TEACHING TEACHING STRATEGIES STRATEGIES FOR ALL FOR ALL LEVELS LEVELS

Beginners

GRAMMAR Instructions should be very simple for this level.

Rote method is necessary.

Speech pace should be slower than the normal pace.

GRAMMAREstablishing rapport is very essential at this level.

For both Lower and Upper Beginner, expressions in L1 (first language) are necessary for their better understanding of the lessons and instructions.

GRAMMAR Do not ask juniors and adults to make their own sentences at this stage. Instead, teach them how to respond to questions properly.

GRAMMARFor children at Lower Beginner level, structures are not yet introduced. They learn through rote method and recognize words accompanied by pictures. They start with the Alphabet, shapes, colors, and simple expressions. For children at Upper Beginner level, more basic words and expressions are introduced.

DIALOGUES (Situational English)

For children at this level, proper enunciation of words & intonation should be taught.

For Juniors and Adults, pronunciation, intonation, and stress should be properly executed.

Q & As are not necessary.

VOCABULARYThe teacher should teach students the proper enunciation of new words and expressions.

For children, they learn words and expressions through pictures. Very simple extension questions (usually close-ended questions) can be used by associating them with what they like.Example: Lesson: Colors **Extension question: “Do you like red/blue? “

VOCABULARYExpressions and instructions in L1 can be used for children at this level.

For Juniors and Adults, they also recognize and remember words and expressions through pictures at times. The rote method (repetition and memorization) is also effective for this level. The teacher can introduce other simple expressions or words besides those given in the book (for Upper Beginner).

READING

For Callstudy, children start with reading the Alphabet, numbers, and phonics.

Rote method is used in this skill, especially in making sentences.

•Topical English and Picture Description are not taught at this level since they require knowledge of vocabulary, grammar, and cohesion.

Intermediate

GRAMMARIn most children’s books, verbs, nouns, modifiers, and commonly-used prepositions are gradually introduced. The teacher should ask the student to focus on the forms and structures of these parts of speech before doing the pattern drills. Then, the teacher can ask the student to improvise his own sentence using the same patterns.

GRAMMARIn most books (for Juniors and Adults), tenses, nouns, pronouns, modifiers, and prepositions are introduced. In teaching these parts of speech, the teacher should focus more on the structures (form) and uses rather than their meanings. Rules along with their explanations are not necessary. Sentence improvisation based on the lessons should be encouraged.

GRAMMARAt the end of the class, teachers should not fail to ask the students whether they have questions about the lesson.

DIALOGUES (Situational English)

For children at this level, proper enunciation of words & intonation should be taught.

For Juniors and Adults, pronunciation, intonation, and stress should be properly executed.

DIALOGUES (Situational English)

Comprehension Questions about the dialogues can be asked; however, avoid undue length

The teacher can also ask the student about the words or expressions he is confused with.

(THIS IS APPLICABLE TO ALL ACCOUNTS)

VOCABULARY

More often than not, children & juniors study new words and expressions beforehand. Teacher can ask about the use (function) of the words and expressions in sentences and let the student use them in their improvised sentences.

VOCABULARYIn teaching this skill, the teacher can use the following methods: Giving examples (hyponyms)Giving the synonyms or antonyms of the given wordsIllustrating or demonstrating (possible for video classes)

READING

For Callstudy account, teachers ask their students to read the passages beforehand and summarize them the following meeting.The teacher should ask the student about words or expressions he cannot figure out (for clarification).

READINGIf comprehension questions are given, the teacher should be prepared with good follow-up questions.

For YBM account, teachers ask comprehension questions for Story Land books. They and the students also discuss words and expressions included in the assigned parts on a particular day/s.

Reading

For Daekyo account, passages are usually short

and followed by words, expressions, and

comprehension questions.

Free Conversation/Free Talking (Topical English)

In conducting free talking (free conversation) classes, instructors should:1.Use Socratic method in asking questions (HOTS)2.Promote critical thinking skills3.Know the kinds of questions/Proper Way of Asking Questions

Picture DescriptionMost books for Callstudy account have picture description activities.

In performing this particular task, the teacher should teach the following:

What picture description is all about Steps in describing pictures Tenses use in describing pictures Helpful words and expressions in describing pictures

Advanced

GrammarFor all categories at this level, teachers should focus more on fluency rather than error correction in grammar. This means teachers should pay more attention to the content of their communication rather than the grammatical form. Instead, use error correction to guide them.

GRAMMARWhen students are engaged in communicative activities, correct errors only if they interfere with comprehensibility. Respond using correct forms but without stressing them. 

GRAMMAR  **Example: S: (greeting teacher). I buy a new car yesterday. T: You bought a new car? That’s exciting! What kind? Most students at this level settle for free conversation (free talking).

Dialogues (Situational English)

Sample Dialogues should be used to polish the students’ accent

Teachers can also use the sample dialogues for vocabulary enrichment

Limit Q & A

VOCABULARY

Teachers can test the students’ knowledge of this skill by asking them the form, meaning, and use of words and expressions in sentences and passages. Then they ask the students to improvise sentences.

READINGTeachers can ask the students to summarize passages or if the latter have not been able to go over the said passages, teachers should summarize the passages themselves.

Avoid reading during phone sessions since it will be a waste of time unless students request for it. This will also depend on the length of the passage.

READINGTeachers should not only rely on the given comprehension questions in books, but they can also ask good follow-up questions that will encourage or promote critical thinking or HIGHER ORDER THINKING SKILLS.

At the end of the discussion, teachers should not fail to ask students about words or expressions they find hard to understand.

FREE CONVERSATION/FREE

TALKING (Topical English)In conducting free talking (free conversation) classes, instructors should:1.Use Socratic method in asking questions (HOTS)2.Promote critical thinking skills3.Know the kinds of questions/Proper Way of Asking Questions

PICTURE DESCRIPTION

In performing this particular task, the teacher should teach the following:

1.What picture description is all about2.Steps in describing pictures3.Tenses use in describing pictures4.Helpful words and expressions in describing pictures