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Essentials for Teaching ESL

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Information about Essentials for Teaching ESL
Education

Published on March 15, 2009

Author: steveksds

Source: slideshare.net

Description

Describes key points to consider when teaching ESL
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What are your Principles? (Write them down) Teaching by Principles

Principles Automaticity –Teach fluidly -Don’t overanalyze Meaningful Learning –Teach topics relevant to your students Rewards –Determine what rewards your students are looking for Motivation –How will you motivate your students? (How about bring to class an advanced English learner and have him/her describe their pathway to successful English learning)

Automaticity –Teach fluidly -Don’t overanalyze

Meaningful Learning –Teach topics relevant to your students

Rewards –Determine what rewards your students are looking for

Motivation –How will you motivate your students? (How about bring to class an advanced English learner and have him/her describe their pathway to successful English learning)

Principles Strategic Investment –Teach students methods to take control of their learning by making a custom plan Language Ego –Challenge your students (but not excessively) Willingness to Communicate –How will you teach your students to believe in themselves? Fluency & Accuracy –develop both (but not necessarily at the same time)

Strategic Investment –Teach students methods to take control of their learning by making a custom plan

Language Ego –Challenge your students (but not excessively)

Willingness to Communicate –How will you teach your students to believe in themselves?

Fluency & Accuracy –develop both (but not necessarily at the same time)

Listening –What to listen for, Collocations, Context Speaking –Comprehensible Pronunciation, Connecting words together fluidly, How to pronounce non-phonetic spellings Reading -Assess students’ level first, obtain appropriate level reading material, teach reading strategies Writing –Do the students know the basics (Upper, lower case, cursive), Essay writing? What can you reasonably expect in the time allotted?

Listening –What to listen for, Collocations, Context

Speaking –Comprehensible Pronunciation, Connecting words together fluidly, How to pronounce non-phonetic spellings

Reading -Assess students’ level first, obtain appropriate level reading material, teach reading strategies

Writing –Do the students know the basics (Upper, lower case, cursive), Essay writing? What can you reasonably expect in the time allotted?

Subjects Vocabulary –Without vocabulary, what can your students say? Every lesson should reuse previous taught vocabulary and introduce new words, phrases and idioms. Teach students to create their own dictionary. Grammar –Work from a checklist or book listing all important grammar points. Use existing grammar resources before creating your own. Behavior -Teach concept of vocabulary registers: Polite speech, everyday speech, slang (teach it is good to understand, but not use).

Vocabulary –Without vocabulary, what can your students say? Every lesson should reuse previous taught vocabulary and introduce new words, phrases and idioms. Teach students to create their own dictionary.

Grammar –Work from a checklist or book listing all important grammar points. Use existing grammar resources before creating your own.

Behavior -Teach concept of vocabulary registers: Polite speech, everyday speech, slang (teach it is good to understand, but not use).

Actions/Activities Reduce “Teacher talk” (Easy to say, but hard to do for many teachers.) Have students work in pairs and groups often -gives students real-world experience, allows you to evaluate students effectively. Visuals: Use real objects –Describe how to set a table, make a sandwich, follow instructions that came with something you bought, how to read a car insurance policy. Observe your students –Are they understanding? Bored? Confused? Excited?

Reduce “Teacher talk” (Easy to say, but hard to do for many teachers.)

Have students work in pairs and groups often -gives students real-world experience, allows you to evaluate students effectively.

Visuals: Use real objects –Describe how to set a table, make a sandwich, follow instructions that came with something you bought, how to read a car insurance policy.

Observe your students –Are they understanding? Bored? Confused? Excited?

Resources Try “Universal” stories -(Aesop’s Fables, Folktale books from students’ country) Other teachers –Learn from other teachers and share your knowledge with them. Grow together. Technology –Record videos, audios. Buy a cheap digital camera or two and have your students take pictures and describe their adventures. What other ideas do you have to incorporate technology?

Try “Universal” stories -(Aesop’s Fables, Folktale books from students’ country)

Other teachers –Learn from other teachers and share your knowledge with them. Grow together.

Technology –Record videos, audios. Buy a cheap digital camera or two and have your students take pictures and describe their adventures. What other ideas do you have to incorporate technology?

Web –Find the extra special resources and concentrate using them. Don’t bother with mediocre web sites. Here are some great sites: http://esl.about.com/ http://www.multimedia-english.com/ http://www.voanews.com/specialenglish/index.cfm http://www.englisch-hilfen.de/en/exercises_list/alle_grammar.htm http://www.esl-online.net/probook1view.pdf http://iteslj.org/links/ESL/Survival_English/ On line dictionaries: http:// www.learners-dictionary.com/ http://www.ldoceonline.com/

Web –Find the extra special resources and concentrate using them. Don’t bother with mediocre web sites. Here are some great sites:

http://esl.about.com/

http://www.multimedia-english.com/

http://www.voanews.com/specialenglish/index.cfm

http://www.englisch-hilfen.de/en/exercises_list/alle_grammar.htm

http://www.esl-online.net/probook1view.pdf

http://iteslj.org/links/ESL/Survival_English/

On line dictionaries:

http:// www.learners-dictionary.com/

http://www.ldoceonline.com/

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