An overview to effective techniques
in EFL Teaching
Caracas, May, 2012
Programa Nacional de Capacitación Idiomática IDIOMAS
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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.
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(Littlewood,1981), Main types of activities in CLT
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Learner roles according to Breen & Candlin (1980)
Negotiator
&Contributor
L2.
Source: Richards & Rodgers, 2002
Him/herself
Learning process
The group
Activities,Classroom procedures
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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…
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Activities in CLT
Source: Richards & Rodgers, 2002
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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.
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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.
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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
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PROCEDURE
Source: Spratt , Pulverness, Williams (2005)
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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
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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.
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Developing language skills
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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.
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Reading (receptive skill)
• Reading for gist• Reading for specific
information• Inferring
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Subskills:
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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)
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Listening
Extensive listening (outside the classroom) Intensive listening (within the classroom):Live listening: Reading aloud Story-telling Interviews Conversations
Source: TKT Essentials (2005)
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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)
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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
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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.
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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.
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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
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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.
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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.
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