Suggestions for teaching
A range of techniques and exercises should be used to teach the Present Simple.It is the teacher`s role to cater for the different learning styles in the group. Personalisation is key to language development and if students are talking about themselves, interpersonal relationships develop and real communication and learning take place (Thornbury, 2009). That being said, I will focus on the Communicative Approach here.
The “Communicative Approach “ can be used through games. ‘Games have certain features in common with real communicative events, there is purpose to the exchange. Also, the speaker receives immediate feedback from the listener on whether or not he has successfully communicated. Having students work
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Students would have to interact with their peers, asking them questions, responding when asked, etc. Teacher would monitor form,pronunciation and interaction in the group. Partner swapping is essential in order to make students mingle, leading to drilling which eventually leads to increased fluency and consolidation.
When students have talked about their own routine, teacher can change pairs and tell students to tell their new partner their previous partner`s routine activities.This will give students real feel of the difference in form and use of the third person in the Present Simple.After a lot of practice students may start using the form of the Present Simple accurately and students may start using the s/es third person and not forget it anymore as they practise more and more.
Things in Common
Another suggestion after form and meaning is taught/clarified is to ask students to write 10 things they do / like to do or do not do / like to do and find people in the group who have the same interest. If the answer is the same they could ask further questions.
e.g.
- I like to play footbal. Do you like to play
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We can write the mistakes on the board and use group correction for the daily routine activities. For the guessing and find people you have things in common, peer correction is advised, as well as correction from the teacher who will be constantly monitoring the activities and the group. ‘The teacher acts as an advisor during communicative activities’(Diane Larsen,1986, p.130).These activities focus on getting the form and the use of the present simple right through conscious noticing.
We must bare in mind that starters will be at a stage of interlanguage which will probably mean that they do not get it right all the time, especially in fluency tasks. Correction at this stage is important, but learners need to know that they are being corrected (Schmidt and Frota, 1986).
Delayed correction can also be used and is of great value. The teacher can write some of the mistakes on the board at the end of the activities and do delayed group correction. It serves as intake and does not embarass shy students, since their mistakes will be corrected in a subtle way and will not expose the
... grammatical errors. However, as an educator in the classroom accuracy must be taken into consideration when assessing speech to further promote grammatical advancement. Therefore, both accuracy and fluency are valid in the ESL classroom and they should be assessed based on the objective of the lesson.
The thesis, or the main idea of the book, is that by using specific communication techniques, we can turn difficult discussions into productive learning conversations.
...t are around in our daily life. New ideas of TESOL teaching from communicating with students and colleagues, develop individual teaching method base on exploring and researching English characteristics, and extending personal worldview to improve the teaching value. Students always provide the best and useful feedbacks, but most of the time teacher has ignore it. Spend time to talk with student and understand what they want in class. The new generation has a special perspective of learning, and teacher take advantage when truly accept students new ideas. The another ways can develop individual professional is watching talks from TED Talk. TED Talk is a website which have many different kind of great ideal talk in diverse area. Teacher is a comprehensive job, therefore by receiving different kinds of ideas from diverse area to enrich our worldview and personal value.
It provides the learners with emotional and intellectual support that helps them to move forward (Silberman, n.d.). I think playing games is an effective method to reinforce knowledge. It can be used to spark energy and involvement. For eg., in ‘Snake and Ladder’, players roll a dice and perform basic mathematical operations on those numbers to get a new number. I feel rotation questioning is another effective technique where the last student speaking calls on the next student to be the speaker. It helps to promote student interaction. Mind Maps help learners to map their knowledge and structure the concepts. KWL (Know-Want to Know-Learned) grids are useful for revising and consolidating what has been learned. Think, Pair, Share is a widely accepted learning strategy wherein the teacher gives a particular task and asks the students to find a solution on their own, discuss it with their partner and then share the results with the rest of the class. I believe teaching with real life models and examples have a great effect on the students. For eg., teacher can use pizzas to explain fractions. Teaching should be done in an interesting manner so as to generate curiosity among students. In active student learning, the role of the teacher changes from leader and presenter to coach and facilitator. Students are taking a greater responsibility for their own work and learning. Active learning
There is different ways to make learner correct his English. Like to provide him the correct form. And this the easier way. Also, to make learner you not understand him, and ask him to repeat it again. Moreover, make the learner repeat the correct form. Sometime the teacher doesn’t have to correct each word to the learner. The learner by himself will listen and know the right form by sounds of words and the right grimmer. If the learner still uses the wrong form, so the teacher here has to does something to correct utterance to him suit the satiation.
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated. Likewise, the use of this peer observation will allow students to have an insight the techniques they are displaying that are improper and offer advice on how to correct these errors.
On balance, the language in its written form is the center of attention and the pivotal responsibility of the learners is to comprehend the structure and rules of the language whose parts are dissected and analyzed. Coupled with intellectual effort and deductive reasoning, the form is of greater importance than communication. Likewise, teaching and learning are technical and inextricably linked with a syllabus.In the same way, error correction is steadfast in leaving little room for the quality of being spontaneous. In closing, the teacher is an authority figure, but the participation of the student is predominantly passive despite this.For one thing, the student will learn how to make interrogative and negative sentences, memorize irregular verbs, study modal verbs, learn how to form the perfect tense, etc., but hardly ever understands the use of these structures in conversation. In the case of language learning, one may be able to recite the fact when specifically asked, but is unlikely to use this knowledge in conversation. Importantly, Krashen insists that language acquisition does not require extensive use of conscious grammatical rules and does not require
...en language, such as writing and reading tasks. What is more, I realized that a lot of pupils and some facilitators make the error of believing that they cannot learn using approaches that are not fixated on their learning style. In the end, the classroom environment can have a large effect on the amount of learning that occurs; individuals are dissimilar and have different environmental preferences. However, I must comprehend what effects the learning process, because this is imperative to know. Most importantly, the children are the future and need individuals surrounding them that will have their best interest at heart. By everyone (educators, parents, community leaders, etc…) working together as a team (T-Together, E-Everyone, A-Achieves, M-More), we will be prosperous in helping and guiding pupils in becoming future leaders and productive citizens in society.
A review of literature presents the background perspectives on classroom interaction and learning and also the interaction and its impact on English language teaching and learning. The research is being done in order to apply the proper interactive approach in cooperative learning and pair/group activities. In order to conduct this research, the university students and teachers will be asked to fill in the questionnaires and the results will be drawn out of their answers.
It is significant to describe the differences between mistakes and errors, which are “technically two very different phenomena” (H. D. Brown, 2007). Mistakes refer to random performance slips affected by excitement or exhaustion. Mistakes can be self-corrected. Unlike mistakes, errors refer to deviations that learners made regularly because of the second language conventions that have not yet been mastered. Learners are not able to self-correct an error. These differences had drawn the researchers’ attention to errors in competence which then led to a more concentrated framework being produced. According to Yau (2014), mistakes are slips of mind and can be corrected on the spot for most of the time while errors are the same mistakes that were continuously made.
Practice activity: The teacher will provide a worksheet to complete to each student after ending with the communicative activity. It’s the Quiz number 2 that covers the use of subjects with singular and plural noun or pronoun. The students will reinforce the use of the subject appearing plural but not.
Mistakes are considered to be non-systematic learners’ errors, often called slips of the tongue / pen. Learners are usually able to identify and correct their own mistakes if asked, and they are not the sign of competence in a foreign language. Since the mistakes do not reflect the learners’ competence, they are not substantial in the foreign language learning and teaching. Errors, on the other hand, “tell the teacher what needs to be taught; they tell the researcher how learning proceeds; and they are a means whereby learners test their hypotheses about the L2” (James 12). According to this definition, errors are important for teachers, researchers, and learners themselves. Hence, the main objective of the error analysis is the identification of learners’ errors for the purpose of acknowledging and incorporating them in learning-teaching process by adjusting the methods and techniques, and learning styles and strategies in order to develop far better competence in foreign
Another concern that some students might have is communication. Some students might not need to have a teacher in front of them and teach the course material to them, to whereas some students might need the te...
It is very important for a teacher to be a good communicator.He doesn`t just stand in front of the class and lecture but tries to establish a dialogue and tofind the best group activities in which every child to be involved.Discussion,peer-to-peer coaching are the things which make the process of teaching more interesting and challenging so that all students attend classes and participate actively.
Lee and Vanpatten (1995) describe Communicative Language Teaching (CLT) as “language teaching that has communication as its goal.” By applying CLT method to the classsroom, students are facilited