How to teach
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The document outlines the typical stages - pre, while, and post - of a language class. In the pre stage, the teacher does warmup activities, introduces topics, activates prior knowledge, and introduces new vocabulary. In the while stage, the teacher lets students discuss topics, prompts students to help with pronunciation and speaking practice. Students may do presentations. The teacher provides feedback. In the post stage, students reflect on learning, the teacher provides feedback and introduces the next topic if needed.
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How to Teach
The document outlines steps for teaching key language skills:
1. The teacher presents the class objective, motivates students, and introduces key words or topics.
2. Students engage with texts, audio, speaking activities, or writing exercises while the teacher monitors and provides feedback.
3. The teacher checks student understanding and provides feedback to wrap up the lesson.
Lesson planning
The document discusses lesson planning and its importance. It provides guidance on what to include in a lesson plan such as aims, stages of a lesson, procedures, and learning aims. It describes the different stages as warmup, contextualization, vocabulary presentation, language input, controlled practice and freer practice. It emphasizes planning aims, considering student engagement, study and activation, and including objectives, notes and feedback.
Planning lessons and courses
This document discusses various approaches to planning language courses, including determining curriculum, syllabus, scope and sequence. It describes selecting a syllabus framework like grammatical, lexical, functional, situational, topical/content-based, competency-based, skills-based, or task-based. It also covers developing instructional blocks like modules and units, and preparing a scope and sequence plan listing the contents and estimated teaching time. The goal is to effectively structure and sequence course content and lessons.
Lesson plan sended it to the peer to be check out
The lesson plan discusses applying critical thinking skills to interact with texts using intensive reading strategies. It involves asking students about prior knowledge on a topic to link new learning. The teacher will model predicting a text by reading signs and guessing what will happen next. Students will then have a guided practice with an example text before doing independent practice reading the rest of the story and being assessed on their predictions.
Objectives and assessment
This document outlines objectives and materials for a lesson on using personal pronouns in affirmative statements. The three objectives are: 1) Students will identify personal pronouns in sentences, 2) Students will learn how to use personal pronouns in affirmative statements, and 3) Students will distinguish between singular and plural personal pronouns. The lesson will include warm-up questions, explaining the differences between singular and plural pronouns with examples, guided practice with example sentences, independent practice exercises, and two forms of assessment: a written evaluation and oral evaluation involving completing blanks in a dialogue.
Lesson plan. observation reflections
The lesson plan focused on observing a teacher's use of different language teaching approaches. The teacher was observed using an affective-humanistic approach by addressing students respectfully and making ethical observations. A reading approach was used by teaching information for everyday life through grammar and vocabulary. A comprehension approach emphasized explanations to help students gain confidence speaking the target language. Finally, a communicative approach was observed through role plays and pair work to connect students and help them communicate in the target language.
Observation reflections
The document discusses different approaches to teaching English:
1) The affective humanistic approach from 1970 focuses on positive reinforcement and making students feel comfortable.
2) The comprehension approach from 1980 aims to help students understand meaning and gain confidence to participate.
3) The communicative approach from 1980 helps students use the language for meaningful communication through activities that create opportunities to communicate.
The rest of the document outlines the procedure and activities for an English class, including introducing a test, reviewing, eliciting words, constructing dialogues in pairs, and assessing agreement/disagreement.
Trainee teachers' manual
This manual provides guidance for trainee teachers. It discusses key aspects of teaching like lesson planning, teaching techniques, student profiles, and addressing diverse learning styles. It emphasizes the importance of clear communication, student engagement, feedback, and respecting individual learners. The goal is to help new teachers develop effective practices and support their first steps in the profession.
Recommended
How to Teach
The document outlines steps for teaching key language skills:
1. The teacher presents the class objective, motivates students, and introduces key words or topics.
2. Students engage with texts, audio, speaking activities, or writing exercises while the teacher monitors and provides feedback.
3. The teacher checks student understanding and provides feedback to wrap up the lesson.
Lesson planning
The document discusses lesson planning and its importance. It provides guidance on what to include in a lesson plan such as aims, stages of a lesson, procedures, and learning aims. It describes the different stages as warmup, contextualization, vocabulary presentation, language input, controlled practice and freer practice. It emphasizes planning aims, considering student engagement, study and activation, and including objectives, notes and feedback.
Planning lessons and courses
This document discusses various approaches to planning language courses, including determining curriculum, syllabus, scope and sequence. It describes selecting a syllabus framework like grammatical, lexical, functional, situational, topical/content-based, competency-based, skills-based, or task-based. It also covers developing instructional blocks like modules and units, and preparing a scope and sequence plan listing the contents and estimated teaching time. The goal is to effectively structure and sequence course content and lessons.
Lesson plan sended it to the peer to be check out
The lesson plan discusses applying critical thinking skills to interact with texts using intensive reading strategies. It involves asking students about prior knowledge on a topic to link new learning. The teacher will model predicting a text by reading signs and guessing what will happen next. Students will then have a guided practice with an example text before doing independent practice reading the rest of the story and being assessed on their predictions.
Objectives and assessment
This document outlines objectives and materials for a lesson on using personal pronouns in affirmative statements. The three objectives are: 1) Students will identify personal pronouns in sentences, 2) Students will learn how to use personal pronouns in affirmative statements, and 3) Students will distinguish between singular and plural personal pronouns. The lesson will include warm-up questions, explaining the differences between singular and plural pronouns with examples, guided practice with example sentences, independent practice exercises, and two forms of assessment: a written evaluation and oral evaluation involving completing blanks in a dialogue.
Lesson plan. observation reflections
The lesson plan focused on observing a teacher's use of different language teaching approaches. The teacher was observed using an affective-humanistic approach by addressing students respectfully and making ethical observations. A reading approach was used by teaching information for everyday life through grammar and vocabulary. A comprehension approach emphasized explanations to help students gain confidence speaking the target language. Finally, a communicative approach was observed through role plays and pair work to connect students and help them communicate in the target language.
Observation reflections
The document discusses different approaches to teaching English:
1) The affective humanistic approach from 1970 focuses on positive reinforcement and making students feel comfortable.
2) The comprehension approach from 1980 aims to help students understand meaning and gain confidence to participate.
3) The communicative approach from 1980 helps students use the language for meaningful communication through activities that create opportunities to communicate.
The rest of the document outlines the procedure and activities for an English class, including introducing a test, reviewing, eliciting words, constructing dialogues in pairs, and assessing agreement/disagreement.
Trainee teachers' manual
This manual provides guidance for trainee teachers. It discusses key aspects of teaching like lesson planning, teaching techniques, student profiles, and addressing diverse learning styles. It emphasizes the importance of clear communication, student engagement, feedback, and respecting individual learners. The goal is to help new teachers develop effective practices and support their first steps in the profession.
Power teaching for GREAT TEACHERS who inspire
This is my humble contribution for teachers of the world to enable them become GREAT TEACHERS who inspire.
Please Clap if you like this and feel free to use it as a teaching tool, do feel free to contact me via email or SKYPE professor.shamshad
May you be blessed today and beyond...........
Lesson plan lesson -assessment
The lesson plan teaches students about using the verb "to be" in the present tense with personal pronouns like I, you, he, she and it. Students will practice making positive and negative statements and asking/answering questions. They will work in pairs, taking turns reading statements and questions from a handout and responding to each other. For assessment, students will complete exercises in their workbook on using the verb "to be" and give a presentation introducing an activity they carried out.
Presentacin tefl to do14
The document discusses best practices for assigning homework to English language learners. It suggests that homework should include visual examples, opportunities for discussion, native language support, and peer support. Homework should also provide practice, review material already learned in class, and have clear instructions and feedback. Teachers should consider students' English proficiency levels and design homework accordingly to best help students learn.
The good language teacher
This document discusses qualities of good and bad language teachers based on student surveys. Good teachers were described as friendly, helpful, and made learning enjoyable through games and humor. Bad teachers were strict, avoided questions, and created an uncomfortable learning environment. The document also provides tips for teachers, such as using space, students' names, and the board to engage students and help the class stay together. Maintaining student focus through techniques like cross-checking responses is also discussed.
Lesson plan lesson 4. module 2.-instruct and model
The lesson plan teaches students about using the verb "to be" in the present tense with personal pronouns like I, you, he, she and it. Students will receive a handout and work in pairs to practice asking and answering questions using statements with the verb "to be" in positive and negative forms. The teacher will demonstrate conjugating "to be", provide examples on the board, and have students practice in pairs converting statements to questions and asking/answering them. Student understanding will be assessed by having some pairs demonstrate their question/answer exchanges for the class.
Lesson Plan
The document provides guidance for teachers on planning English language lessons. It discusses considering the aims, language, and skills covered in a lesson. Lessons should include stages like presentation, practice, and review. Introducing each stage helps students understand the purpose. Developing a lesson plan helps teachers prepare and later evaluate what happened in the lesson. Teachers should use provided materials as a guide rather than strict instructions.
Lesson patterns and their characteristics
This document discusses different types of lesson patterns and teaching skills. It describes information lessons, practice lessons, appreciation lessons, and revision lessons. For each lesson type, it outlines the typical introduction, presentation/body, and conclusion sections. It also discusses key characteristics and provides examples of teaching skills like communication, classroom management, subject knowledge, understanding learners' needs, motivation, and intrapersonal skills that teachers can use for effective teaching.
how to teach
The document outlines the typical structure of an English language classroom for the four skills of reading, listening, writing and speaking. It describes the pre, while and post activities for each skill. In the pre stage, the teacher introduces the topic and activates prior knowledge. During the while stage, students engage with tasks related to the skill. In the post stage, the teacher provides feedback and assessment and finishes with a concluding activity.
Lesson planning
The document provides guidance on effective lesson planning, outlining key components such as defining aims and objectives, selecting appropriate content and activities for different stages of the lesson including engaging warmers, vocabulary introduction, controlled and freer practice, and providing feedback. It emphasizes that planning helps ensure lessons have clear structure and guidance for teachers while actively engaging students in their learning.
The effective lesson plan a proposal for action
This document discusses effective lesson planning. It begins by asking metaphors that express the essence of a lesson and questions about lesson preparation, such as how teachers plan and what they include. It then provides considerations for planning like activities, timing, and difficulties. A template is offered for a lesson plan that includes aims, class profile, assumptions, skills, timeline, problems, success indicators, and activities. Guidelines are discussed around managing lessons. It concludes by noting that lesson plans are proposals rather than strict instructions and that unforeseen events can occur.
Lesson Planning Strategies for English Language Learners K-12
The document provides strategies for making lesson plans accessible and comprehensible for English language learners (ELLs). It suggests using visuals, gestures, graphic organizers, scaffolding techniques, and checking for comprehension. Specific strategies are outlined for developing lessons targeting the four language domains: listening, speaking, reading and writing. It also discusses frameworks like Understanding by Design and providing language instruction through content-area subjects like Bible lessons.
Eliminating down time
The document provides tips for classroom management strategies to deal with students who finish assignments at different paces. It suggests having bell ringer activities, clearly specifying assignment timeframes, monitoring student progress, and providing early finishers with non-disruptive follow-up activities like checking their work, reading, writing, or using educational computer games and websites. Engaging students immediately, varying assignments, using cooperative groups, and communicating expectations can help reduce behavior issues from bored, struggling, or rushing students.
Planning a lesson
The document outlines the agenda and objectives for a planning session to teach participants how to effectively plan language lessons for children aged 5. The session will cover identifying learning objectives and outcomes, selecting appropriate teaching activities and materials, developing the lesson content, and assessing student understanding. In the afternoon, participants will work in groups to plan a 15-minute language lesson using the tips covered in the first part of the session, and then present their lesson plan to receive feedback.
Skill of Reinforcement
The document discusses the skill of reinforcement in teaching and learning. It defines reinforcement as anything that strengthens or increases a specific behavior. Reinforcement can be positive or negative and can include verbal praise, rewards, or other stimuli. The purpose of reinforcement is to increase student participation, facilitate learning, and modify behaviors. Key components of reinforcement skills for teachers include using positive and negative verbal reinforcement, as well as positive and negative non-verbal cues. Reinforcement should be used judiciously and appropriately to encourage students without overusing or misusing certain techniques.
Dos and donts for teaching reading
This document provides guidance on effective reading instruction strategies. It outlines DOs and DON'Ts for four phases of a reading lesson: 1) Planning - set clear learning objectives and share them with students; 2) Pre-lesson activity - introduce the topic before reading; 3) Using details - provide tasks to guide multiple readings and encourage guessing meaning from context; 4) Applying information - use the text as a stimulus for productive activities and help students recycle vocabulary. The overall message is that teachers should guide students' understanding through focused tasks, discourage over-reliance on translation, and promote independent comprehension strategies.
Teacher talk and student talk
The document discusses the advantages and disadvantages of teacher talking time (TTT) and student talking time (STT). While the teacher is important for modeling language and giving instructions, high levels of student talking time make classes more interesting, motivating, and help students learn more quickly. Both TTT and STT have benefits - TTT allows the teacher to explain things to the class, while STT helps students develop skills through practice. However, too much TTT limits student speaking practice, while too much STT can make the classroom noisy and difficult to manage. In conclusion, talk time should be balanced between teacher and students so learning objectives are met.
Teacher language strtegies
This document discusses strategies for teachers to effectively communicate in a foreign language classroom. It recommends that teachers select an appropriate language of instruction based on students' levels, use a comfortable pace when speaking, choose simple vocabulary and structures to avoid confusion, provide examples relevant to students' interests, repeat difficult concepts, maintain students' attention, use facial expressions to enhance meaning, vary voice modulation, praise students' responses, correct mistakes supportively, encourage speaking with motivational phrases, engage students at the start and end of lessons, mark transitions between lesson stages clearly, provide clues to aid understanding, regularly check comprehension, and give clear homework and exam instructions.
Presentation, practice and production
The document discusses the stages of presentation, practice, and production in teaching a topic. The presentation stage introduces the topic to build students' understanding. It is easier to present to ESL than EFL students. Presentations should be meaningful, memorable, and realistic. The practice stage, also called "over-done," focuses on developing concepts through activities like chain pair-work, closed pair-work, and open pair-work. The production stage is most important, as it determines students' comprehension level and ability to produce personalized language through activities such as role-plays, debates, discussions, and problem-solving.
Introduction skill
Introduction Skill is a microteaching skill as its an important skill which helps the future teachers, that how to make an effective introduction of a content or a topic while teaching in classroom.
Teaching skills and development
This document discusses teaching skills and microteaching. It identifies 8 core teaching skills: introducing a lesson, explaining, illustrating with examples, questioning, using the blackboard, reinforcement, stimulus variation, and probing questions. Each skill is broken down into components. It also describes microteaching as a training procedure involving teaching short lessons to small groups with feedback, aimed at simplifying the complexities of regular teaching. The microteaching cycle involves planning, teaching, feedback, re-planning, and re-teaching lessons with increasing integration of skills over time.
How to teach
The document outlines teaching methods for four key skills - writing, speaking, reading, and listening. For each skill, it describes the pre-activity, during activity, and post-activity steps. The pre-activity involves introducing the topic and presenting keywords. During, the teacher models the skill and has students practice in pairs or groups. Post-activity includes student self-checks, peer feedback, and the teacher summarizing lessons and introducing the next topic. The goal is to engage students at each stage of the learning process.
Audiolingual and Silent Way Methods
The document describes principles and techniques of the Audiolingual Method and Silent Way for language teaching.
For the Audiolingual Method, it emphasizes habit formation through repetition drills. Teachers present new vocabulary through dialogs and assess if students can correctly imitate examples. Students are expected to answer questions quickly and see the teacher as a leader.
The Silent Way focuses on students thinking independently and perceiving meanings. Teachers facilitate learning but remain mostly silent, correcting through gestures. Students take responsibility for their own learning through peer correction and choosing their own techniques. Progress is evaluated based on increased vocabulary and group work.
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Power teaching for GREAT TEACHERS who inspire
This is my humble contribution for teachers of the world to enable them become GREAT TEACHERS who inspire.
Please Clap if you like this and feel free to use it as a teaching tool, do feel free to contact me via email or SKYPE professor.shamshad
May you be blessed today and beyond...........
Lesson plan lesson -assessment
The lesson plan teaches students about using the verb "to be" in the present tense with personal pronouns like I, you, he, she and it. Students will practice making positive and negative statements and asking/answering questions. They will work in pairs, taking turns reading statements and questions from a handout and responding to each other. For assessment, students will complete exercises in their workbook on using the verb "to be" and give a presentation introducing an activity they carried out.
Presentacin tefl to do14
The document discusses best practices for assigning homework to English language learners. It suggests that homework should include visual examples, opportunities for discussion, native language support, and peer support. Homework should also provide practice, review material already learned in class, and have clear instructions and feedback. Teachers should consider students' English proficiency levels and design homework accordingly to best help students learn.
The good language teacher
This document discusses qualities of good and bad language teachers based on student surveys. Good teachers were described as friendly, helpful, and made learning enjoyable through games and humor. Bad teachers were strict, avoided questions, and created an uncomfortable learning environment. The document also provides tips for teachers, such as using space, students' names, and the board to engage students and help the class stay together. Maintaining student focus through techniques like cross-checking responses is also discussed.
Lesson plan lesson 4. module 2.-instruct and model
The lesson plan teaches students about using the verb "to be" in the present tense with personal pronouns like I, you, he, she and it. Students will receive a handout and work in pairs to practice asking and answering questions using statements with the verb "to be" in positive and negative forms. The teacher will demonstrate conjugating "to be", provide examples on the board, and have students practice in pairs converting statements to questions and asking/answering them. Student understanding will be assessed by having some pairs demonstrate their question/answer exchanges for the class.
Lesson Plan
The document provides guidance for teachers on planning English language lessons. It discusses considering the aims, language, and skills covered in a lesson. Lessons should include stages like presentation, practice, and review. Introducing each stage helps students understand the purpose. Developing a lesson plan helps teachers prepare and later evaluate what happened in the lesson. Teachers should use provided materials as a guide rather than strict instructions.
Lesson patterns and their characteristics
This document discusses different types of lesson patterns and teaching skills. It describes information lessons, practice lessons, appreciation lessons, and revision lessons. For each lesson type, it outlines the typical introduction, presentation/body, and conclusion sections. It also discusses key characteristics and provides examples of teaching skills like communication, classroom management, subject knowledge, understanding learners' needs, motivation, and intrapersonal skills that teachers can use for effective teaching.
how to teach
The document outlines the typical structure of an English language classroom for the four skills of reading, listening, writing and speaking. It describes the pre, while and post activities for each skill. In the pre stage, the teacher introduces the topic and activates prior knowledge. During the while stage, students engage with tasks related to the skill. In the post stage, the teacher provides feedback and assessment and finishes with a concluding activity.
Lesson planning
The document provides guidance on effective lesson planning, outlining key components such as defining aims and objectives, selecting appropriate content and activities for different stages of the lesson including engaging warmers, vocabulary introduction, controlled and freer practice, and providing feedback. It emphasizes that planning helps ensure lessons have clear structure and guidance for teachers while actively engaging students in their learning.
The effective lesson plan a proposal for action
This document discusses effective lesson planning. It begins by asking metaphors that express the essence of a lesson and questions about lesson preparation, such as how teachers plan and what they include. It then provides considerations for planning like activities, timing, and difficulties. A template is offered for a lesson plan that includes aims, class profile, assumptions, skills, timeline, problems, success indicators, and activities. Guidelines are discussed around managing lessons. It concludes by noting that lesson plans are proposals rather than strict instructions and that unforeseen events can occur.
Lesson Planning Strategies for English Language Learners K-12
The document provides strategies for making lesson plans accessible and comprehensible for English language learners (ELLs). It suggests using visuals, gestures, graphic organizers, scaffolding techniques, and checking for comprehension. Specific strategies are outlined for developing lessons targeting the four language domains: listening, speaking, reading and writing. It also discusses frameworks like Understanding by Design and providing language instruction through content-area subjects like Bible lessons.
Eliminating down time
The document provides tips for classroom management strategies to deal with students who finish assignments at different paces. It suggests having bell ringer activities, clearly specifying assignment timeframes, monitoring student progress, and providing early finishers with non-disruptive follow-up activities like checking their work, reading, writing, or using educational computer games and websites. Engaging students immediately, varying assignments, using cooperative groups, and communicating expectations can help reduce behavior issues from bored, struggling, or rushing students.
Planning a lesson
The document outlines the agenda and objectives for a planning session to teach participants how to effectively plan language lessons for children aged 5. The session will cover identifying learning objectives and outcomes, selecting appropriate teaching activities and materials, developing the lesson content, and assessing student understanding. In the afternoon, participants will work in groups to plan a 15-minute language lesson using the tips covered in the first part of the session, and then present their lesson plan to receive feedback.
Skill of Reinforcement
The document discusses the skill of reinforcement in teaching and learning. It defines reinforcement as anything that strengthens or increases a specific behavior. Reinforcement can be positive or negative and can include verbal praise, rewards, or other stimuli. The purpose of reinforcement is to increase student participation, facilitate learning, and modify behaviors. Key components of reinforcement skills for teachers include using positive and negative verbal reinforcement, as well as positive and negative non-verbal cues. Reinforcement should be used judiciously and appropriately to encourage students without overusing or misusing certain techniques.
Dos and donts for teaching reading
This document provides guidance on effective reading instruction strategies. It outlines DOs and DON'Ts for four phases of a reading lesson: 1) Planning - set clear learning objectives and share them with students; 2) Pre-lesson activity - introduce the topic before reading; 3) Using details - provide tasks to guide multiple readings and encourage guessing meaning from context; 4) Applying information - use the text as a stimulus for productive activities and help students recycle vocabulary. The overall message is that teachers should guide students' understanding through focused tasks, discourage over-reliance on translation, and promote independent comprehension strategies.
Teacher talk and student talk
The document discusses the advantages and disadvantages of teacher talking time (TTT) and student talking time (STT). While the teacher is important for modeling language and giving instructions, high levels of student talking time make classes more interesting, motivating, and help students learn more quickly. Both TTT and STT have benefits - TTT allows the teacher to explain things to the class, while STT helps students develop skills through practice. However, too much TTT limits student speaking practice, while too much STT can make the classroom noisy and difficult to manage. In conclusion, talk time should be balanced between teacher and students so learning objectives are met.
Teacher language strtegies
This document discusses strategies for teachers to effectively communicate in a foreign language classroom. It recommends that teachers select an appropriate language of instruction based on students' levels, use a comfortable pace when speaking, choose simple vocabulary and structures to avoid confusion, provide examples relevant to students' interests, repeat difficult concepts, maintain students' attention, use facial expressions to enhance meaning, vary voice modulation, praise students' responses, correct mistakes supportively, encourage speaking with motivational phrases, engage students at the start and end of lessons, mark transitions between lesson stages clearly, provide clues to aid understanding, regularly check comprehension, and give clear homework and exam instructions.
Presentation, practice and production
The document discusses the stages of presentation, practice, and production in teaching a topic. The presentation stage introduces the topic to build students' understanding. It is easier to present to ESL than EFL students. Presentations should be meaningful, memorable, and realistic. The practice stage, also called "over-done," focuses on developing concepts through activities like chain pair-work, closed pair-work, and open pair-work. The production stage is most important, as it determines students' comprehension level and ability to produce personalized language through activities such as role-plays, debates, discussions, and problem-solving.
Introduction skill
Introduction Skill is a microteaching skill as its an important skill which helps the future teachers, that how to make an effective introduction of a content or a topic while teaching in classroom.
Teaching skills and development
This document discusses teaching skills and microteaching. It identifies 8 core teaching skills: introducing a lesson, explaining, illustrating with examples, questioning, using the blackboard, reinforcement, stimulus variation, and probing questions. Each skill is broken down into components. It also describes microteaching as a training procedure involving teaching short lessons to small groups with feedback, aimed at simplifying the complexities of regular teaching. The microteaching cycle involves planning, teaching, feedback, re-planning, and re-teaching lessons with increasing integration of skills over time.
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Lesson plan lesson 4. module 2.-instruct and model
Lesson plan lesson 4. module 2.-instruct and model
Lesson Planning Strategies for English Language Learners K-12
Lesson Planning Strategies for English Language Learners K-12
Similar to How to teach
How to teach
The document outlines teaching methods for four key skills - writing, speaking, reading, and listening. For each skill, it describes the pre-activity, during activity, and post-activity steps. The pre-activity involves introducing the topic and presenting keywords. During, the teacher models the skill and has students practice in pairs or groups. Post-activity includes student self-checks, peer feedback, and the teacher summarizing lessons and introducing the next topic. The goal is to engage students at each stage of the learning process.
Audiolingual and Silent Way Methods
The document describes principles and techniques of the Audiolingual Method and Silent Way for language teaching.
For the Audiolingual Method, it emphasizes habit formation through repetition drills. Teachers present new vocabulary through dialogs and assess if students can correctly imitate examples. Students are expected to answer questions quickly and see the teacher as a leader.
The Silent Way focuses on students thinking independently and perceiving meanings. Teachers facilitate learning but remain mostly silent, correcting through gestures. Students take responsibility for their own learning through peer correction and choosing their own techniques. Progress is evaluated based on increased vocabulary and group work.
AUDIO-LINGUAL METHOD AND THE SILENT WAY
The document outlines principles and techniques for teaching language. It discusses principles like learning language through context, repetition and correction of errors. It emphasizes the important role of teachers in modeling language. Techniques include dialog memorization, substitution drills, question-answer drills, and using minimal pairs. The Silent Way method is also covered, with principles like students creating their own learning criteria and focusing on progress over perfection. Techniques for this method include using color charts and rods to introduce sounds and structures.
Activity # 2
This document outlines English teaching methodology. It discusses the importance of teacher empathy, communication skills, and classroom management. Effective teaching requires establishing rules and routines, monitoring student reactions, movement in the classroom, and making eye contact. Lessons should incorporate a variety of activities like whole-class instruction, group work, pair work, and individual work. Proper use of voice and questioning techniques helps to engage students. Group work allows more participation but requires clear instructions and feedback. A range of assessment methods are recommended including readers, listening responses, exercises, and varied tasks.
What if students are all at
This document discusses potential challenges that may arise in an English classroom and provides suggestions for how to address each one in 3 sentences or less:
1) If students are at different levels, teachers can divide them and apply different activities based on their abilities, use the same material with varying difficulty, and have advanced students help others.
2) For a large class, teachers should be accessible, use active learning techniques like group work, and leverage technology to communicate and assign work.
3) When students use their native language, teachers should explain benefits of English practice, establish norms for English use, and respond only in English to encourage its use.
Approaches to teach reading
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
Reading & Writing: Observations from tertiary level class room, what students...
Reading & Writing: Observations from tertiary level class room, what students’ lack & how we can help them.
Acknowledgement
1) The author thanks various people who helped them complete an assignment, including their lecturer, classmates, and those involved.
2) The document then describes a classroom observation the author did of a Year 5 English class in a rural school. They observed how the teacher managed the classroom and applied different classroom management theories.
3) Specific examples are given of how the teacher set clear expectations and rules for behavior, provided positive and negative consequences, and was generally assertive in their approach to managing student behavior according to Lee and Marlene Canter's theories.
Topic 1
This document provides guidance for teaching English to primary students. It discusses how children acquire their mother tongue by hearing sounds, responding to voices, and practicing language. It recommends teachers use "caretaker talk" which modifies speech when addressing young children. Tips for English lessons include using gestures, pictures, games, and accepting mistakes to encourage students. The document also discusses starting lessons engagingly, greeting students, classroom arrangement, and evaluation.
Hex fs 2 episode 6
This will help you, fellow education students to answer your FS, just make sure to improvise, and thank me later :)
The silent way
The Silent Way is a language teaching method created by Caleb Gattegno that relies extensively on silence. It encourages student responses orally without direct instruction from the teacher. Teachers point to charts containing sounds and students are expected to pronounce them correctly. Students develop autonomy through self and peer correction. Rods, pictures, and word charts are used as teaching materials. While it promotes student interaction and independent learning, the method can confuse students and make progress evaluation difficult for teachers.
The silent way
The Silent Way is a language teaching method created by Caleb Gattegno that relies extensively on silence. It encourages student responses orally without direct instruction from the teacher. Teachers point to charts containing sounds and examples, allowing students to practice pronunciation through peer correction. Some techniques include using rods, word charts, and structured feedback. While it allows for student autonomy and interaction, teachers must be clear in objectives and some students may struggle without direct guidance.
Classroom management and interaction
This document discusses classroom interaction and its importance for developing students' speaking and listening skills. It describes different types of classroom interactions such as collaborative learning, discussions, debates, question and answer sessions, and role plays. These interactions range from teacher-centered to student-centered and allow students to practice communicating with both teachers and peers. Maintaining the appropriate type of classroom interaction is important for encouraging critical thinking while creating an engaging learning environment.
Guided Reading for Emergent Readers
When planning a guided reading lesson for emergent English language learners, the teacher must carefully assess students' language levels in both their primary language and in English to select an appropriate text. During the introduction, the teacher should ask questions about the book cover to gauge vocabulary knowledge and encourage predictions. It is important for students to connect the pictures to the text and use reading strategies like pointing to words. The teacher observes students reading individually to evaluate strategy use and provide support. Discussion questions should be open-ended and allow time for students to respond in full sentences to demonstrate their oral language skills. Follow-up activities like re-reading or writing provide practice and assessment opportunities. Teachers must evaluate if a book sufficiently challenges students while considering their language
The Audio-lingual method and The Silent Way
The document outlines principles of the Oral Approach to language teaching. It emphasizes oral-based instruction through repetition of dialogs, role plays, and drills. Grammar and vocabulary are taught implicitly through oral exercises rather than explicit instruction. The teacher leads students through modeling and chaining to promote automatic use of language without stopping to think. Pronunciation is taught from the beginning through minimal pairs.
Instrument of natanael
The teacher introduced the topic of sentences by asking students about their prior knowledge. Students provided answers drawing from past experience. The teacher's role was to guide students and provide some brief explanations, while also allowing student participation through simple exercises and games. Students were able to distinguish language elements and express basic understanding of the topic. The lesson exposed students to the target language and built on their previous knowledge to provide basic input and practice producing language within this framework.
Our class observations
The observers summarized 3 English classes at different grade levels. In the first class, the teacher explained the present continuous tense through examples on the board and having students participate. Some students were distracted. The second class reviewed a previous lesson and had students describe images, but there was more distraction. The third class covered indefinite articles and used realia, but had low student participation. Overall, the observers felt the classes could be more dynamic, use less translation, and better motivate students through a variety of activities.
how to TEACH ENGLISH.pptx
This document provides guidance on how to teach English effectively. It discusses what makes a good teacher, including making lessons interesting, having a love for teaching, and being approachable. It also addresses how teachers should interact with students, such as being good listeners and answering questions honestly. The document also covers how to be a good learner by taking responsibility for one's own learning and bringing study skills to lessons. Finally, it discusses how to manage teaching, including using physical presence and voice appropriately in the classroom.
Classroom Management
Classroom management encompasses many factors related to arranging and teaching in the classroom. Effective classroom management requires managing student motivation, behavior, and the teaching materials and strategies. It is important for teachers to have control over time, behavior, the content, and relationships in the classroom. Proper classroom arrangement, clear teacher communication, and well-planned lessons are fundamental to achieving effective classroom management. A teacher must understand their various roles and how to adapt their teaching style based on the classroom context.
Inclusion Sue Caudell
The document discusses strategies for inclusive instruction and accommodating all learners in the classroom. It recommends that teachers collaborate with special education teachers and utilize different instructional strategies like inquiry-based learning and cooperative learning to help struggling students. The document also outlines the SCREAM method for structuring clear lessons and maintaining student enthusiasm and engagement. Finally, it notes that the Individualized Education Program (IEP) is important for understanding a special needs student's current performance and goals.
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This document discusses the rights, responsibilities, and experiences of teenagers including innovation, discovery, dreams, desires, change, loneliness, fright, and excitement as they embark on self-discovery and pursuing their goals.
Speaking
The document provides instructions for an oral presentation assignment where students will work in groups of 2-3 to present on the topic of "Expression in Dreams and Desires of Teenagers". Students have two classes to prepare their 7-10 minute PowerPoint presentation. They will present to the class, and be evaluated on aspects like their PowerPoint, vocabulary use, fluency, grammar, and time management. A rubric is provided to assess students on a 20 point scale across these categories.
Writing
This document summarizes a student's writing evaluation. It contains 4 sections assessing the student's ability to use verb tenses and write coherent paragraphs.
Section 1 tests the student's use of the present perfect tense, requiring them to complete sentences with verbs in that tense. Section 2 evaluates the past perfect tense, asking the student to write sentences using prompts.
Section 3 has the student write 3 original sentences using the past perfect tense in affirmative, negative, and interrogative forms. The final section asks for a short paragraph on a past experience, using at least 4 past perfect sentences and meeting other criteria like length, grammar, and coherence. Scores are provided for each part, with the total score out of 51
Reading
The document is an excerpt from a book that discusses the legal rights of children. It explains that minors do not have the full legal capacity of adults until age 18. While children's rights are limited compared to adults, they do have some inherent and additional rights as they grow. Basic rights for all children include a safe environment, nutrition, healthcare, and education. The federal Disabilities Education Act provides accommodations for children with special education needs. As children mature into teenagers, they obtain more rights related to employment, speech, and in some cases emancipation from parents through the court system.
Listening
The document is a transcript of a conversation between a presenter and two guests, Prof. Dr Gerard T Hooft and Bas Lansdorp, about the Mars One project which aims to establish a human settlement on Mars. Some key details discussed include:
- Mars One plans to land the first crew of 4 people on Mars in 2023, with more crews joining every two years after that.
- Initially Prof. Hooft was skeptical but now believes the project can be achieved and will be the biggest media spectacle ever watched globally.
- Mars One will finance the mission through creating a massive media event around it.
- The crew will depart in 2022 and land on Mars 7 months later
Warm up activities
This document provides instructions for four warming activities that can be used in the classroom:
1. Chain Fairytale - Students take turns adding sentences to develop a collaborative fairytale story.
2. Broken Telephone - A message is whispered around a circle of students to see how it changes by the end.
3. Hot Seat - A team competition where students try to get their teammate in the "hot seat" to guess a word.
4. What does my name mean? - Students find adjectives for each letter of their first name to learn about name meanings.
English corner
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
Case
Tamara showed up to school dressed like a gang member, intimidating other students. The teacher realized this was an act that could become reality if not addressed. To help Tamara, the teacher plans to build rapport by befriending her, reminding her of school rules respecting others, and having a private conversation about how her behavior affects her future and classmates. If these steps don't work, the teacher will involve Tamara's parents and the school counselor to find a solution, such as meeting with a psychologist.
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How to teach
- 1. Class Stage Skills Reading Listening Speaking Writing PRE The teacher starts the class with a warm up activity. The teacher makes an Introduction of the topic. The teacher asks students to predict topic. The teacher activates previous knowledge by brainstorm. The teacher writes in the whiteboard new vocabulary showing key words by visual aid. The teacher starts the class with a warm up activity. The teacher makes an Introduction of the topic The teacher detects energy of the students beforehand to make sure they will pay enough attention. If not, an icebreaker activity is always good. The teacher starts the class with a warm up activity. Create a good atmosphere in classes to encourage students to participate in classes. Intonation and pronunciation of certain sounds should be checked. The teacher starts the class with a warm up activity. Brainstorm about given topic. Keywords are addressed. Examples are shown for them to get used to certain parameters. WHILE The teacher lets students discuss and associate with a paragraph given by the teacher. Connecting dots between topics is Familiarization with the output of the speaker. Listen carefully the pronunciation of certain words depending on the accent. Identify wrong information with While prompting the students, the teacher must get involved in helping them with a script, through repetition and memorization. Students can present a Early draft is asked for them to do, while correcting common mistakes are addressed on whiteboard for everyone to see.
- 2. always good. a simple item of true / false. dialogue in order to check their output management. Prompting is always required to encourage self- confidence. POST Students reflect on what they have learned. Feedback is provided by the teacher. The Teacher makes an early introduction to next class topic is mentioned if needed. Ask for students opinions on why are there words with different vowels. Evaluation of listening goals to see if next class needs a heavy background check on certain things Performance checked on peer evaluation. Next class topic is always presented to be easier than today, creating a safe environment for next class. Students voluntarily read aloud their paragraphs. Teacher reaches between students who have similar and common interests.