MALLA CURRICULAR QUE SE VIENE MANEJANDO EN EL IDDI CON LA ASESORÍA DE LA UNINORTE. http://sdrv.ms/O9QOVB
http://wilderdom.com/games/Icebreakers.html
Learning Clothing Vocabulary in a Fun Way
Category: Academics / Tag: academics, class, clothing, EC Miami, study English in Miami, vocabulary / Add Comment
There are times when a class needs to be serious and students must learn about grammar and testing, but other times a class becomes quite funny. Using active games is a great way that teachers at EC Miami encourage students to learn new vocabulary and interact with English in a different way. A great example of this is a game that Eric played with his low-intermediate class recently to help them remember vocabulary related to clothing.
The EC Miami students were split into teams of two and one student from each team was the mannequin while the other student was the dresser. A mannequin is a fake person in the windows of clothing stores that wears the clothing the store is selling. In order to “dress” the “mannequin” the dresser had to put sticky notes with clothes words written on them on the correct places of their partner’s body. It was a competition to see who had the highest number of sticky notes on his/her body.
In the end, it was a funny game for everyone, especially for the teacher, Eric who got to see his students covered in colored notes. The “prize”, according to Eric, was two hours of good luck for the day, but they were only available from 3-5 p.m. With a silly prize and a fun game, Eric showed the students that studying vocabulary is not always boring!
https://www.youtube.com/watch?v=raOFlRTtRHw
http://www.theteachersguide.com/ClassManagement.htm#Classroom_Management_Lessons
http://www.btinternet.com/~ted.power/teflindex.htm
http://teflbootcamp.com/teaching-skills/teaching-methods-for-tefl/
Teaching Methods for TEFL
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EFL Teaching Methods
TEFL Methodology:
Methods for Teaching English
in the EFL Classroom
We have created a podcast to complement this lesson.
TEFL Methodology Podcast – nine minutes
You can download all our podcasts from our podcast page.
Basic Concepts
Though there are many approaches to teaching methodology in TEFL/TESOL. Two teaching methods predominate the field. Methodology taught in certification and training programs is generally either “PPP” or “ESA”. That doesn’t mean they are the best approaches. They are just the most well known approaches and more likely to be requested by employers or Directors of Studies (DOS). Thus we are going to concentrate on those two approaches.
“PPP” Presentation, Practice and Production
“Presentation” involves presenting the target language (the language to be taught to the students) to the students generally through eliciting and cueing of the students to see if they know it and then providing the language if no one does.
The target language is usually put on the board either in structure (grammar-type) charts or in dialogs. Presentation features more “teacher talk” than the other stages of the lesson, generally as much as 65-90% of the time. This portion of the total lesson can take as much as 20-40% of the lesson time.
Next comes “Practice” where the students practice the target language in one to three activities that progress from very structured (students are given activities that provide little possibility for error) to less-structured (as they master the material).
These activities should include as much “student talk” as possible and not focus on written activities, though written activities can provide a structure for the verbal practices. Practice should have the “student talk time” range from 60-80 percent of the time with teacher talk time being the balance of that time. This portion of the total lesson can take from 30-50% of the lesson time.
“Production” is the stage of the lesson where the students take the target language and use it in conversations that they structure (ideally) and use it to talk about themselves or their daily lives or situations. Practice should involve student talk at as much as 90% of the time and this component of the lesson can/should take as much as 20-30% of the lesson time.
As you can see the general structure of a PPP lesson is flexible but an important feature is the movement from controlled and structured speech to less-controlled and more freely used and created speech. Another important feature of PPP (and other methods too) is the rapid reduction of teacher talk time and the increase in student talk time as you move through the lesson.
One of the most common errors untrained teachers make is that they talk too much. EFL students get very little chance to actually use the language they learn and the EFL classroom must be structured to create that opportunity. See the paragraph on Pairwork and Small Groups below.
“ESA” Engage, Study and Activate
Roughly equivalent to PPP, ESA is slightly different in that it is designed to allow movement back and forth between the stages. However, each stage is similar to the PPP stages in the same order. Proponents of this method stress its flexibility compared to PPP and the method, as defined by Jeremy Harmer (its major advocate), uses more elicitation and stresses the “Engagement” of students in the early stages of the lesson.
ESA is superior method to PPP when both are looked at from a rigid point of view. But, EFL is not rigid and you should not adhere to any one viewpoint or method. PPP is often an easier method for teacher-trainees to get a handle on but probably more programs teach ESA than PPP these days, especially those that teach only one of the approaches.
Pairwork and Working in Small Groups
Most speaking practice in the classroom should be done in pairs and small groups with students talking to each other. It is a common mistake of the untrained teacher to think that students must or need to talk to the teacher.
While talking to the teacher is certainly useful, each student in a small class of only 15 will get at most 3 minutes of talking time in a 45-minute class if conversation is teacher- centered. In pairs, those same students could be directly involved in conversation as much as 22 minutes.
See the difference? That is a seven-fold increase in the amount of time a student can practice speaking, listening and interacting in English. One of the biggest problems EFL students have is the very limited amount of time they actually get to practice speaking and listening in direct interaction. Often their onlyopportunity is in your classroom.
The teacher’s role during pairwork and small group time is to rotate around the classroom encouraging students and helping them focus on the target language/concepts of the lesson. Including pairwork and small-group work in your PPP/ESA lesson is critical to the success and improvement of your students’ language skills.
Expanded Concepts
Read the following. They will download as Word documents.
A good review of a variety of EFL teaching methods (so you don’t get stuck in just one) is at the website of Dr. Jill Kerper Moran of San Diego State University: Second Language Teaching Methods
Another overview of various methodologies is at English Club: HERE .
Additional Notes
It is important to use English in the classroom as the target language and as the teaching language.
There are times, however, when the limited use of the students’ first language can be useful. Be careful though. Some native speakers lose their value when they begin teaching in the L1. Most EFL students have already studied English for years in their L1 but still can’t speak fluently. The more you use a student’s L1, the more you lose your value as a native speaker and in most cases, a major factor in your hire was that you were a native speaker. If you don’t use that skill and ability, they might as well hire a local teacher for half of what you cost.
There are times, however, when the limited use of the students’ first language can be useful. Be careful though. Some native speakers lose their value when they begin teaching in the L1. Most EFL students have already studied English for years in their L1 but still can’t speak fluently. The more you use a student’s L1, the more you lose your value as a native speaker and in most cases, a major factor in your hire was that you were a native speaker. If you don’t use that skill and ability, they might as well hire a local teacher for half of what you cost.
Following is some information on the rare times when you might use L1 in the EFL Classroom:
An older but equally valid review of L1 and L2 Usage
in the classroom is here.
in the classroom is here.
Other Important Classroom Concepts
Read this British Council article on the use of realia in the classroom .
There is more information on realia in the Student Motivation page on this website.
When you have finished the readings you will be ready for the unit on Lesson Planning.
Teaching EFL Grammar
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Grammar Review for EFL Teachers
Important: Don’t expect that you can work through one grammar book or even read anything just once and get a firm grasp on grammar. It just isn’t that easy.
A better approach is to familiarize yourself with grammar and its terminology and keep a good resource book handy so you can look up more difficult or unfamiliar concepts when they come up in the classroom or in a lesson plan.
Teachers that are really skilled at grammar usually took more than a few years to get there. There is absolutely nothing wrong with telling your students, “I’m not sure how to explain that. I will give you a good detailed explanation during our next class” – and do it. Native speakers will usually know when something is correct or not but cannot explain why it is correct.
Basic Concepts:
Grammar skills and the ability to explain grammar simply is another hallmark of a skilled EFL teacher. Students expect their teacher to be skilled in grammar and if you aren’t you will probably lack confidence in the classroom as well as lose the confidence of your students. So, get skilled in at least the basics and keep a resource book handy for when you need it.
While TEFL Boot Camp would like to give you a simple explanation and a couple easy links to read, as in most the other sections, there is not really a super easy way to master grammar.
However, TEFL Boot Camp recommends the Fast Track Grammar Review for EFL Teachers.
Fast Track was written by an experienced TEFL Teacher-Trainer with a master’s degree in education. Students on the TEFL courses he taught were having trouble quickly grasping the grammar they needed to pass the course and get their TEFL Certification. Thus was born Fast Track to help them get what they needed quickly and easily.
Fast Track Grammar Review is a downloadable 66-page grammar eBook that is written for people intending to teach English or teachers who wish to brush up on their grammar skills. It emphasizes the idea of staying flexible and understanding grammar at a deep level. It also gives you a lot of vocabulary so you don’t have to feel intimidated when the subject of grammar comes up.
You should be able to read this e-book, check a few other resources, and bring yourself up to speed quickly (thus the “Fast Track” notion). Remember, most native-speakers of English already KNOW grammar intuitively, it is only that they don’t know how to explain what they already know.
Read the e-book with the idea that you will be introduced to a variety of NEW ideas about grammar. Note, for example, that some grammar books say there are eight parts of speech. Some say nine, some say more. Keep your thinking flexible and understand that different authors say different things. Just get to know the vocabulary of grammar, so you know what people are talking about.
Try the e-book, do all the exercises, pre-tests, and post-tests and you will be in good shape with grammar. Not to worry, the book is written with lots of graphics, practical examples and exercises – and a bit of humor. The author knows that grammar is not a favorite topic of study. It also comes with a 100% no-questions-asked guaranteed refund. If you don’t like, just ask for your money back – no problem.
This eBook is included with the certification courses. If you wish to purchase it for independent study you can find it here: Grammar for EFL Teachers.
After you read the e-book and get a handle on grammar, you will be ready for the unit on teaching pronunciation.
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