Do you want to be TEFL or TESOL-certified and teach in Ronghuajie Jiedao? Are you interested in teaching English in Wuwei Shi? Check out ITTT’s online and in-class courses, Become certified to Teach English as a Foreign Language and start teaching English ONLINE or abroad! ITTT offers a wide variety of Online TEFL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language.
This unit focuses on the theories, methods and the techniques in teaching English. To begin with the methodologies, we have the following; - Grammar ? translation - Suggestopaedia - Task-based learning - Audio-lingualism - The silent way Here we have some theories which includes; - Community language learning - Presentation, Practice and Production - Communicative Language teaching - The lexical Approach We also have some suitable methods used in teaching that is; the (ESA) Engage, study and Activate. A good lesson should comprises of these components; - Engage; at this stage, the teacher tries to arouse the students interest and get them involved in the lesson. - Study; at this stage, the students are expected to focus on the language and how to be constructed. - Activate; at this stage, the students are encouraged to use only/all of the language they know. As much as the teacher will like to involve students in a lesson, elicitation (asking thought-provoking questions) is an extremely useful component of the Engage, Study and Activate process. Elicitation techniques have been described as ?strategies used by teachers to get learners to respond?. Some examples include; - Real objects - Flash cards - Drawings - Ask for the question - Gab-fill - List - Follow-on questions - Concept descriptions - Mime - Definitions The above are useful and effective techniques used during a lesson. The Engage, Study, Activate elements needs to be present in most lessons to provide a balance range of activities for the students. The following are some examples of Engage,Study,Activate lesson: - Straight Arrow lesson; here the teacher takes the lesson in the Engage-Study-Activate order. - Boomerange ; the sequencing of the lesson gives us more possibilitie. The lesson here is in the Engage-Activate-Study-Activate - Patchwork lesson allow a greater deal of flexibility and provide a nice balance between study and activation. Here the lesson takes the form Engage-Activate-Activate-Study-Activate. The ESA have different phases, they are as follows; 1. Engage phase and time ? filling activities that is: - Introduction prompts - Partner information share - Fizz-bizz - Alphabet relay - Sevens - I spy - Memory games - Word linking - Alphabet introductions - I?m going on holidays and?.. - Slow Pictionary - Anagram - Word linking - Information search - An adaptation of scattegories - My marvelous machine - The box game - Sentence prompts - Adjectival introductions - Consequences 2 .Ideas for Study phase includes; - Elicitation - Pronunciation - Spelling - Meaning - Word order analysis 3. Ideas for Activate phase includes; - Role play - Survey - Producing materials - Communication games - Debate/discussion - Story building Giving feedback; The aim of giving feedback is to encourage self-awareness and improvement. It helps the student to evaluate their success and progress. The type and extend of feedback largely depends on the following factors: - Individual student - Culture and the expected role of the teacher - The type of activity Furthermore, we also have the corrections techniques, correction is a skill that takes time and experience to perfect corrections, it can be made by the following; - Self correction: this provides the student with the opportunity to reflect upon what he or she has said and to try again: - Student correction; here if a student is unable to correct him or her own mistake it is often useful to allow another student to correct the mistake: - Teacher student correction; this should be the students to identify the problems and to correct it: There are three occasions when it is relevant to correct: - The mistake is with the language point use are teaching; - The mistake is being regularly repeated either by the student or other class members and so risks becoming ingrained; - The mistake seriously impedes understanding: Finally, I have learnt the different Theories involved in teaching the different approaches and methods used at different stages in teaching, the different techniques that can be implemented to make the teaching/learning process go smoothly; I have also learnt the different techniques of correction and relevant occasions when it can be made.
