Three last sessions of the course Advanced Teaching Methodology mainly deal with techniques and methods of language teaching. The first part of this essay summarizes major points about those teaching techniques, and the second part focuses on how to develop both students’ active and passive vocabulary as to me, this is a field in teaching which I have not paid enough attention to.
Firstly, a detail review of introductory activities, including warmers and lead-ins, was presented. According to Spratt, Pulverness, and Williams (2011), introductory activities, which are carried out in the first stage of the learning of a lesson, help learners feel at ease and focus on the lesson. Warmers are activities used to help students know each other, raise their energy, or make them settle before the lesson starts. Therefore, warmers are not always related to the topic of the lesson. They can be games or quizzes. On the other hand, lead-ins are connected to the topic of the lesson since they need to raise students’ interest into the main theme of the lesson and trigger background knowledge. To do this, lead-ins can involve discussing topic-related questions or pre-teaching key vocabulary. Secondly, stages of a lesson for each skill were discussed, including teaching receptive skills, teaching productive skills, teaching vocabulary, and teaching grammar. In teaching receptive skills, there is a need for teachers to identify three stages: pre- (pre-reading, pre-listening), while- (while-reading, while-listening), and post- (post-reading, post-listening). In the pre- stage, teachers usually need to activate students’ interest and background knowledge of the topic and present key vocabulary. During the while- stage, in order to provide students mo...
... middle of paper ...
...s, word family, roots, or by topics.
Theories about teaching methodology and techniques are just ideas written in books if teachers do not try hard to apply them into their real teaching situation. Furthermore, in my opinion, teaching does not merely involve teaching the knowledge and skills, but it also involves giving students guidelines for effective learning strategies suitable with them and encouraging students to invest their effort and intention in their own learning.
Works Cited
1. Gu, Y. (2002). Learning Strategies for Vocabulary Development. New Zealand: Victoria University of Wellington.
2. Spratt, M. & Pulverness, A. & William, M. (2011). The teaching Knowledge Test Course (2nd ed.). Cambridge: Cambridge University Press.
3. British Council. Retrieved from http://www.teachingenglish.org.uk/knowledge-database/passive-vocabulary on January 29th.
Brooks, J.G. &Brooks, M.G. (1995). Constructing Knowledge in the Classroom. Retrieved September 13, 2002 for Internet. http://www.sedl.org/scimath/compass/v01n03/1.html.
Talking about the concept of “teaching” leading us unconsciously to talk about the concept of “ learning” and vice versa. In general, learning and teaching associated with each other. The high achievements of one of these cognitive operations means the success to another. On the other hand, the failure of one of them implies the fall of the other one. Successful and effective teacher, who concentrate on two essential matters. First, teachers should learn about the principles of learning and teaching to know how to teach. However, One of the most substantial affairs is learning styles and strategies.
Everyone has a different way of teaching, but in the end, the method should help the students learn. In the
The case study I will be examining is Case 3 which is a lesson plan named “Molly and her Pilgrim”. This lesson plan is designed for 4th -6th grade Social studies or Language arts and will take about two to three class periods to complete. The instructional approach that is described in this case study is a mostly cooperative learning. The teacher here is mostly playing the facilitator and providing students with some sort of direction by reading the book and reading the questions to students at certain times during the lesson. Cooperative learning is a very is known as best practice and is a very effective strategy that will help student learning. In this lesson students will work on numerous different activities. One of the
Both teachers and student teachers will benefit from reading this book. Besides providing many teaching strategies, lists of books suitable for particular stages of the syllabus are included (Tucker, 2004, pp. 210 – 214), as well as some useful web resources (Sawyer & Watson, 2004, p.
In order to be an effective teacher there needs to be an understanding that we all learn differently, this means that no single teaching strategy is effective for all students/learners all the time. This makes teaching a complex process because you need to understand and meet the requirements of all of your learners. Students learn best when they aren’t asked to simply memorise information but when they form their own understandings of what is being taught. When a student has successfully learnt a new idea they are able to then intergrate this information with their previously learnt information and make sense of it. To be an effective teacher you need to work jointly with students to asses where they are at, be able to give feedback on how the student is going and ensure that they are understanding the lesson (Killen, 2013) According to Lovat and Smith (2003) students learning must result in a change in a student’s understanding of the information being taught. In order to show understanding they must be able to share this information with others and want to learn more (Killen, 2013). In order to have a deeper understanding of what is being taught they need to be aware of the relationship that exists between what they knew previously and the new information that is being learned (Killen, 2013).. Students need to be given goals that they can achieve in order to feel a sense of mastery over their own learning, this gives students motivation that they are able to complete tasks and to keep going.
Every teacher has a different method of teaching. The teachers that I have had in my school career have been no exception. In this way, each teacher has set an example for me, as a future teacher, to follow or not to follow as I see fit. With the examples from my teachers and in continuing my education, I am developing my own method of teaching. I plan to use a combination of teaching methods in my own classroom. My method will be an eclectic approach because I will be using components of more than one philosophy. I will be using essentialism, behaviorism, progressivism, and existentialism.
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
Richards, Jack C. and Theodore S. Rodgers. 1986. Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press.
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the
Over the course of observations, I learned that there is no one way to do anything in teaching. After a few weeks of observing, I was relieved because I thought that I could stop worrying so much about doing the “right” thing with the students. I saw a successful teacher doing, or neglecting to do things that went against what I had been taught. I incorrectly assumed that the choices the teacher made about how to organize the day, approach a lesson, or manage the classroom were mostly a matter of personal preference and that several approaches would produce equally desirable results.
Reece, I and Walker, S (2005) Teaching, Training and Learning (5thed.) Sunderland: Business Education Publishers Limited.
After a brief description about the importance and current situation of grammar teaching, this paper is aimed at analyzing Miss Wong’s teaching approach and trying to explore an effective way of teaching passive voice. This paper consists of six parts. The first part contains an introduction dealing with the bac...
Killen, R. (2007). Effective Teaching Strategies, Lessons from Research and Practice. (4th .ed). South Melbourne: Thomson.
Through classroom observation I was exposed to the different methods of teaching a lesson. The methods of teaching depends on how will the teacher execute the lesson well. I learned that modern learners today needs both modern and traditional way of teaching as for them to fully learned the lesson in a meaningful way.