GAHZLY

The main disadvantage of the audio visual approach is that it does not encourage the students to continue to learn as the grade achieved serves as an end to the process. Many students taught by the audio visual approach despite getting high grades could not communicate or speak well. They may be able to write well but ‘good’ speech is not inherently something that they can do years afterward. The main drawback of the communicative language teaching approach is that it is commonly short- usually months only. It does not dwell on drilling; instead it covers the various ways of communication with contextualization, translation and speaking skills. During the study period, various role play and group projects may be used but if the student does not and cannot speak up then the approach may be considered to be unfruitful. Therefore the best approach may be a combination of both approaches. It can be tailored for younger students by being closer to the audio visual approach and th...

One wintry night in 1933, Percy Shaw found himself driving his automobile on a remote country road in England. The night was moonless; the fog hung densely and there was a persistent mixture of rain and snow belting against his windshield. The road was little more than a lane, with no signage, no shoulders, winding and curvy. Any error in judgement would be very costly indeed. As Mr. Shaw slogged along he suddenly came upon a rise in the road and was startled when a small Morriss Minor automobile appeared right at the crest of the grade. The approaching car was headed directly at his vehicle. He was on a slight curve, it was pitch dark, the road was slick and unmarked. In the split second he had to make a decision a small housecat scampered across the road. The headlights of Mr. Shaw”s car illuminated the eyes of the cat, and the reflection from those iridescent orbs provided Percy Shaw with just enough perspective to gage his distance and edge safely around the Morris Minor. As P...

Mathematics and learning your native language are seen as the cornerstones of education in our schools. They are the starting points. However, for many students, Maths becomes a burden and something to be avoided if possible. Often this occurs because of the way we teach Maths. Added to this is the fact that students are staying longer in school and Maths continues to be part of their curriculum. Many students would rather ‘drop’ Maths in their later school years. This article advises on how we can make Maths more appealing to our students. Below are thirteen strategies to use to help students want to be totally involved in their Maths development. 1. Mathematics should be fun, relevant, life related. Use such strategies as a fun quiz, real-life questions, easy to difficult challenges, unfamiliar contexts and speed tests to name just a few. 2. Teach Mathematics the way you would like to have been taught, not as you were taught, i.e. remember that you were often bored and yo...