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Click here to go to : Abouna Fanous Site.

موقع عمى أبونا فانوس الأنبا بولا

girgishannaharoun@yahoo.co.uk

اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته

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“The sufferings of this present

time are not worth comparing

with the glory that is to be

revealed to us.”

—Romans 8:18

Notice from the SVG FSA : Forex IBCs – Wilfred International Services

Humor:

Teacher: I hope I didn't see you

looking at Maria's answers.

Student: I sure hope you didn't,

either!

Use the other language selector on my home page above to go through my whole site using any native language you speak,

then use the video above to see and listen to the same teaching topic in text below.

اختاراي لغة من لغات العالم / اللغة التى تريد تصفح موقعى باستخدامها . استخدم المؤشر

الذى فى الاعلى

Next, Use the world site selector on my home page above to go to the search engine site or the social media site you like.

My YouTube Channel: Click: :( Mr. / Girgis H. H).

منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا

هارون /Unit 1: (Writers and stories) Lesson: 1

Methods for teaching

Mr. / Girgis

Methods for teaching

Teaching English is challenging and rewarding.

More and more internationally minded people are

choosing to teach English as a Second Language

both in the United States and abroad. Whether in

the United States, another English-speaking

country, or in countries around the world, the

teacher of English as a second language will

need to keep in mind the following simple

guidelines:

- Use non-verbal cues.

Facial expressions, hand gestures, and other

non-verbal cues are a great way to overcome the

language barrier. For example, when explaining

the concept of tall, raise your hand high into the

air. When explaining the concept of cold, shiver

and chatter your teeth.

Use visual aids:

Learning styles are several. As there are different

learners , there are different learning styles.

One of these styles is learning through using

visual aids. When learners see, they learn better.

- Put students in groups.

If the teacher is constantly talking, learners of

English as a second language will never get a

chance to practice. Group work gives students an

opportunity to practice the language.

Groups work the best with 2 to 5 people; with any

more people, not everyone gets a chance to

participate. It is also a good idea to group

students with different first languages together

when possible. Each group includes a leader, a

presenter, an organizer, a timer, a dictator, a

writer and an evaluator.

Use bi-lingual materials.

If the teacher speaks the same language(s) as the

students, the situation will be greatly simplified. But

not many teachers have the luxury of speaking the

same language(s) of his students. Bi-lingual

materials can help a teacher of English as a second

language to draw on a student’s native language

without knowing it him.

- Repeat and rephrase.

Teachers of English as a second language need to

repeat everything at least three times. They should

also vary the wording of their

remarks. A student may know one set of vocabulary

but not another – even when the topic of discussion

is the same. Even if the student does understand a

concept upon first explanation, he/she will still

benefit from the repetition and variation of language.

- Don’t over-correct.

Our first instinct as teachers of English as a

second language is to correct student's language

errors. Over-correction, however, can make

students reluctant to use the language. If afraid of

being corrected every time they speak, students

will simply stop speaking – and therefore learning –

the language. Of course, there are appropriate

times to correct language mistakes.

Create a safe atmosphere.

Learning English as a second language is not an

easy thing emotionally. Students will feel self-

conscious about their lack of English ability and

will thus be reluctant to use the language.

The job of the teacher of English as a second

language is to create a safe and supportive

environment, one in which the student will be

comfortable experimenting with the language.

That means that laughing at or putting down

others can not be tolerated in any way, shape,

or form.

IWBS

We use interactive whiteboards (IWBs) in every

classroom to make lessons more fun and engaging.

Structural Approach

Learning a language by getting mastery over various

structures. Structures can be taught by creating

adequate situations. Practice of structure either in

written or in oral form is important. Oral way of

teaching is important. Speech practice is important.

Task-based language learning

The focus of the teaching is on the completion of a

task which in itself is interesting to the learners.

Learners use the language they already have to

complete the task and there is little correction of

errors.

The Silent Way

This is so called because the aim of the teacher is to

say as little as possible in order that the learner can

be in control of what he wants to say. No use is made

of the mother tongue

Community Learning

In this method attempts are made to build strong

personal links between the teacher and student so

that there are no blocks to learning.

Immersion

This corresponds to a great extent to the situation we

have at our school. ESL students are immersed in the

English language for the whole of the school day and

expected to learn math, science, humanities etc.

through the medium of the target language, English.

Immigrant students who attend local schools find

themselves in an immersion situation.

Cognitive Development Methods

Here, if the focus of the instructional objectives is to

develop intellectual skills in learners, then the

cognitive development methods of teaching are

recommended.

This method helps learners to comprehend,

analyze, synthesize and evaluate information. It

helps learners develop good cognitive abilities.

Though the cognitive development methods are

essentially didactic. Some of the teaching methods

in this category includes:

• Discussion Method

• Questioning/Socratic Method

• Team Teaching Method

• Talk Chalk / Recitation Method

• Field Trip / Escortion Method

• Team Teaching Method

Affective Development Method:

This domain includes objectives which describe

changes in interest, attitudes and values. It further

deals with the development of appreciation and

adequate adjustment.

Education has a lot to give the learner in order

to assist him/her develop in these areas, hence

teachers are encouraged to include learning

experiences that are worthwhile, teach in ways

that arouse interest and develop proper attitude

in learners.

This mode of teaching are basically Philetic, here

students feelings or opinion are aroused. Some

teaching methods under this category includes:

• Modelling Method

• Simulation Method

• Dramatic Method

• Simulation Games

• Role-Playing Method

Discussion Methods

Discussion is usually at a higher cognitive level

and it develops critical thinking. Student’s

participation is necessary for a successful

classroom discussion. It is a student centered

teaching technique but requires careful planning

by the teacher to guide discussion.

Successful discussions are guided by specific

teaching goals. It involves a process of free guided

discussion and expression of views and ideas on

a given topic, question or problem by the teacher.

In the students attempt to solve the problem or

answer the question,students pair up in smaller

groups for about 5 minutes or more,, discuss the

issue on ground and then they are brought back

for a full group discussion.

Types of questions:

Factual:

These require straight forward answers based on

obvious facts or awareness. Answers are either

right or wrong-yes or no.

Convergent

Answers to questions of this nature are usually within

a finite range of acceptable accuracy. They allow for

only one right response; they are questions about

concrete facts.

Divergent:

These questions allow for many right responses.

These questions give students the room to explore

various avenues, creates alternative answers.

Correct answers here could be based on logical

projections or imagination. Questions here deal with

opinions, hypotheses & evaluation and they predict

different outcomes.

Evaluative:

Evaluative questions are open-ended & more

difficult to answer, because some criteria must

be established for making any judgment. Basically,

evaluative questions require students to make

judgments on something. Responses to these

questions are limited to a number of choices.

Combination:

These are questions that blend and can be

combined as a question example.

Example:

What are the differences and similarities between

Old Cairo and New Cairo?

PPP

Method of Teaching English

Presentation

This is the part of the process that is most passive

for the student. The teacher presents students

with new information (e.g. a grammar point, a

vocabulary list, etc.). It is important that this

information be presented in sufficient detail.

The first part of presentation would be introducing

the meaning of the new language. This could be a

written definition, or a flash card, or a spoken

description of a phrase or idiom’s meaning.

Next, the teacher must use clear examples so that

students can see correct usage. An example might

be a sample dialogue or a sentence written on the

board, but students will need to see the new

language being used naturally.

Finally, the teacher needs to confirm that

presentation is successful and that the students

understand the new language. At its simplest,

this part of the PPP method is simply asking

students to confirm that a particular example is

correct, though teachers can use a more

elaborate activity at their discretion.

Practice

Also called drilling, this phase is to fully reinforce the

new language. This is where teachers are likely to

insert worksheets or games (maybe like the games

found here, here or here). Games are always

a fun option when it comes to practice, and they are

the preferreddrills in Shane English School

classrooms, but worksheets, scripted conversations,

and reading exercises sometimes take the place of

a game in other institutions.

The practice phase can be long, containing multiple

activities to best reach the entire class. There’s a

good chance that this takes up more time than any

other phase of the PPP method. However, drilling

can also be brief if the new language is simple and

easy for a particular class to grasp. At this point, it is

up to the teacher to determine the best course of

action based on the needs of the students.

Production

The third and final phase of the PPP method is

production. This is where the students use what they

have just learned to synthesize new examples,

either in written or spoken form. (In the case of

phonics and reading lessons, reading unfamiliar or

challenging words could also qualify as production.)

Testing would also be considered production,

especially if it requires production of language

elements in new configurations.

View Other Resources:

1-Language communication research.

2-Intercultural Communication.

3-Learning Styles.

4-Learning strategies.

5-Learning outcomes. ,

6-(Active Learning 2 )

7-( Back )

8- (Methods )

9-Teaching Unplugged.

10--How to conduct ELT workshop

11-Task-based language teaching.

12-Teaching Methods for 4 stages

13-Project-based learning method.

14-Problem-based learning method.

Teaching Forum 2010, Volume

48, Number 1

1-Professional Development

2-Academic Writing

3-Maximizing Learning

4- Teaching Writing in Contexts

5=Snowboarding: Wild Rides

6-Lesson Plan

7- Lighter Side

Inductive and Deductive method.

Internet-based learning method.

-Methods of teaching words spelling.

Lexical Approach. Oxford Training


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Methods for teaching.

The Silent Way

Community Learning

PPP

Method of Teaching English