Practices In English Teaching

DRILL

This process must be a creative process

Teacher

:introduces new language items to their students through models

Student

:imitates and repeats the phrase introduced by the teacher

Teacher

:::: practise different structures or vocabulary items (i.e. one or more words change during the drill _substitution

EX

'What's the matter?', 'I've got a (headache') The words in brackets here can be substituted during the drill

Drills

:::: are usually conducted chorally ( the whole class repeats) then individually 

CONRTOLLED

Bookish Activities

Manipulation(WH-Q,Yes -No Q or Tick -false Q.)MCQ,matchingand completing sentences

This kind of practice is limited to the exercises introduced in books

FREE 

Production

This kind of practice depends on the meaning and communication.It may be a disscussion,interviews,games,drama,role play or comments

FOLLOW-UP ACTIVITIES

Home Assignment

IT includes activites which will be answerd at home,it may be written or oral activities 

Very Important defintions part two

Warm Up

to engage in exercise or practice especially before entering a alesson presentation or contest; broadly : to get ready 

General aim

what teachers intend to teach or what it is hoped learners will learn in the course or class

( What it is intended that the student will have learnt, or will be able to do, as a result of a learning

experience

Objective or intended learning outcomesA number of specific statements setting out what it is intended the student will have learnt or be able to do as a result of the educational experience

Drill

means listening to a model, provided by the teacher, or a tape or another student, and repeating what is heard. This is a repetition drill, a technique that is still used by many teachers when introducing new language items to their students. The teacher says (models) the word or phrase and the students repeat it.

Imitation

the repetition by one voice of a melody, phrase, or motive stated earlier in the composition by a different voice

Repeatation

An instance of using a word, phrase, or clause more than once in a short passage--dwelling on a point

Substitution

 replacement of one english entity by another of equal value

Deductive

A deductive approach to teaching language starts by giving learners rules, then examples, then practice.

Inductive

inductive approach, which starts with examples and asks learners to find rules, and hence is more learner-centred.

Repertoire

The range or number of skills, aptitudes, or special accomplishments of a particular person or group

 

Four Steps To Teach Spoken English

 

Repeating

    Babies learn to speak by repeating what they hear, so you can use spoken english teaching methods at every age level. Just say the words you want students to know, and ask them to repeat the words. Point to objects or mimic the action; as a student repeat what you say, they will learn the word. You can start with small words and common words, then words that are larger and more complex ideas, in the same way that

infants learn to speak

.

Conversation

    Spoken English teaching methods with the conversation. In conversation, non-English speakers may not understand all the words, and they may not know what was said. However, through the flow of conversation, and through actions and facial expressions, learners will begin to pick pieces of language they understand. Through conversations considerable activity, students will begin to learn spoken English

.

Translation

    Translating sentences and ideas from the students native language into English. Then have students say the phrase again, either in their own language and in English. Although this process takes a long time, can help students understand the meaning of what they say, and maybe help them learn faster

.

Immersion

    Immerse students into classes in English or even English-speaking areas, such as campus or city. Do not teach by using any type of translation, and even prohibit the dictionary of your class. Speak only in English. Use words that they may have identified to explain the difficult words. Although this may seem like a difficult way to learn the language, it’s really the most closely mimic the way babies and children learn to talk. This can be a spoken english teaching methods quickly

COPIED

www.best-teaching.com/.

Very Important Definitions

Receptive Skills

Listening and reading.Learners are receving language and processing it,without producing it

Productive skills

Speakink and writing.Learners are required to produce the language by speaking and writing

Role Play

A communicative activity in which learners take to each other in differentcharactor roles

Authentic Materials

Texts from real-life sources originally intended for native speakers(magazine articles,cassette recording)

Body Language

Non-verbal communication.The way someonecommunicates amessage with their body

Brain Storm

to collect together ideas very quickly,without judging whether the ideas are good or not

Class room Mangement

The way the teacher organises the classroom and learners

Elicitation

(to elicit) aprocedure where ateacher getslearners to produce language,in other words,draws information out of the learners

Group Dynamics

The way agroup of people interacts with each other

Interaction

A pattern of communication(verbal and non-verbal) between people

Method

The procedures and tichniques charactrestic of teaching

Pre- teach

To prepare learners for an activity,by introducing new language or a topic

Realia

Things from real life used for learning

Micro-teaching cycle

Micro-teachig Cycle
The six steps generally involved in micro-teaching cycle are Plan , Teach , Feedback
Replan , Reteach , Refeedback. There can be variations as per requirement of the objective of practice session.

Steps of Micro-teaching

The Micro-teaching programme involves the following steps
:
Step1
 Particular skill to be practiced is explained to the teacher trainees in terms of the purpose
and components of the skill with suitable examples.

Step 2
The teacher trainer gives the demonstration of the skill in Micro-teaching in simulated conditions to the teacher trainees
.
Step 3
The teacher trainee plans a short lesson plan on the basis of the demonstrated skill for his/her practice.

Step 4
The teacher trainee teaches the lesson to a small group of pupils. His lesson is supervised by the supervisor and peers.

Step 5
 On the basis of the observation of a lesson, the supervisor gives feedback to the teacher trainee. The supervisor reinforces the instances of effective use of the skill and draws attention of the teacher trainee to the points where he could not do well.

Step 6
In the light of the feed-back given by the supervisor, the teacher trainee replans the lesson plan in order to use the skill in more effective manner in the second trial.
Step 7
The revised lesson is taught to another comparable group of pupils.


Step 8
The supervisor observes the re-teach lesson and gives re-feed back to the teacher trainee with convincing arguments and reasons.

Step 9
The ‘teach – re-teach’ cycle may be repeated several times till adequate mastery level is
achieved.


Micro-teaching

Teaching :
"Teaching means many different things, that teaching act varies from person to person and from situation to situation. " (Bar, 1961

*A teaching skill is that art of the teacher which makes communication between the teacher and pupils sufficiently.

• “Microteaching is a scaled down teaching encounter in which a teacher teaches a small unit to a group of five pupils for a small period of 5 to 20 minutes”

Merits of Microteaching•
It helps to develop and master important teaching skills.
• It helps to accomplish specific teacher competencies.
• It caters the need of individual differences in the teacher training.
• It is more effective in modifying teacher behaviour.
• It is an individualized training technique.
• It employs real teaching situation for developing skills.
• It reduces the complexity of teaching process as it is a scaled down teaching.• It helps to get deeper knowledge regarding the art of teaching.


representation of a Micro-teaching Cycle
Plan : This involves the selection of the topic and related content of such a nature in which the use of components of the skill under practice may be made easily and conveniently. The topic is analyzed into different activities of the teacher and the pupils. The activities are planned in such a logical sequence where maximum application of the components of a skill is possible.

Teach : This involves the attempts of the teacher trainee to use the components of the skill in suitable situations coming up in the process of teaching-learning as per his/her planning of activitieó. If the situation is different and not as visualized(in the planning of tTe activities, the teacher should modify his/her behaviour as per the demand of the situation in the Wlass. He should have the courage and confidence to handle the situation arising in the class effectively.

Feedback : This term refers to giving information to the teacher trainee about his performance. The information includes the points of strength as well as weakness relating to his/her performance. This helps the teacher trainee to improve upon his/her performance in the desired direction.

Re-plan : The teacher trainee replans his lesson incorporating the points of strength and removing the points not skillfully handled during teaching in the previous attempt either on the same topic or on another topic suiting to the teacher trainee for improvement.

Re-teach : This involves teaching to the same group of pupils if the topic is changed or to a different group of pupils if the topic is the same. This is done to remove boredom or monotony of the pupil. The teacher trainee teaches the class with renewed courage and confidence to perform better than the previous attempt.

Re-feedback : This is the most important component of Micro-teaching for behaviour modification of teacher trainee in the desired direction in each and every skill practice



Do you want me to help you ? Ok here you are

How do you like to study ? By yourself One partner Small groups Large groups

What learning materials do you like to use ? audio CD's or cassettes DVD's, videos or television CALL and interactive computer programs picture dictionaries ESL workbooks regular subject text books newspapers, magazines

Conversation Practice group pronunciation drills Conversations with native speakers Low structure ESL student conversation High structure ESL teacher talk

A translation of The Song of Revolution

يابــــــــــــــــلادى يابــــــــــــــــلادى انا بحبك يا بلادى
يابــــــــــــــــلادى يابــــــــــــــــلادى انا بحبك يا بلادى

Oh!Egypt,my country.I love you my Egypt
Oh!Egypt,my country.I love you my Egypt


يابــــــــــــــــلادى يابــــــــــــــــلادى انا بحبك يا بلادى
يابــــــــــــــــلادى يابــــــــــــــــلادى انا بحبك يا بلادى

Oh!Egypt,my country.I love you my Egypt
Oh!Egypt,my country.I love you my Egypt

قولوا لأمى متزعليش وحياتى عندك متعيطيش
قولوا لأمى متزعليش وحياتى عندك متعيطيش
قولولها معلش يا امى اموت اموت وبلادنا تعيش
امانه تبسولى ايديها وتسلمولى على بلادى

Tell my mother,"do not be sad for me."If you love me,donot cry for my death
Tell her i was willing to die and keep Egypt alive
Kiss my mother's hands for me and send my best regards to my country

يابــــــــــــــــلادى يابــــــــــــــــلادى انا بحبك يا بلادى
يابــــــــــــــــلادى يابــــــــــــــــلادى انا بحبك يا بلادى

Oh!Egypt,my country.I love you my Egypt
Oh!Egypt,my country.I love you my Egypt

فى جسمى نار ورصاص وحديد علمك فى ايدى واسمى شهيد
فى جسمى نار ورصاص وحديد علمك فى ايدى واسمى شهيد
بودع الدنيا وشايفك يامصر حلوة ولبسه جديد
اخر نفس فيا بنادى اموت وانا بحب بلادى

Fire,bullets and pain in my body.Your flag in my hand and they now call me martyr
Fire,bullets and pain in my body.Your flag in my hand and they now call me martyr
I say goodbye to the world and see you'Egypt' apretty with anw dress
Till the last breath Iam calling.... am dying while am loving my country

يابــــــــــــــــلادى يابــــــــــــــــلادى انا بحبك يا بلادى
يابــــــــــــــــلادى يابــــــــــــــــلادى انا بحبك يا بلادى

Oh!Egypt,my country.I love you my Egypt
Oh!Egypt,my country.I love you my Egypt

طايرين ملايكة حواليا طير لحظة فراقك ياحبيبتى غير
طايرين ملايكة حواليا طير لحظة فراقك ياحبيبتى غير
همشى معاهم وهسيبك واشوف يامصر وشك بخير
قالولى يالا على الجنه قولتلهم الجنة بلادى

  Angels are surrounding me at the moment of saying goodbye to you
Angels are surrounding me at the moment of saying goodbye to you
I will go with them and leave you and Ihope to see you EGYPTthe best way
They said "come to the paradise" to me.I answered Egypt is my paradise

يابــــــــــــــــلادى يابــــــــــــــــلادى انا بحبك يا بلادى
يابــــــــــــــــلادى يابــــــــــــــــلادى انا بحبك يا بلادى

Oh!Egypt,my country.I love you my Egypt
Oh!Egypt,my country.I love you my Egypt



.

My learning Book

 

Student should do his plan every week according to this plan and submitt it to his teacher.

Name  ___________________________

My goal is  :  __________________

Dialogues .Write 5 dialogues .

1-___________________________

2-___________________________

3-___________________________

4-___________________________

5-___________________________

Vocabulary.

1-Parts of a car.

2-___________________________

3-___________________________

4-___________________________

5-___________________________

Five paragraphs to do.

What did you do yesterday?(Example)

 

1-________________________

2-________________________

3-________________________

4-________________________

5-________________________

Pronunciation Check.

1-_______________________

2-_______________________

3-_______________________

4-_______________________

5-_______________________

What else do you want to learn?

-___________________________

-___________________________

-___________________________

-___________________________

-___________________________

-___________________________

Show these pages to your teacher.

The Defintion of Teaching Aids

A teaching aid is something a classroom teacher uses in her class to help students improve reading and other skills, reinforce a skill, or to make learning fun.  Teaching aids can be used in any of the core classes.  There are several types of teaching aids to be utilized in your classroom.

Teaching aids can add to lessons, show students specifics of the lesson, or improve basic skills.  There are so many teaching aids available to teachers today; the possibilities are endless!

1.    Flash Cards: A flash card is part of a set of cards that has numbers, letters, pictures or words on it.  They are commonly used for drilling students on facts.  Flash cards may also be used to enhance student memory. Try playing a memory game with the facts on the cards.  This is a great and fun way to help students memorize. 

Hello

This is my new blog.I hope that it will be useful for all of you.This is my E-mail: mr_ahmedrabie@yahoo.com

Thank you
       A.RABIE