In The Name of Allah Most Gracious Most Merciful

The University of Holy Koran and Islamic Sciences

Faculty of EducationPrepared by:

Adil Babiker

The aim of the course is to:

Help students acquire concepts and skills needed to practice teaching in effective manner.

English Language Teaching

Presenting new vocabulary/chorusing Teaching receptive skills Teaching productive skills Teaching grammar and presenting structures Using the board and other audio/visual aids Communicative activities in classroom(pair work

– group work – role play – games – songs) Planning a lesson First and second languages acquisition

Content of the course:

Teaching English Through English/J. Willis Teach English / Adrian Doff Learning To Teach English/ G.Ellis

References

New vocabulary is one of the basic building blocks in your students' learning

Teaching meanings of words can be taught in different ways such as:-

* Using pictures* Drawing diagrams, maps, * Demonstration (action and gesture)* Definition and explanation* Translation*Using word relationship (synonyms ,

antonyms , hyponyms

New vocabulary

New vocabulary is one of the basic building blocks in your students' learning. But have you ever put much thought into how you introduce new words? Learning long laundry lists of words can be very tedious for students. On the other hand, introducing words in students' native language and then translating them into English or vice versa is not very effective, either. You have to start training them to think in English right from the start. Needless to say, the language you are teaching should be spoken at all times, even if students are absolute beginners.

So, how do you introduce new vocabulary without resorting to translation or long lists of words? Here's your answer!

New vocabulary

Pointing is probably the technique of choice when teaching real

beginners. The teacher shows students illustrations or flashcards

and points to the items they wish to teach. You can also use

posters, Power Point presentations, or different types of

computer software where illustrations are presented in electronic

format. Google Images is a real life-saver! Pointing works best

with nouns which include food, clothes, animals, professions,

sports, classroom objects, office supplies, etc… but also colors,

actions, and any adjective that can be clearly illustrated (like

facial expressions, for example to teach feelings). The main

advantage of pointing is that words may be introduced in blocks,

and you may easily and effectively introduce several in one

lesson. Works well with visual students.

Pointing

This technique can be used with students of all levels and works best with concepts and ideas that can't be easily seen or touched, like abstracts, or anything that is not a real object. There are different ways to use substitution:

Synonyms – You substitute one word students are familiar with for another new one.When you call someone, do you sometimes have to wait? You have to hold.Do trains usually run on time? They are on schedule.

Antonyms – You substitute one word they are familiar with for its opposite.Is a Ferrari a cheap car?(No) It’s an expensive car.

Substitution works very well with phrasal verbs, which usually have a one-word equivalent: Do you put off going to the dentist? You postpone seeing your dentist.

However, you should be careful when using words that are not exact synonyms or antonyms. Remember to imply that the connotation may be different in some cases.

Substitution

This technique is similar to substitution, but in this case, you set a scene or situation and then substitute it with a new word or phrase, thus effectively naming the scene.

Do you usually eat pancakes, eggs, and bacon for breakfast? (No) So, you have a light breakfast.

The hotel accepted too many reservations. The hotel is overbooked.

The steak I ordered last night was not cooked enough. It was undercooked/rare/bloody.

Naming

This technique works great with kinesthetic learners, namely those who learn best by moving their bodies. Most teachers believe that mining works best with children, particularly when it comes to exaggerating emotions and facial expressions, but adults may also enjoy miming.

Most teachers are also aware of the advantages of Total Physical Response in the ESL classroom. TPR works well with parts of the body (I’m touching my nose! Touch your nose!), actions (I’m walking to the door), and the imperative mood or commands (Sit down! Stand up!)

The main advantage in miming and TPR is that you can get students physically engaged in the lesson. It gets them out of their seats and shakes things up. So make sure you maximize opportunities to get them moving!

Miming and Total Physical Response

The use of realia or real-life objects in the ESL classroom can make a huge difference in student learning. It engages them and motivates them to learn. It’s fun and sets a more natural learning environment. Some realia you may use to introduce new vocabulary includes:

Maps Tea sets, dishes, and utensils Clothes Toy planes, trains, cars, animals, furniture, etc… Family photos Holiday items (pumpkin, Easter eggs, Halloween

or Christmas decorations) Plastic fruits and vegetables

Realia

Language skills are divided into receptive and productive ones.

The receptive skills include listening and reading while the productive ones are speaking and writing.

Language skills

Extensive exposure to receptive skills leads to the productive one. Wilkins (1984: 1 00) maintains that "the transfer of linguistic knowledge from receptive to productive is probably a relatively slow process, but it does take place, as the study of language acquisition shows." Hence, a rich exposure to listening and reading is required to attain mastery and proficiency in natural production.

Language skills

Language Skills

Receptive Skills

Listening Reading

Productive Skills

Speaking Writing

Language Skills

Language Skills

Aural

Listening Speaking

Graphics

Reading Writing

Language Skills

Receptive does not mean passive. Why?

Integration of skills in classroom is a series of activities or tasks which use any combination of the four skills in a continuous and related sequence.

The skills are not practised in isolation but in a closely interwoven series of tasks which mutually reinforce and build on each other.

Integration of skills

In traditional courses the skills were in each unit of the syllabus. The focus was on one skill at a time.

In recent courses, one lesson will have some listening ,some reading, some writing and some speaking activities all using the same language being taught in similar contexts.

In classroom situations these skills should be practised together linked by the same content, theme and contexts.

Sometimes it is called teaching oral language or oral skills.

Plenty of the new language is presented and practised orally first.

The ultimate goal of language teaching is communication, so emphasis has been laid on developing the speaking skills. Teachers should attempt to motivate students to speak and to make classroom speech as natural and meaningful as real life speech is.

Teaching productive skills: speaking

Speaking should begin right away from the warm up activities.

Teacher presents the new language: sound, meaning and form which must be linked together in the students’ minds.

Teaching speaking skills:

Teachers should:Present new language in several contexts and situations(real and imaginary) using multiple contextualisation techniques to enable students understand it and begin to use it to communicate.

Not teach only grammatical form then, but also the communicative function and the appropriate use.

Also recycle the new language in different contexts of situations.

Teaching speaking skills:

A drill is controlled oral exercise.

Drills are used at the beginning of practice stage just after presenting new items. They are mechanical drills and meaningful drills.

Teaching speaking skills:Using drills:

Chorusing: Pupils repeat a model sentence by the teacher. Chorusing is done in context. Single isolated words should never be chorused.

Repetition: Pupils have to repeat some of the sentences the teacher has used to present the new language. The teacher says in normal speed and intonation 2 or 3 times. Pupils listen. Teacher tells pupils to repeat (whole class.

Using drills: Mechanical drills

Back chaining: It is used for repetition of long sentences in the early stages. The teacher says the complete sentence then divides it into small chunks.

Substitution drills: Replacing one word or part of a sentence with something similar following the same pattern. e.g. Hashim can see a cat. (horse / monkey /dove ….)

Transformational drills: used to pracitise changes in sentence structure: from affirmative to negative, from statement to question, from active to passive.

I get up every morning at 5 o’clock. ( Use Tom) Tom gets up every morning at 5 o’clock. I have a bath. He has a bath.

Using drills: Mechanical drills

A meaningful drill is used when the student has to understand part or all of the sentence in order to be able to respond.

Substitution dialogues: used to practise oral fluency and done in pairs. They are more realistic. Students substitute words used in original dialogue with other appropriate words. e.g. colours, size, price …… substituted with other words in the same context.

Using drills: Meaningful drills

Using pictures: Pictures are used to practise oral language. They offer students opportunities and cues to talk about them through discussing something, creating a story, giving opinion, guessing meaning ….

Guessing drills: The teacher gets the students to try to find out something through guessing (games). e.g. Students think about their favourite sports, hobby, colour, animal ….. Then they take it in turns to find out each other’s favourite sport …by asking: Is it ……

Meaningful drills

Dialogues are certainly the most natural form of language practice . This is because most real communication takes place orally ,in the from of conversation between two or more people .

So , dialogues , in fact ,provide meaningful communicative situations .

Teaching a dialogue

Moreover dialogues can be used at all stages of the lesson .

They could also be practised in the warm-up stage as they provide opportunity to recycle and reinforce language that has already been learnt .

Teaching a dialogue

As clearly argued by Byrne (1986) our main concern in the language programme will almost certainly be the teaching of spoken language .

For a number of reasons , dialogues seem to be best suited for this purpose:

Teaching a dialogue

They present the language directly in situations in which it is commonly used.

They permit and encourage the learner to practise the language on the same way.

They encourage active participation in a lesson

Teaching a dialogue

Suggested procedure for teaching a dialogue:

A short relevant warm upSetting a context situationPresenting new itemsThe teacher modelling the dialogue

A second modelling the dialogue by good students

Teaching a dialodue

Two students demonstrate a third modelling

The students repeat the dialogue after the teacher (whole class , half of the class, rows …..)

Two students practise in front of the class.

Simultaneous pair work. (teacher monitors)

Substitution dialogueStudents make their own dialogue in pairs simultaneously

Role-play

The importance of teaching writing in classroom:

Reinforce language in other parts of the course

Teaching Writing

Provide group activities

and variety

Promote accuracy

Develop handwriting,

spelling, punctuation,

neatness and speed.

Teaching Writing

Communicate ideasReduce teacher talking time

Often needed for formal and informal testing

Teaching Writing

Expose students to the FL through more than one medium

Increase the amount of language contact through work that can be done out of the class

Teaching Writing

Writing stages:A.The controlled stageB.The guided stageC.The free stage

Teaching Writing

This stage consists of a number of activities like:

Pre writing activities Copying patterns, letters,

words, phrases, clauses Exercises at sentence

level

The controlled stage-:

Exercises at paragraph level

Gap filling Putting sentences in the

right order to make a paragraph

Making sentences from a substitution table

The controlled stage-:

the student has enough freedom to produce individual answer which need not be exactly the same as any other student’s answer.

Guided Practice-:

Guided practice might include the following:

Exercises at text level: Students have to rewrite a model passage making changes according to instructions, but without being given key words or cues

Guided Practice-:

Completing a skeleton passage The beginning is often given and the students are instructed to use all the words and add their own to write a passage about ……..

Information transfer exercise Students have to use information from a map, a graph, a diagram, a table or any other form

Guided Practice-:

By this stage the pupils may have enough practice in doing controlled activities.

As a result they would move to free practice with originality of thought and freedom from common errors.

Oral preparation is needed.The teacher would teach the students the qualities of a good paragraph: (unity, coherence, clearness and correctness)

Free Writing Practice

…

Teaching Receptive Skills: Listening and Reading

1. Teacher prepares and makes students familiar with the topic to create expectations and arouse interest in the subject matter.

2. T. directs comprehension task: T. makes sure that sts Know what the are going to do. T. directs the sts’ purpose.

3. Sts read or listen for task. Sts do the task.4. T. directs feedback. T. evaluates sts

performance after sts check their answers with each other.

5. T. directs related task. T organises follow up task related to the text. (This is done by a step in which T returns to the text to practise another skill.

A methodological model for teaching receptive skills:

Authenticity means the degree to which language teaching materials have the qualities of natural speech or writing.

Authentic materials are texts taken from newspapers, magazines ……. And tapes of natural speech from ordinary radio or TV programmes.

The use of authentic materials is suggested whenever teaching receptive skills is discussed.

They are often simplified, but some writers say you keep the original text unchanged.

Authentic Materials

Teaching ListeningThe Oral Communication Process:•It is a two-way process: speaker listener.•It involves listening and speaking.•The listener is not passive. Listeners have positive function to perform (interpreting and negotiating the meaning). Then they exchange the role with the speakers.•Speaking involves responding to what has been heard.•The teacher makes sure that the two skills are integrated.

It is one of the most important factors of successful listening activities that Ts should give the pupils reason for listening: ( Why do they listen?

What do they listen to? Where ? When?

Who do they listen to? What kind of text they are going to hear ( a conversation? a telephone call? An interview?

Pre-listening activities

Aim of teaching dictation: To reinforce in writing language which has already been presented to pupils ears and eyes and which has been practised orally. We can use it to focus on speech problems of pronunciation.

Suggested procedure for teaching dictation

1. Pre listening: T tells sts that they are going to write a short passage or unrelated sentences, how many times they will hear that. And T gives them background to context.

Teaching dictation

1. First Listening: T reads the dictation passage in normal speed and normal intonation. Sts listen but do not write.

2. Second Listening: T reads dictation ,pauses after each short sense group of words (chunks). T also dictates punctuation saying comma, full stop ……

3. Post listening: T tells sts to read their work quickly for revision. Sts exchange books and T provides dictation written on board. Sts correct each other’s work. T checks sts’ marking and takes notes of common mistakes.

Teaching dictation

Steps for teaching reading:1. Lead in: prepare students and make them

familiar with the topic to create interest.2. Set 2 or 3 pre-reading questions for gist.3. Present only uninferable new words which are

central to meaning (key words)4. Students read silently and quickly for general

understanding and to answer the pre-reading questions set in step 2.

5. Students answer the pre-reading questions set in step 2.

6. Set comprehension questions in details.

Teaching Reading

7. Students read carefully, silently and more slowly to discover answers.

8. Student discuss the text in pairs or groups to compare answers and guess meanings of new words.

9.Whole class discussion to make sure of general and detailed understanding.

10. (Optional but important) Direct text related task for further exploitation of language or theme and text.

Teaching Reading