Methods for teaching

Methods for teaching       

- Use non-verbal cues.

Use visual aids:

- 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.

- Repeat and rephrase.

- Don’t over-correct.

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.

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. 

The Silent Way

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.

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

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

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.

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 preferred

drills 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.

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.