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A. Methodologies / Approaches A1. Total Physical Response (TPR) In Total Physical Response TPR, teachers interact with students by delivering commands, and students demonstrate comprehension through physical response. Students are not expected to respond orally until they feel ready. This strategy involves little or no pressure to speak. (Asher, 1992). C1-3. A6. Retelling a Story Storytelling is an important method for providing natural language experiences even during very early states of language acquisition. Stories should be highly predictable or familiar to the students from their native culture. They should be repetitive, making regular use of patterns. The story line should lend itself to dramatization and pantomime. B2-5. Maps / Charts / Graphs / Pictures Visual aids that assist teachers in demonstrating relationships between words and concepts. B8. Venn Diagrams Venn diagrams can be used to create a visual analysis of information that represents similarities and differences among concepts, peoples and things. This graphic organizer is constructed by using two or more overlapping geometrical figures (i.e.: circles, squares, rectangles) that share an area in common. Students list the unique characteristics of each concept or object being compared in the area not being shared with any other figure, and those elements that are common to all in the common shared area. C1-3. Peer Buddy / Small Group Activities / Pairs and Threes Small cooperative groups are used to provide home language assistance and opportunities to negotiate meaning in the development of second language communication skills in a non-threatening environment. Objectives: At the end of the lesson students will be able to: 1. State the similarities and differences between Roman and Greek art. 2. Identify Greek and Roman art works. 3. State the features of
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