Language Teaching Strategies

1. UNIVERSIDAD TÈCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y
EDUCACIÒN
CARRERA DE IDIOMAS
LANGUAGE TEACHING STRATEGIES
BY: MEDINA TANIA
MESIAS NATALY

2. • The emphasis of the lesson is on a subject, a
topic or a theme, and the contents of the
book are arranged around these topics.
• It is a useful, helpful, practical and excitingway
to teach.
TOPIC-BASED WORK

3. • It’s easier to relate the lessons to the experiences and interests of Ss.
(Particular topic-content become important)
WHY DO TOPIC-BASED WORK?
 Children can associate words, functions, structures
and situations with a particular topic. It will help
understanding and memory.

4. • It allows to bring different materials to work in class, focusing in only one
topic per each class. It includes all the langguage skills as well as guided and
free activities.
• Spending tho amount of necessary time , the class will be short or long
depending on how much interest it has.
WHY DO TOPIC-BASED WORK?

5. HOW TO SET ABOUT IT
CHOOSING YOUR TOPIC
If the pupils are interested in a particular subject, try to work it into your
timetable.

6. PLANNING TIME
• At the long term planning stage you should decide the topics and the
time.
• If you have not done topic-based teaching before, take one topic in
which the children are interested.

7. COLLECTING MATERIAL
• When you find something make a note of it at once.
• Write down on a piece of paper, label it and put it into the cardboard box you
keep for that topic.
• Pupils can often help.
FUNCTIONS AND SITUATIONS
• The topic decides which situations and functions you can take up.
• You have to make a selection of which ones you want to concentrate on.
• It is useful to know what you want the pupils to be able to do by the end of the
topic period.
METHODS AND ACTIVITIES
• Familiarity nurtures security.
• Topic-based work opens up all sorts of possibilities.
• Topic-based work lets the free activities take over.

8. ASSESSMENT
Ask the children:
• What they liked/didn’t like doing.?
• What they would have liked to spend more/less time on?
• Which stories did they like?
• Do they think another class would like the same topic?

9. FOOD: BEGGINERS

10. We want pupils to be able to :
• Describe local food as well as foreing
• Follow simple receips and give instructions of how to make dishes
• Behave politely at table in English
• Express likes and dislikes
• Do simple shopping
SITUATIONS AND FUNCTIONS

11. STRUCTURES THEY SHOULD KNOW BY THE END OF
THE TOPIC PERIOD

12. • To present the vocabulary teachers can use cards or pictures
• To practice it you can use card games
• To do listening comprehension activities.
VOCABULARY WORK

13. • Ss can create their own dialogues by using even the pictures or cards
that were presented as vocabulary.
DIALOGUES AND ROLE PLAYS

14. • There is a variety of songs and rhymes that you can use to connect with
the class topic
• Bring a teddy
FREE ACTIVITIES

15. • Give students suggestions
• One of the exciting things about working with topics is that you can
adapt the topics to your own interest and your own teaching style.
ASSESSMENT

16. FRIENDS: 9-10 YEAR OLDS (LEVEL 2)
• It is important to get pupils to talk about being friends and what it
involves.
• The emphasis here will be on pupil-produced work.
• This topic depends very much on the type of pupils the teacher has and
on the atmosphere.

17. ACTIVITIES
WHAT IS A GOOD FRIEND?
• Ask the pupils to complete the sentence; ‘A good friend……….’
• The sentences are collected to make a ‘Good Friend Poster’
WHAT DO YOU QUARREL ABOUT?
• Ask your pupils to close their eyes and think about the last time they quarreled with a
friend.
• Make a list on the board.
• Ask the pupils to put the list into two columns “IMPORTANT THINGS”
“UNIMPORTANT THINGS”
MY SECRET FRIEND
• Ask your pupils to write their names in a piece of paper.
• Put them in a box and ask the pupils to take one piece of paper.
THE IDEAL FRIEND
• Give pupils some examples from a quiz about friends.
• Find other situations involving friends and write them on the board.