Methods for teaching

 

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 Name:        Mr. / Girgis

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`11 -Methods for teaching.       By; / Mr. Girgis

 

 

10--Internet-based learning     By; / Mr. Girgis

 

 

 

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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 l

 

anguage 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 appropriatetimes 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 teache

 

r 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.

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 preferred drills in 

Shane English School classrooms,

 but worksheets, scripted conversations, 

and reading exercises sometimes take 

the place of agame 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 newexamples, 

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.

 

I wait for your comments,

 

 posts and links.

 

Thanks a lot.

 

Mr. / Girgis.

 

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