Teaching Techniques
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This document provides guidance for teaching techniques to use when teaching a foreign language to adults. Some key points include: 1. Use visuals and repetition to introduce new vocabulary in sets of three words. Have students repeatedly label objects. 2. Maintain control of the class as the teacher and do not assume students already know information. Keep the pace fast. 3. Incorporate role playing, body language, questioning techniques and combining methods to reinforce lessons in an engaging way for students.
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The document discusses strategies for teaching English to children. It recommends making lessons fun, using gestures and visuals, encouraging participation, and recycling language through games, songs and stories. Young children learn best through exposure rather than explicit instruction. The document also discusses adapting techniques for very young learners versus older children, developing multiple intelligences, and using activities like TPR, listening, drawing and role plays.
390763.pptx
This document discusses different language teaching methods that are appropriate for different age groups. It summarizes 6 methods: 1) Direct Method, which uses only the target language and avoids translation; 2) Grammar-Translation Method, which focuses on reading/writing through translation; 3) Audio-Lingual Method, which uses drills to teach language habits; 4) Total Physical Response, which uses physical actions to teach comprehension; 5) Silent Way, which minimizes teacher speaking to focus learning on students; and 6) Task-Based Learning, which uses real-world tasks as the basis for language practice and production. The document provides examples and explanations of techniques for each method.
Tpd schulze all journals primary checked
Paula taught an English lesson to a 6th grade class focusing on pirates. She used principles of the natural approach to encourage communication in English. Activities included reading a story, a dressing up game where students brought pirate costumes, and a competition game. The students were enthusiastic and engaged, though there was more Spanish spoken during the energetic game. For future lessons, Paula notes she should remind students to speak English during activities and leave more time for reflection on learning. Technology issues interrupted recording at times but she was able to resume. Overall the lesson was a success though time management was impacted by a longer school greeting.
Tpd schulze all journals primary checked
Paula taught a lesson on pirates to a group of 6-year-olds focusing on the natural approach. She introduced vocabulary through miming and examples. The students were engaged with the story and activities, though the video was too short. Most aspects went well with good time management, student participation using the target structures, and no behavioral issues. Areas for improvement include refreshing on comparative adjectives and resolving technical issues with recording devices.
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Teaching Techniques
- 1. By Enrique C. Kates Teaching Techniques
- 3. The art of teaching a foreign language. By Enrique C. Kates Teaching a foreign language to grown ups, is similar to how children learn to speak their own native language. Follow the Natural Stairway of learning . First Children see and associate sounds and images. Probably the first and most important is the sound of MA, OR MAMA, and the image of a woman……with time, the child will associate the sound MA with his mother. * Repeat sounds . Through repetition a child will be able to say Ma, and therefore other sounds, objects, expressions, feelings, etc… * Read and write . When a child begins Primary School, he learns to read and write…but, by that time he already knows how to speak the language. * Grammar . A child learns grammar after he speaks, reads, and writes the language. So, WHY does traditional teaching INVERT this NATURAL process? For an adult to learn a new language, we must use his/her knowledge, but NOT invert the natural learning process as described above. Why begin with grammar, then reading and writing, and leave SPEAKING for the end???
- 5. repeat…repeat…repeat… repeat…repeat…repeat… Have the student repeat. Remember SETS of 3s
- 6. Control Teacher shows material and have student name it. The student should name it. Teacher only shows the object/photos. The students does ALL the talking in this point.
- 7. Use Target Language Only Use Target Language only!!! Speak to your students ALWAYS in the target language…even out of class. Use translations to a minimum.
- 8. Always use sets of 3s
- 9. Presentation/Naming of objects. Presentation/Naming of objects. Introduce the material by visual/audio; Show the object. Say its name. Have student repeat after you.
- 10. Naming Examples Hanger. It's a hanger. Is it a hanger? Yes, it is. Is it a book? No, its not. It's a hanger. Is it a book or a hanger? It's a hanger. What is it? It's a hanger. Umbrella. It's an umbrella. Is it an umbrella? Yes, it is. Is it a pen? No, its not. It's an umbrella. Is it a pen or an umbrella? It's an umbrella. What is it? It's an umbrella. Iron. It's an iron. Is it an iron? Yes, it is. Is it a chair? No, its not. It's an Iron. Is it a chair or an iron? It's an iron. What is it? It's an iron.
- 11. Student Summary This point is similar to the students questions. A student summarizes the material taught just taught.
- 12. More Advanced Techniques 1. Build up * Guide the student through a series of situations to effortlessly introduce new material. 2. Dictionary Technique * Guide the student through a series of situations to effortlessly describe/define the new material. 3. Acting 4. Salad * Combination of ALL techniques applicable 5. Body Language 6. Role Play
- 14. Salad Combination of ALL techniques applicable. Here is were you can combine all the techniques. Keep in mind that you can use this technique at different stages, but not using all the techniques…..if that made any sense!
- 15. Question/Answer…. Or Questions/ Yes/No question Question/Answer *Teacher’s questions/ Student’s answers *Correction….repeat…repeat…repeat *Back to original question - Or Questions - Yes/No question
- 16. Student questions Have the student ask questions. If the student takes too long…give the question to the student, and have him /her repeat it. DO NOT have silent periods. Keep the class moving. Keep the students talking at all times.
- 17. Build up, Dictionary Technique Build up Technique: Guide the student through a series of situations to effortlessly introduce new material. Dictionary Technique: Guide the student through a series of situations to effortlessly describe/define the new material
- 18. Exercises Go through the basic cycle. Go through the advanced techniques. Build up/Dictionary 1) Customs 2) Immigration 3) Declaration of Independence 4) Hospital 10 – 15 minute practice per participant .
- 19. Objects