14039042 tips to effective teaching of english

8/8/2019 14039042 Tips to Effective Teaching of English

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International HouseInternational House--Jeddah LanguageJeddah Language

CenterCenter

Rachid Elalaoui


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Getting to know youGetting to know you

Onion CloudOnion Cloud

Two things you donTwo things you dont mind share with otherst mind share with others(Sts Write in a slip of paper then discuss)(Sts Write in a slip of paper then discuss)

Two circles (T.picks up a topic then Sts talk aboutTwo circles (T.picks up a topic then Sts talk aboutit.it.


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CClassroom M

anagement

lassroom M

anagement

Lesson PlanningLesson Planning

SettingSetting --InstructionsInstructions

MonitoringMonitoring

FeedbackFeedback

Setting and Closing ofSetting and Closing ofactivitiesactivities

Management of StudentsManagement of Students

Getting StudentsGetting Studentsattentionattention


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Lesson PlanningLesson Planning

Who?Who? For howFor how

long?long?

What ?What ? Why?Why?

StagesStages Interaction/Interaction/focusfocus

TimeTime proceduresprocedures AimAim

An analysis of the TL intended to beAn analysis of the TL intended to be

taught regarding Meaning, Form,taught regarding Meaning, Form,

Pronunciation and AppropriacyPronunciation and Appropriacy

Indicatinghowyou will conveyandIndicatinghowyou will conveyand

check meaning of your TL.check meaning of your TL.


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Identifying problems that youIdentifying problems that you

anticipate students mayhave withanticipate students mayhave with

Meaning, Form and PronunciationMeaning, Form and Pronunciationand, hence, suggesting solutionsand, hence, suggesting solutions

accordingly.accordingly.


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Skills:Skills:

Listening and reading (Receptive)Listening and reading (Receptive)

Speaking and writing (productive)Speaking and writing (productive)

Sub skills:Sub skills:

Prediction and GuessingPrediction and Guessing


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What are the Stages to:What are the Stages to:

Reading Comprehension LessonReading Comprehension Lesson

Listening Based LessonListening Based Lesson PrePre--Teaching VocabularyTeaching Vocabulary

Language Based LessonLanguage Based Lesson


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The Perils of TeacherThe Perils of Teacher--centered lessoncentered lesson


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Reading: A Receptive SkillReading: A Receptive Skill

1.1. Raise StudentRaise Students interest. Establishs interest. Establishcontext. Get students personallycontext. Get students personallyinvolved in the topicinvolved in the topic..

HOWHOWPrediction: of content, vocabulary, text typePrediction: of content, vocabulary, text type.Get.Get

SS to predict from headlines, pictures, key wordsSS to predict from headlines, pictures, key wordsetc. Brainstorm topic for ideas and vocabetc. Brainstorm topic for ideas and vocab

WhyWhy

We learn more when we are personally involved inWe learn more when we are personally involved inthe topic, and when we are able to use ourthe topic, and when we are able to use ourpersonal knowledge of world in lesson. We learnpersonal knowledge of world in lesson. We learnbest that which is personally relevant to us.best that which is personally relevant to us.


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2.2. Read for gist or scan for specificRead for gist or scan for specificinformationinformation

HowHow

Give task BEFORE the text. Tasks should beGive task BEFORE the text. Tasks should berelevant to text type. Don't over tax other skillsrelevant to text type. Don't over tax other skillsespecially writingespecially writing--so tick, circle. put pix inso tick, circle. put pix in

order, complete notes in chart etc.order, complete notes in chart etc.


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WhyWhy

Students have a reason to read/listen forStudents have a reason to read/listen forglobal/general understanding or limited keyglobal/general understanding or limited key

information. They focus NOT on what they doninformation. They focus NOT on what they donttunderstand but on what they do. This givesunderstand but on what they do. This givesthem a more positive first experience of the text.them a more positive first experience of the text.


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3.3. Feedback/Task checkingFeedback/Task checking

Students compare answers and then feedbackStudents compare answers and then feedback(open class).(open class).

WhyWhy

To increase SSTo increase SS confidence. They will probablyconfidence. They will probablybe more willing to give answers to the class asbe more willing to give answers to the class as

a whole.a whole.


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4.4. Read for more informationRead for more information

Again, SS MUST have task before they startAgain, SS MUST have task before they start

reading again. it will focus on deeperreading again. it will focus on deeperunderstanding of content.understanding of content.


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WhyWhy

The more time weThe more time we go intogo into the text the morethe text the morewe go out of it. We want to give SS a chance towe go out of it. We want to give SS a chance toread/listen to the text again but with a differentread/listen to the text again but with a differentreason in order to develop furtherreason in order to develop furtherunderstanding. It also reflects strategiesunderstanding. It also reflects strategiesemployed in Lemployed in L11.We hope SS to feel confident.We hope SS to feel confidentenough to become more independent in theseenough to become more independent in theseskills in English.skills in English.


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5.5. FeedbackFeedback

Students compare answers and thenStudents compare answers and then

feedback in open class.feedback in open class.


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6.6. Read more intensively for further detailsRead more intensively for further details

HowHow

This time you may focus on aspects ofThis time you may focus on aspects oflayout and organization ,e.g. in a letter.layout and organization ,e.g. in a letter.Or you may want to provide a practiceOr you may want to provide a practiceguessing words from context. Or toguessing words from context. Or to

extract structures from this naturalextract structures from this naturalcontext for Language work.context for Language work.


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7.7. FeedbackFeedback

8.8. Follow up tasks to receptive skills work.Follow up tasks to receptive skills work.

It would almostIt would almost certainly involve productive skills:certainly involve productive skills:Speaking or WritingSpeaking or Writing--a natural follow up to thea natural follow up to thetopic, e.g. a discussion, a roletopic, e.g. a discussion, a role-- playplay ,a letter to,a letter tothe editor etcthe editor etc

?StagesWhat are the


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Sts read or listen to) text:For gistFor detail

For even more detail

.the

same procedure

sas

insk

ills

less

on

Stages in a LanguageStages in a Language--FocusedFocused

1.1. Establish Context/TopicEstablish Context/Topic..

If using a text: Sts read (or listen to)If using a text: Sts read (or listen to)

texttext ::i.e. for anon-linguistic

reason!!!


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2.2. Focus students on Target language (TL)Focus students on Target language (TL)

If from text :isolate examples of TL fromIf from text :isolate examples of TL from

text and:text and:3.3. Establish/identify Meaning of TL (e.g. ifEstablish/identify Meaning of TL (e.g. if

TL is a tense, use timelines!)TL is a tense, use timelines!)

4.4. Focus students on Form of TL (e.g. put aFocus students on Form of TL (e.g. put amodel sentence on board and elicit form)model sentence on board and elicit form)


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5.5. Controlled (restricted) practice of TL(Controlled (restricted) practice of TL(

e.g. gap fills,e.g. gap fills,

))

6.6. Free (r)Free (r) PracticePractice When to focus on Pronunciation :When to focus on Pronunciation :when/as it becomes relevant,when/as it becomes relevant,

any time after clarifying Meaning of TL (otherwise students areany time after clarifying Meaning of TL (otherwise students arerepeating things that are meaninglessrepeating things that are meaningless

and do remember to also address Appropriacy (register, level ofand do remember to also address Appropriacy (register, level offormality/informalityformality/informality)as if relevant.)as if relevant.


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Teaching VocabularyTeaching Vocabulary

Four aspects must be taken into consideration:Four aspects must be taken into consideration:

MeaningMeaning

(To conveymeaning: tryto elicit meaning from Sts.(To conveymeaning: tryto elicit meaning from Sts.

Via situationsVia situations Checking understandingChecking understanding

PronunciationPronunciation

ModelModel-- drilldrill choral then individualchoral then individual ------------------------ (to listen if(to listen ifit is pronounced correctly: Stress positionit is pronounced correctly: Stress position

Written form on WB.Written form on WB.

Form :verb, noun,Form :verb, noun,

Appropriacy: register , formal or informal ,slangAppropriacy: register , formal or informal ,slang What are the stages?

14039042 tips to effective teaching of english

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