Methods for teaching
Translate This Page
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.
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).
- 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. 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.
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.
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
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?
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 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.
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:
Make a free website with Yola
