ppg 215 tesol.ppt

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PPG 215

TEACHING OF ENGLISHTO SPEAKERS OF

OTHER LANGUAGES



TESOL in Malaysia

A Brief Description

- A high percentage of Malaysian students fail toachieve an acceptable level of English

competency.- Lack of good models of English inside and

outside the classroom

- Majority of teachers are second language users

- Limited exposure to English in the daily lives

- Low motivation, esp in rural areas



- aware of meaning and relationships- realising what is happening rather than just

rote memorisation

- teacher needs to focus on understanding sothe lesson will be meaningful

- teacher assists students in finding newmeanings and relationships in the knowledge

3 phases of language acquisition

Understanding

PRIMARY GUIDELINES



PRIMARY GUIDELINES

- able to manipulate structuresconsciously rather than just respondingautomatically

- knowing when to use what appropriately

Production & manipulation of structuresand patterns



- liberated expression, control of language, variationand free manipulation, real language, skill-using

- practising stage using the appropriate sounds,vocabulary, structures and expression tocommunicate one’s thoughts

- to express own’s ideas

- turning competence into performance skills

- being able to read, write, speak & listen fluently

Communication

PRIMARY GUIDELINES



Consider the whole person

- Guide each student to be a satisfied,successful and motivated learner. Take intoaccount individual differences

- Have each student’s interest in mind - Be in touch of their feelings and thought

through before, during and after class

observation- Always ask for suggestions, ideas and

thoughts.



Maintain Students’ Involvement

Involve as many students as possible

Each student should have equalopportunity of participating in class.

Vary the classroom activities – group workoffers high opportunities for students tointeract actively

Be aware of introverts and dominators.



Rapport and Motivation

Rapport is NOT being liked by students.

Establishing a learning atmosphere whichis stimulating and motivating

Working relationship between the teacher andthe students as well as the motivation entailingstudents’ incentive to learn

Good rapport = good teaching and learning



Rapport and Motivation

Successful learner depends on:

Well presented sequence of languagestructure and concepts.

Ability of the teacher to help studentsinternalize the structures of the languagewithout a sophisticated grammar analysis

Motivation and wants of the learners.



Analyzing The Learning Task

In approaching a new task, a teacher needs to askthese questions:

What do the students already know (prior

knowledge)?

What do the students need to know in order tounderstand the concepts involved?

How should the teacher structure the learningsituation so the students are able to grasp theconcepts?



Inform the Objectives to the Students

Students are disinterested because theydo not know what they are doing

Students should be aware of the learningobjectives and how they fit into the courseas a whole

A goal directed activity will enhance thelearning and drive the students to focus onwhat they have to do.

Learning should be goal-oriented and morethan just passing the exams



Students Learn What They Do

No direct transfer from one languageskill to another

The more practice they have, thebetter language acquisition for thestudents

Practice the skills in the environmentthey are used



Teach All The Language Skills

Concepts learned in the receptive skills can bereinforced by working with them in the other orby practising them in productive performanceskills.

Competence is introduced by means of thereceptive skills & strengthened through feedbackfrom performance skills

A learner who has a poor ear for language maynot be able not grasp the concept when it ispresented orally but may understand it throughreading or writing the forms.



Provide opportunities for training in all the skills,combining them whenever necessary.

Sequence the learning following the order ofdifficulty

Teach for transfer of learning

Provide a variety of activities

Teach All The Language Skills

Do not be eager to correct every mistake



Secondary Guideline

Have something to give to the class.

Assume the responsibilities

Provide students the feeling of confidence &success

Insist students share the learning load

Encourage & motivate the students



Secondary Guideline

Call on the students

Do not do in class what the students can

manage at home

Hold the students responsible for thematerial

Teach for respect

Do not teach all you know



Do not expect mastery in a single day

Secondary Guideline

Recognize individual differences

Use visual aids & ICT

Maintain high standards



1. Motivate students – extrinsic & intrinsic

2. Provide sufficient input – good models, real lifesituations

3. Create a communicative purpose

4. Provide sufficient opportunities to practise anduse the language

5. Choose activities suitable for students’ levels 6. Use a variety of strategies and techniques –

eclectic approach, multiple intelligences

Summary of guidelines



What is self-evaluation?

- be aware of what is happening in one’s own

classroom- reflecting on own teaching

- to improve one’s skills as a teacher

Self Evaluation

Cannot be taught but developed within time



Observing oneself to look at:

1. Proper planning & careful reflection after

lesson2. Observe other teachers and compare to

own

3. Ask others to observe and discuss afterthe lesson

Self Evaluation



Teaching procedure

Observing a Lesson

Use of teaching aids

Class management

Teacher’s personality

Command of English



Category Importance

1. Is the aim of the lesson clear?

2. Is the writing on the board clear?

3. Are the students actively participating?

4. Is there a variety of activities?

5. Are the stages of the lesson clear?

6. Does the teacher have a clearpronunciation?

7. Does the teacher smile often ?

8. Does the teacher use visualappropriately?

9. Does the teacher speak naturally?10. Does the teacher encourage the

students to ask questions?

11. Does the teacher encourage reallanguage use?

ppg 215 tesol.ppt

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