This document describes several language teaching techniques for different grade levels. It discusses the theoretical principles, language models, learning theories, materials, roles of learners, methods, activities, skills practiced, time, and procedures for each technique. Some of the techniques presented include The Hungry Caterpillar, Poetry Pops, Dressing the Snowman, I Don't Want it to Rain Meatballs, and Story Telling Basket. The techniques are intended to help students practice skills like speaking, writing, and vocabulary development through engaging exercises and storytelling.

1. Rebeca Torres

2. UNIVERSIDAD AUTONOMA DE BAJA CALIFORNIA
¨Por la realización plena del hombre¨
Teaching Techniques
Rebeca Saray Torres Silva
Aydée Mariscal Martínez
Mexicali Baja California a de diciembre de 2014

6. Approach
•Theoretical principle
Empiricist Rational
•Language theory model
Structural Functional Interactional
•Learning theory
Behaviorist Cognitive
Design
•Material: constructive paper and pencil
•Learners’ role: processor
Procedure
• Method
Grammar translation Direct method
Audio-lingual Silent way
Suggestopedia Community language learning
Total physical response Communicative language teaching
Content based Multiple intelligence
Type of activity
Technique: students practice and develop the skill of speaking
Exercise: students practice names of food in order to increase vocabulary.

7. The Hungry Caterpillar
• Language task: drilling
• Skills: speaking
• Time: 20-30
• Materials: a caterpillar made with a can or bottle, the book ¨The
hungry Caterpillar¨ and little pieces of food (on paper)
• Level: kindergarten, 1st and 2nd grade of elementary school
• Procedure:
• Teacher read the story ¨The hungry .
caterpillar¨ to the class.
• After reading the story s/he starts taking the little pieces of food
and ask the students which food is it.
• Teacher waits the students t answer, when the answer is correct
the caterpillar eats the food (the teacher introduces the food in
the bottle )
• The teacher keeps asking for the names of food until the pieces
are finish.
• This activity can be reinforced with a dictation about the new
vocabulary.

9. Approach
.
• Theoretical principle
• Language theory model
• Learning theory
Design
• Material: the figure on paper of a snowman and his clothes in separated pieces
• Learners’ role: processor
Procedure
• Method
Type of activity
• Technique: students practice their writing skill
• Exercise: students write cards

10. Poetry Pops
• Language task: free writing
• Skills: writing
• Time: 30 minutes
• Materials: ice pops in constructive paper and pencil
• Level: 3rd to 5th grades
• Procedure:
• The teacher gives each student a card with the shape of an ice pop
and give instructions and the topic to write about in the cards.
• Students write something special .
to one classmate of the class.
• After finishing writing the cards , the cards are given to the one
those are written for.

12. Approach
.
• Theoretical principle
• Language theory model
• Learning theory
Design
• Material: a caterpillar made with an oats can
• Learners’ role: processor
Procedure
• Method
• Type of activity
• Technique: students practice their oral skill
• Exercise: students name clothes

13. Dressing the Snowman
• Language task: drilling
• Skills: speaking
• Time: 20 minutes
• Materials: the snow man and his clothes on paper
• Level: kindergarten and 1st level elementary school
• Procedure: each students is given a cookie sheet with the snow man
and his clothes (separated)
• The teacher shows each piece in front of the class and say its name
• The students repeat each word, while .
mean the teacher makes sure
that every student achieve the right pronunciation
• To finish each student dress the snowman as they want to.

15. Approach
.
• Theoretical principle
• Language theory model
Learning Theory
Design
• Material: a work sheet with the topic to be written
• Learners’ role: processor
Procedure
• Method
Type of activity
• Technique: students practice their writing skill
• Exercise: students use a topic to express their thoughts

16. I don’t want it to rain meatballs
• Language task: guided writing
• Skills: writing
• Time:30 minutes if the teacher explain by himself, or 2 hours if he
uses the movie.
• Materials: a worksheet with a topic for the guided writing
• Level: 1st and 2nd level of elementary school
• Procedure:
The teacher can introduce the topic whether telling the students
about the rain and what would happen .
if there will be another kind of
rain, or using the movie ¨Cloudy with the chance of meatballs¨
Each student is given a sheet with a the topic for the guided writing
They write why they want/don’t want it to rain meatballs
Teacher checks papers to revise grammar.

18. Approach
.
• Theoretical principle
• Language theory model
• Learning Theory
Design
• Material: a worksheet with a topic for guided writing
• Learners’ role: processor
Procedure
• Method
Type of activity
• Technique: students practice their oral skill
• Exercise: students contribute to create a story

19. Story Telling Basket
• Language task: free speaking
• Skills: speaking
• Time: 30 minutes
• Materials: a basket with various toys
• Level: 1st -3rd levels elementary school
• Procedure:
• The teacher shows each piece to the class and ask the students,
one by one, to create a sentence to build the story
• At the end the students write on .
their notebooks the story the
have just create.

20. The ideas for the activities
presented here were taken from
images in Pinterest, but the
development of the activities were
designed by me.