an overview to effective techniques in efl teaching caracas, may, 2012 programa nacional de...

An overview to effective techniques

in EFL Teaching

Caracas, May, 2012

Programa Nacional de Capacitación Idiomática IDIOMAS

1

2

Content The Communicative Language Teaching (CLT) Main tenets, types of activities, roles of learner, teacher and materialsClassroom Management. The learner: importance, learning styles and teaching context.Student-centred techniques for developing the four language skills: reading, writing, listening and speaking.

3

(Littlewood,1981), Main types of activities in CLT

4

Learner roles according to Breen & Candlin (1980)

Negotiator

&Contributor

L2.

Source: Richards & Rodgers, 2002

Him/herself

Learning process

The group

Activities,Classroom procedures

5

Teacher roles in CLT Breen & Candlin (1980)

Source: Richards & Rodgers, 2002

1. Determine the learner language needs.

2. Respond to such language needs.

As a needs analyst a teacher

should…

6

7

Activities in CLT

Source: Richards & Rodgers, 2002

8

Roles of Materials according to Breen & Candlin (1980)

Instructionalmaterials

Text-based

Task-based

Realia

Source: Richards & Rodgers, 2002

Communicative Language Teaching:CLT• Learners learn a language through using it to

communicate.• Authentic and meaningful communication should

be the goal of classroom activities.• Fluency is an important dimension of

communication.• Communication involves the integration of

different language skills.• Learning is a process of creative construction

and involves trial and error.

9

10

CLASSROOM MANAGEMENTActivity I: Divide the class into 2 groups.Each group writes a list of ideas about classroom management.Socialize ideas with the whole class.

11

Prepares and plan the class before teaching it.Organizes the learning space, sets up the rules and routines.Adecquates language to the class (register).Varies interaction pattern (T-Ss, ss-ss, group).Provides ss with simple and straight-to-the-point instructions. Checks understanding with direct questions.Monitors and help the learners.Organizes the board (use coloured markers).

CLASSROOM MANAGEMENT

12

PROCEDURE

Source: Spratt , Pulverness, Williams (2005)

13

Learning styles

Learning styles are the ways in which a learner naturally prefers to take in, process and remember information and skills. VisualAuditoryKinaestheticGroup vs individualReflective vs impulsive

14

Learning strategiesLearning strategies are the ways chosen and used by the learner to learn a language. E.g.:Repeating new words in your head until you remember them.Guessing the meaning of unknown wordsAsking a speaker to repeatRecording yourself speakingWriting key words in order to rememberDrawing meaning instead of translating.

15

Developing language skills

16

Language skillsReading (receptive)Writing (productive)Listening (receptive)

Speaking (productive)

Reading (receptive skill)

Extensive reading

• Outside the classroom• Authentic reading:

newspaper, books, ads, booklets, brochures, flyers, magazines, internet articles and anything you can read.

Intensive reading

• Within the classroom:• Graded readings or

authentic texts suitable for the classroom.

17

Reading (receptive skill)

• Reading for gist• Reading for specific

information• Inferring

18

Subskills:

19

Listening (Receptive skill)

• Create interest• Preteach vocab• Listening for gist

• Listening for specific information•Follow-up: working with the language

•Use this skill as a springboard to a productive one

Source: TKT Essentials (2005)

20

Listening

Extensive listening (outside the classroom) Intensive listening (within the classroom):Live listening: Reading aloud Story-telling Interviews Conversations

Source: TKT Essentials (2005)

21

Writing (Productive skill)Subskills: using the right words, correct grammar and Spelling, Layout and puctuation, sentence and paragraph linking. Writing is both a process and a productStages in the writing process:BrainstormingMaking notesPlanningWriting a draftEditingProof reading

Source: TKT Essentials (2005)

22

Speaking • Interaction: 2-way communication uses

language and body language.•Fluency speaking at a normal speed, no hesitations, repetition or self correction.

•Accuracy speaking with correct forms of grammar, vocab and pronunciation.

Source: TKT Essentials (2005)

Speaking activities• Interviews• Guessing games• Jigsaw tasks: involves learners combining

different pieces of information to form a whole.• Ranking exercises• Discussions• Values clarification• Problem solving activities• Role plays• Simulations

23

Types of Drilling • Choral drill: learners repeat after teacher as

a whole class, then in groups.

• Substitution drill: T gives a sentence and a different word or phrase the learners must use in the same place. E.g.

• If you go to Maturin you will see La Puerta de Miraflores.

• If you go to Maturin you will see el Baile del Mono.

24

Types of Drilling • Transformation Drill: learners change

the grammatical structure of the sentence given by the teacher according to which rule is being practised. E.g.

I went to Margarita

I didn´t go to Margarita

I went to Del Valle Virgin Sanctuary

I didn´t go to Del Valle Virgin Sanctuary

etc.

25

Interesting sites to visit

• www.rinksworks.com/brainfood/p/latreal1.shtml.• www.onestopenglish.com• www.aphraseaweek.com• VenTesol.com• www.busyteacher.com• www.aboutESL.com• www.brithcouncil.org• www.teachingenglish.org.uk• http://teachandlearn.missouri.edu

26

27

MICROTEACHINGEach group/pair prepares a microclass taking into consideration what we have practised. Use a template of lesson plan.Timing: 30 minutes per group/pair.Choose the skill, try to combine two or more.Choose activities which meets different learning styles.

28

Bibliografía

Brown, D. (2007), Teaching by Principles, Pearson LongmanHarmer, J. (2007). The Practice of English Language Teaching, Pearson-Longman.Oxford, R. (1989) ERIC Clearinghouse on Languages and Linguistics Washington, DC.Richards, J. and Rodgers,T. (2002). Approaches and Methods in Language Teaching (Cambridge University Press).Spratt, M., Pulverness, A. and Williams, M., (2005) The Teacher´s Knowledge Test Course, TKT University of Cambridge.Thornburry, S. and Watkins, P. (200) The Certificate in English Language Teaching to Adults CELTA Course. University of Cambridge.

29