m( m+ "Ô( ,
There is no explanation given on grammar.  Ô(
Students keep practicing it orally in situations and
Induce (figure it out) it themselves.





 S
S

(
)( :
Where is the food?
Where is the digital clock?

"(:
The food is 
the table.
The digital clock is 
the wall.

(
)( : (
)( :
What do you see? What do you see?

"(: "(:
We see   
 We see
  

of food 
a table. the wall.
 S || 


|
 |


 
( *$%%"  $"##":

There is no explanation given on grammar.

Students keep practicing it orally in situations and
Induce (figure it out) it themselves.

SLT supporters believe that if explanation is given by a 3rd party

(ex: teacher), students may forget it quickly. Whereas if they
derive the meaning themselves, they will retain it permanently.



³This bus is +$ smoke from its exhausts´


 
+$

)






 S || 


|
 
S 

,
| 
S:

The objectives of SLT is to achieve mastery of the 4 basic skills of language

(listening, speaking, reading, writing) but this is done through by focusing on
language structure. In Content based Instruction, this is done using content
and natural communication.

Accuracy in pronunciation and grammar is VERY important.

Automatic control of basic language structures and sentence patterns is very

much necessary to reading and writing skills and this is achieved through
speech work / exercises.

Writing skills are derived from speech skills.

 S || 


|
 
S 

S

S:

Syllabus will focus on language structures (for grammar) with a word list (for
vocabulary). Language structures will be arranged chapter wise.



:
 |
-: 





* .
Sentence patterns:
This is a....
That is a....
Words list: Pen, paper, pencil, desk, ruler.

 |
.: ÷ 





* .
Sentence patterns:
These are....
Those are....
Words list: Chair, picture, door, window.

 |
/: Basic question and answer sentence patterns

Sentence patterns:
Is this....yes it is
Is that....no it is not
Words list: watch, box, pen, blackboard
S || 


|
 


|

:
That is a school bus (3x). That (3x)

S|
|S:
That (3x)
That (6x)

|

:
That is a school bus. (3x)

S|
|S:
That is a school bus. (3x)

|

:
These are children. (3x). Those (3x)

S|
|S:
Those (3x)
Those (6x)

|

: Those are children (3x).

S|
|S: Those are children (3x)

 S || 


|
 


-. Pronunciation
.. Revision
/. Presentation of new structure or vocabulary
0. Oral practice (repetition)
1. Reading of material on the new structure, or written exercises (reading
preferred)

If students show weakness in pronunciation (ex: they pronounce ³school bus´ wrongly, then
the teacher may tell the students to repeat ³school bus´ with the correct pronunciation).
 S || 


|
 


SS
2.:
To practice (There's a [nounå + of [nounå in the box....the teacher should have a box
with various items, takes it out and the class repeats.

There is a packet of cigarettes in the box.

There is a packet of matches in the box
There is a reel of cotton in the box.
There is a bottle of ink in the box.
There is a packet of pins in the box.

Etc, etc....
 S || 


|
 


3S


To listen and to repeat what the teacher says

Respond to questions and commands

Learner has no control over content

Later on, active participation is encouraged, but

the course is not as free flowing as in Content
based models.

% #%$ %- . $ #$  $ % % -
-  !. $#/ $!!$ !. %  $0
!$ $ 

# $  #-- %0/ - -   

%   #% $ $ % #%$
S || 


|
 |

3S

The teacher should firmly work to improve on the students'

technical mastery of the language, like in the textbook
method. However in SLT, they have to do this by focusing
on speech work mostly.

Teachers direct the classroom, and students are passive

observers like textbook method.

The challenge of the teacher is to use ³situations´ that

would focus and improve on students' technical mastery of
the language and not rely on textbooks alone. This is what
sets SLT apart from the textbook method of teaching.

The main activities of the teacher are:

-. Timing (of each lesson)

.. Oral practice
/. Revision
0. Adjustment to special needs of students
1. Testing
4. Developing activities and using these activities to help
students improve technical mastery of the language,
beyond the textbook.
S || 


|
  '% $"!S
|
$& +5'55$
CHAPTER w:


(1 

  (
This is.... WRONG!!!!!
That is... CHAPTER 3:
It is.... 

(1 

  (
Ôm


: I went to Delhi....
Pen, pencil, desk, chair, eraser, blackboard He went to Delhi...
She went to Delhi...
CHAPTER 2: They went to Delhi...


(1 

  ( Ôm


:
Those are... Study, movie, cricket, relax, earn, enjoy
These are...
Ôm


:
Car, bus, locomotive, bogey, airplane, jetski | 



|
  



+


)
 r'm#$
,
CHAPTER 3: 

 



(1 

  ( 


)
-  )
I went to Delhi.... 
- r 

 
He went to Delhi... 
,.  /


She went to Delhi...  



+


They went to Delhi... 
  

 
Ôm


: 0

   

 
Study, shop, work, relax, earn, enjoy   

 





S || 


|
  '% $"!S
|
$& +5'55$

w. Listening practice (teacher repeats)

2. All Students repeat
3. Individual students / groups of students repeat
4. Isolation ± where the teacher sets aside sounds, grammar structures etc that
students are having difficulty in and repeats them individually again through steps
w-3 before placing them in context.
5. Preparing for a new lesson- first teacher gets students to ask interact with the
teacher or fellow students on grammar structure patterns and vocabulary they
already know.
5b. Elicitation- using hand movements, single words etc., the teacher gets
students to make statements or give new examples of the grammar structure
pattern.
6. Substitution drilling. (Ex: This is a pen. These are 2 pens. That is a watch.
Those are 2 watches.)
7. Question and answer drilling- teacher gets w student to ask a question based
on vocabulary learned and grammar structure learned and the other student to
answer based on the same grammar structure and vocabulary.
8. Correction.