Teach English in ZhAngmian XiAng - Tianshui Shi

This Unit gives us a brief understanding of different Theories, Methods and Techniques used in effective teaching . Grammar ?Translation: This method of teaching is very old and many of us have been exposed to it in state schools. This Methodology uses direct comparison between native language and the target language . Reason: Most common language teaching method, less stressful for the students as they use their own language . Audio-Lingualism: This method aims to develop communicative competence of students using dialogues and drills. Reason: Repetition of dialogues and drills will enable students to respond quickly and accurately in spoken language. Presentation ,Practice and Production :In this method, the teacher initially presents the context and situation for the language to the learners, explaining demonstrating the form and meaning of the new language. The students then practice by making sentences with the new language in a controlled and organized wall before proceeding to the production stage where they are able to make creative ideas with the language. Reason - This is important because, it aids learner?s fluency and quick understanding of the new language. Task-Based Learning :In this method, the learning is focused more on a task than the language. Students are given a task to complete individually or in pairs while using the English language. If necessary, the teacher can carry out study in order to clear up problems they had while doing the task. Reason : Task completed by students are better grasped ?Practice makes perfect? Communicative Language Teaching :In this Method the focus is mainly on language functions eg: inviting, suggesting, agreeing etc ,and not only on grammar and vocabulary development. It requires the students to make use of the language in real life situation. Reason: Students practicing new language learning in real life situations find it easier and faster to grasp the language vocabularies. The Silent Way :In this method the teacher talks as little as possible .Giving time to students to discover the language for themselves. It make use of colored rods ,representing an aspect of English language. Reason :the learners acquire inner criteria. Learners gain practical knowledge and use of the target language. Suggestopaedia: This method focuses on the need for the students to be relaxed, comfortable and confident in order for learning to be more effective. In addition, the teacher and students exist as a parent-child relationship; students are given names and traumatic themes are avoided. Reason: Students learning new language deserve to be relaxed in order to build confidence of learning and understanding with ease. The Lexical Approach :This method uses words and phrases for language acquisition. Method: An approach to learning language and not just vocabulary. There are many different methods and its very difficult to decide which one is best. According to Jeremy Harmer teaching should use the best elements of different ideas and methods but must include certain characteristics : Engage-Study-Activate. This method gives the teachers a great deal of flexibility in the classroom appropriate for trainees and new teachers. All materials must follow the following method: Elicitation, Real Objects, Flashcards/pictures, Drawings, Ask for question, Gap-fill, Lists, Follow on questions, Concepts description, Mine, Definitions. Following are the components of ESA Lessons: ENGAGE: Students should be emotionally engaged, curious ,passionate and involved .The main aim is to warm up the students and get them thinking and speaking in English as much as possible using Games, music, interesting pictures ,stories etc. STUDY: Students focus on construction of the language , how the language is used ,how the language sounds. The teacher elicits as much information as possible from the students on the board, followed by presentation of the language point, and drilling exercise to ensure correct pronunciation .The teacher than gives the worksheet and review it as a class to go over the errors. ACTIVATE: In this stage the students use all and any language appropriate for a given topic. Students communicate freely using activities such as role play, communication games, debates, story writing etc. ?Straight Arrow? ESA lesson :The teacher takes the lesson in ESA order ,engages the students, then study the language and finally try to activate the language by putting it into production .The teacher knows the students need and guide them logically to point where they can use that language. Engage: The teacher shows a picture or video or mimes about the topic .The teacher than asks many question to get more information from them. Study: Teacher shows students a particular example and elicits sentences from the students by asking questions .The teacher makes sure the sentences are correct and helps correct mistakes if any followed by activities planned. Activate: Students work in groups and make their own presentation about the given topic. Boomerang ESA Lesson ?This lesson give more possibilities while still incorporating ESA. This lesson plan allows the teacher to see what the students need before teaching the language, Engage: Students discuss what issues interviewee faces .What makes interviewee successful ? Activate: Teacher gives students an interview to act out, while the students are doing the role play ,teacher makes notes of errors and language challenges that students face. Study: After the role play the teacher checks the vocabulary and grammar errors that the students made during role play .Then the students work on a controlled practice activity. Activate: Students role play another interview ,and they are expected to make fewer errors. ?Patchwork? ESA Lesson: This Lessons allows a greater deal of flexibility and provide a nice balance between study and activation. The lesson stats with Engage phase and finishes with Activate phase and can have as many Engage, study and activate phases as the teacher requires. This unit also provided many useful ideas for each stage. I also learn't how and when to give feedback, correction techniques, when and how to correct and guidance on lesson planning.