TYPES OF LISTENING

DIFFERENT TYPES OF LISTENING

APPRECIATIVE LISTENING

In this kind of listening, Student’s gains pleasure/satisfaction from listening, they enjoy the story. We use appreciative listening when we are listening music, poetry.
These are personal preferences and may have been shaped through student’s experiences and expectations.



INFORMATIVE LISTENING
The aim of this listening is to concentrate and gain correct information from the speaker in this kind of listening you reserve judgment. For example in church listening to a sermon, in conferences, or while you are hearing directions or instructions, students are listening to pick out the key points to understand the message.




CRITICAL LISTENING
Listening in order to evaluate, criticize or otherwise pass judgment on what someone else says. Students were able to recognize this kind of listening while attending a political ceremony or in a debate, in those situations, students could learn to hear the communication and identify arguments and key points.



DISCRIMINATIVE LISTENING
Here the listener is able to identify and distinguish emotions when the speaker’s change their voice tone, use of pause, etc. Someone who is expert in discriminative listening, will realize how the body language change in tone and volume to detect what the speaker is thinking and feeling
For example a person saying “its fine” with the arms crossed it means that is not fine at all. This example is very useful to identify discriminatory listening.






EMPATHIC (REFLECTIVE) LISTENING

This is a way of listening and responding to another person that improves mutual understanding and trust, here the listener tends to listen rather than talk.
The emphasis is to try to understand the feelings of the other person being supportive and patient.

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Teaching the Four Skills in the Primary EFL Classroom

Introduction

The teaching of English as a foreign language is now one of the most important subjects in most European primary schools. The implementation of English has brought along the need to establish clear objectives that are different to the ones traditionally assigned to secondary schools. While in secondary schools we still find, in many cases, a teaching based in the formal aspects of the language, i.e. grammar; primary school teachers have had to adopt a different approach as the age of the children make the teaching of formal aspects not advisable. As a result of this point of view, the different Educational Departments have decided to establish, as the main purpose of the EFL teaching, the development of the four skills: listening, speaking, reading and writing. However, the implementation of this approach has not been trouble-free as many teachers insist on asking their children to understand every single word they listen to or read, or expect their pupils to write or speak without making the mistakes normally found in the process of acquiring any language.

The main purpose of this paper is to provide some guidelines that we hope can be useful to teachers of English as a foreign language in primary schools.

Listening

Listening is the language skill which learners usually find the most difficult. This often is because they feel under unnecessary pressure to understand every word. To achieve the aims related to this skill, the teacher plays an important role that is defined in the following steps.

1. It is important to help pupils prepare for the listening task well before they hear the text itself. First of all the teacher must ensure that the pupils understand the language they need to complete the task and are fully aware of exactly what is expected of them. Reassure the pupils that they do not need to understand every word they hear.
2. The next important step is to encourage pupils to anticipate what they are going to hear. In everyday life, the situation, the speaker, and visual clues all help us to decode oral messages. A way to make things a bit easier to the pupils is to present the listening activity within the context of the topic of a teaching unit. This in itself will help pupils to predict what the answers might be. The teacher can help them further by asking questions and using the illustrations to encourage pupils to guess the answers even before they hear the text.
3. During the listening the pupils should be able to concentrate on understanding the message so make sure they are not trying to read, draw, and write at the same time. Always give a second chance to listen to the text to provide a new opportunity to those who were not able to do the task.
4. Finally, when pupils have completed the activity, invite answers from the whole class. Try not to put individual pupils under undue pressure. Rather than confirming whether an answer is correct or not, play the cassette again and allow pupils to listen again for confirmation. You may be given a variety of answers, in which case list them all on the board and play the text again, so that the class can listen and choose the correct one. Even if the pupils all appear to have completed the task successfully, always encourage them to listen to the text once more and check their answers for themselves.

Speaking

First of all, we must take into account that the level of language input (listening) must be higher than the level of language production expected of the pupils. So we have many speaking activities used in the first levels that enable pupils to participate with a minimal verbal response. However in the last levels, pupils are encouraged to begin to manipulate language and express themselves in a much more personal way.

In primary schools two main types of speaking activities are used. The first type, songs, chants, and poems, encourages pupils to mimic the model they hear on the cassette. This helps pupils to master the sounds, rhythms, and intonation of the English language through simple reproduction. The games and pair work activities on the other hand, although always based on a given model, encourage the pupils to begin to manipulate the language by presenting them with a certain amount of choice, albeit within a fairly controlled situation.

In order for any speaking activity to be successful children need to acknowledge that there is a real reason for asking a question or giving a piece of information. Therefore, make sure the activities you present to the pupils, provide a reason for speaking, whether this is to play a game or to find out real information about friends in the class.

Once the activity begins, make sure that the children are speaking as much English as possible without interfering to correct the mistakes that they will probably make. Try to treat errors casually by praising the utterance and simply repeating it correctly without necessarily highlighting the errors. And finally, always offer praise for effort regardless of the accuracy of the English produced.

Reading

In order to make reading an interesting challenge as opposed to a tedious chore, it is important that pupils do not labour over every word, whether they are skimming the text for general meaning or scanning it to pick out specific information. Other things to keep in mind are:

1. When choosing texts consider not only their difficulty level, but also their interest or their humour so that children will want to read for the same reasons they read in their own language: to be entertained or to find out something they do not already know.
2. As with listening activities, it is important to spend time preparing for the task by using the illustrations (a usual feature in reading activities for children), pupils' own knowledge about the subject matter, and key vocabulary to help the pupils to predict the general content of the text. Discuss the subject and ask questions to elicit language and to stimulate the pupils' interest in the text before they begin reading. Also make sure that the pupils understand the essential vocabulary they need to complete the task before they begin to read.
3. While the children are reading the text, move around the class providing support if pupils need it. Where possible, encourage pupils to work out the meaning of vocabulary as they come across it, using the context and the supporting illustrations.
4. Do not encourage pupils to read texts aloud unless this is to learn a play or recite a poem. Reading aloud inhibits most pupils and forces them to concentrate on what they are saying as opposed to what they are reading and the meaning is very often lost.

Writing

In primary schools, EFL pupils progress from writing isolated words and phrases, to short paragraphs about themselves or about very familiar topics (family, home, hobbies, friends, food, etc.)

Since many pupils at this level are not yet capable either linguistically or intellectually of creating a piece of written text from scratch, it is important that time is spent building up the language they will need and providing a model on which they can then base their own efforts. The writing activities should therefore be based on a parallel text and guide the pupils, using simple cues. These writing activities generally appear towards the end of a unit so that pupils have had plenty of exposure to the language and practice of the main structures and vocabulary they need.

At this stage, the pupils' work will invariably contain mistakes. Again, the teacher should try to be sensitive in his/her correction and not necessarily insist on every error being highlighted. A piece of written work covered in red pen is demoralizing and generally counter-productive. Where possible, encourage pupils to correct their own mistakes as they work. If there is time, encourage pupils to decorate their written work and where feasible display their efforts in the classroom.

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The Internet TESL Journal, Vol. VIII, No. 12, December 2002
http://iteslj.org/

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http://iteslj.org/Techniques/Bazo-FourSkills.html
*********************************************************************************************************************************************************************************************************************************************************************************************************************************** Marcos Peñate Cabrera
mpenate [at] dde.ulpgc.es
University of Las Palmas de Gran Canaria (The Canary Islands, Spain)

Plácido Bazo
pbazom [at] ull.es
University of La Laguna (The Canary Islands, Spain)

Learning Needs Analysis

Learning needs analysis are undertaken in industry and business to determine the gap between the existing skills, knowledge and abilities of staff and those that are needed for the organization to function at the desired level. Once this gap is determined, decisions can be taken as to the type of training required (if this is the preferred action) and the form of delivery.

Likewise, in an educational setting, a learning needs analysis helps students identify where they are in terms of their knowledge, skills and competencies, versus where they wish to be - what are their learning goals?

Adults learn better when they can see a reason or relevance as to why they are following a program of study. By conducting a learning needs analysis with prospective students, the learning provider can identify what programs are needed. Including learners from the outset will help ensure that course content, schedules, etc., are in line with the needs of the student. By assisting the learner to identify the gaps in his/her own learning, the provider will be better able to support the student.

Why conduct a learning needs analysis?

A learning needs analysis will help:

Identify what skills and knowledge the learners already have

Highlight skills/knowledge/competencies that need developing

Identify clearly what students wish to achieve

Outline and define expectations and goals

Establish need and demand for the course you have in mind

Determine what can realistically be achieved given the available resources

Identify any obstacles or difficulties which may arise

Increase the sense of ownership and involvement of the students

Provide information about your student group - know your audience

Achieve a correct fit between the provider and student, i.e., the course matches student needs and expectations

Identify the content that best suits students needs

Determine what is the most appropriate delivery format - class based, online or a mix of these and other formats

Determine what skill set and knowledge base is required of the tutor

Develop a budget and cost benefit analysis

Establish when is the most suitable time to deliver the program and over what time frame

Ascertain the most suitable evaluation mechanisms

Outline what results can be expected and if/how these can be measured

Ideally, a learning needs analysis is conducted with a group of students before a course takes place. The consultation determines what type of course is needed. However, in many cases it may not be possible to conduct a learning needs analysis as a prescribed curriculum may be in place, or funding may be secured for running a predetermined program. In such instances, providers may not have the luxury of developing the content with the students, or of changing elements of the course design. Instead they may need to persuade learners why a particular course is of value. Tutors should still consult the group to determine what their expectations are and to consider the most suitable methodologies to adopt.

Steps in Learning Needs Analysis: Design - Conduct - Analyze

Design

When designing the learning needs analysis, the aim is to:

Assess the current situation

Define the problem - what gaps exist?

Determine if there is a need for training/learning

Determine what is driving this need for training/learning

Evaluate existing training

Assess the possible learning solutions

Ascertain information about logistical considerations/constraints

Conduct

The following methods, or a combination of these methods, can be used:

Interviews

Focus group - a small group is selected to represent the interests of the larger group and a group interview is then conducted

Questionnaires

Follow-up surveys from previous students

Observation

Action Research

Ensure the culture and context of the respondents is taken into consideration, e.g. questionnaires may not be appropriate for learners with limited literacy levels. It is important to use open ended and descriptive questions that will elicit information. Pilot the questionnaires/ interview forms that have been devised so as to ensure sufficient information is received, as this will allow for revision if necessary.

Analyze

Gather the information and sort it into categories that help you identify themes/topics that need to be addressed.

What topics/issues can be prioritized?

Which, if any, elements are common to all responses?

Are there any inconsistencies in the responses?

Are there any numerical values of relevance?

Is there a fit between the trends emerging and the capabilities of the learning provider?

Source:

LEARNER CENTRED METHODOLOGIES

Written by Rhonda Wynne, Ireland

http://www.assetproject.info/learner_methodologies/before/learning_analysis.htm

Summary:

This article provides information about why needs analysis can improve in our teaching and how can we help students to improve their knowledge.

Concluding Remark:

In my opinion, learning need analysis is very important  because it collect information about  our students’ learning needs, wants, wishes, desires, etc…and we can get this information through  questionnaires, test scores and interviews.-  this information can be used to helps us to define program goals and at the same time this goals can be  stated as specific teaching programs.

Small Group Discussions

(Some sections adapted from Davis, 1993; Brookfield and Preskill, 1999)

Discussions can be an excellent strategy for enhancing student motivation, fostering intellectual agility, and encouraging democratic habits. They create opportunities for students to practice and sharpen a number of skills, including the ability to articulate and defend positions, consider different points of view, and enlist and evaluate evidence.

While discussions provide avenues for exploration and discovery, leading a discussion can be anxiety-producing: discussions are, by their nature, unpredictable, and require us as instructors to surrender a certain degree of control over the flow of information. Fortunately, careful planning can help us ensure that discussions are lively without being chaotic and exploratory without losing focus. When planning a discussion, it is helpful to consider not only cognitive, but also social/emotional, and physical factors that can either foster or inhibit the productive exchange of ideas.

 

Determine and communicate learning objectives

For discussions to accomplish something valuable, they must have a purpose. Consider your goals for each discussion. How do the ideas and information to be discussed fit into the course as a whole? What skills, knowledge, perspectives, or sensibilities do you want students to walk away from the discussion with? Your goals for a particular discussion should be consistent with your course objectives and values as an instructor. You might, for example, want students to be able to:

·         Articulate the arguments made by the authors of two assigned readings and assess the evidence used to support them. Evaluate the arguments alone and in comparison with one another and discuss their contemporary policy implications. Or…

·         Formulate arguments and counter-arguments for a legal position. Or…

·         Imagine a particular approach to the design of cities and discuss the impact such a design would have on the lives of people in different socioeconomic categories. Suggest and justify design changes to optimize the benefits for the most number of people.

When you can clearly envision the purpose of the discussion, it is easier to formulate stimulating questions and an appropriate strategy for facilitating the discussion. Communicating your objectives to your students, moreover, helps to focus their thinking and motivate participation.

Plan a strategy

After determining the objectives for your discussion, ask yourself: How will I make sure that students meet these objectives?  Plan the discussion out, even if you end up deviating from your plan. Some of the questions to consider when formulating a plan include:

·         How do I want students to prepare: read a case study? (if so, in class or as homework?) do a team exercise? watch a documentary? reflect on a set of questions?

·         What questions will I pose to spark or guide discussion? to encourage deeper analysis?

·         Will I open the discussion to the entire class or ask students to discuss the issue in pairs, small groups, or some combination of the above?

·         What will I do if students simply aren’t participating? If certain students dominate the discussion?

·         How will I allocate and manage the time I have?

·         How will I deal with digressions or unanticipated shifts in topic?

·         How will I correct students’ misconceptions or inaccuracies without stifling participation?

·         How will I (or my students) synthesize the ideas at the end of the class period?

Your answers to these questions will depend on your goals. For example, correcting factual inaccuracies might be critical in some circumstances, less so in others. Digressions may be productive if your primary purpose is to explore connections, and undesirable if the goal of your discussion is more focused.

One of the most important things to consider when formulating a strategy is how to get the discussion jump-started. Davis (1993) and Frederick (1981) provide a number of excellent suggestions.

Ask Good Questions

Good questions are the key to a productive discussion. These include not only the questions you use to jump-start discussion but also the questions you use to probe for deeper analysis, ask for clarification or examples, explore implications, etc. It is helpful to think about the various kinds of questions you might ask and the cognitive skills they require to answer. Davis (1993) lists a range of question types, including:

·         Exploratory questions: probe facts and basic knowledge

·         Challenge questions: interrogate assumptions, conclusions or interpretations

·         Relational questions: ask for comparisons of themes, ideas, or issues

·         Diagnostic questions: probe motives or causes

·         Action questions: call for a conclusion or action

·         Cause-and-effect questions: ask for causal relationships between ideas, actions, or events

·         Extension questions: expand the discussion

·         Hypothetical questions: pose a change in the facts or issues

·         Priority questions: seek to identify the most important issue(s)

·         Summary questions: elicit synthesis

These question types can be mapped onto Bloom’s taxonomy of learning objectives, which shows increasing levels of cognitive complexity as students move from fairly simple tasks (such as recall of information) to more complex tasks (such as synthesis, evaluation, or creation.) While you might frame the entire discussion in terms of a Big Question to grapple with, it is a good general strategy to move from relatively simple, convergent questions (i.e., questions with correct answers, such as “According to this treatise, what is Argentina’s historical claim on the Falklands?” or “What kinds of tax cuts does this bill propose?”) to more complex, divergent questions (i.e., questions with many valid answers, such as “Why did Argentina invade the Falklands?” or “To what extent would this bill’s proposed tax increases resolve the budget deficit?”) (exmples from Davis, 1993). Starting with convergent questions helps discussion participants to establish a base of shared knowledge and builds student confidence; it also gives you, the instructor, the opportunity to correct factual inaccuracies or misconceptions before the discussion moves into greater complexity and abstraction. Asking a variety of types of questions can also help to model for students the ways that experts use questions to refine their analyses. For example, an instructor might move an abstract discussion to a concrete level by asking for examples or illustrations, or move a concrete discussion to a broader level by asking students to generate a generalization or implication.

When instructors are nervous that a discussion might flag, they tend to fall prey to some common questioning errors. These include:

Asking too many questions at once: Instructors often make the mistake of asking a string of questions together, e.g., “What do you think the author is trying to say here? Do you agree with him? Is his evidence convincing? Did you like this article?” Students may get confused trying to figure out which question to address first. Asking a number of questions together may also conflate issues you really want to help students distinguish (for example, the author’s thesis versus the kinds of evidence he uses to support it).

Asking a question and answering it yourself: We have all had the experience of asking a question only to encounter blank stares and silence. The temptation under these circumstances is to jump in and answer your own question, if only to relieve the uncomfortable silence. Don’t assume, though, that students’ silence necessarily indicates that they are stumped (or unprepared); sometimes they are simply thinking the question through and formulating an answer. Be careful not to preempt this process by jumping in too early.

Failing to probe or explore the implications of answers: One mistake instructors can make in leading a discussion is not to follow up sufficiently on student contributions. It is important not only to get students talking, but to probe them about their reasoning, ask for evidence, explore the implications of what they say, etc. Follow-up questions push students to think more deeply, to substantiate their claims, and consider the practical impact of particular perspectives.

Asking unconnected questions: In the best discussions, there is a logical progression from question to question so that, ultimately, the discussion tells (or reveals) a story. When you are planning your discussion questions, think about how they fit together.

Asking yes/no or leading questions: Asking questions with a yes/no answer can be the starting point of a good discussion, but only if there is a follow-up question that calls for explanation or substantiation. Otherwise, yes/no questions tend to be conversation-stoppers. By the same token, discussions can stall if the instructor’s questions are overly leading, i.e., if there is clearly an answer the instructor wants, and the students’ task is simply to guess it, rather than to think for himself.

Ignoring or failing to build on answers: If students do not feel like their voices have weight in discussion, their motivation to participate drops. Thus, it is important to acknowledge student contributions, responding enthusiastically when they are insightful (“That’s an excellent point, Sarah; could you elaborate further?”) and pointing out when they contain inaccuracies or problematic reasoning (“Take another look at the article, Tranh; is that really what the author is claiming?”). If you do not wish to play such a directive role yourself – and want students to develop the habit of assessing and responding to one another’s contributions – you can throw student comments back to the class for evaluation (for example, “Do the rest of you agree with John’s recommendation? What would be some possible consequences if this plan of action were followed?”)

Provide Direction and Maintain Focus

Discussions tend to be most productive when they have a clear focus. It may be helpful to write out a few questions that the discussion will address, and return to those questions periodically. Also, summarize key issues occasionally as you go and refocus student attention if the discussion seems to be getting off track (for example, “How do the issues that have just been raised relate to the question originally posed?” or “That’s an interesting point, Alexis, and one we will return to later in the course.”)

While some lulls in discussion are to be expected (while participants are thinking, for example) the instructor must be alert to signs such as these that a discussion is breaking down (Davis, 1993):

·         Excessive hair-splitting or nit-picking

·         Repetition of points

·         Private conversations

·         Participants taking sides and refusing to compromise

·         Apathetic participation

If the discussion seems to be flagging, it can help to introduce a new question or alter the task so as to bring a fresh kind of thinking or a different group dynamic to bear. For example, you might switch from discussing an ethical issue in the abstract to a concrete case study, or shift from large-group discussion to small group or pair-work.

Bring Closure

It is important to leave time at the end of the discussion to synthesize the central issues covered, key questions raised, etc. There are a number of ways to synthesize. You could, for example, tell students that one of them (they won’t know who in advance) will be asked at the end of every discussion to identify the major issues, concerns and conclusions generated during discussion. You could also ask students individually to write down what they believe was the most important point, the overall conclusion, and/or a question the discussion raised in their mind (these can be collected and serve as the basis of a follow-up lecture or discussion.) You might also provide students with a set of 2 or 3 “take-home” points synthesizing what you thought were the key issues raised in discussion.  Synthesizing the discussion is a critical step for linking the discussion to the original learning objectives and demonstrating progress towards meeting those objectives.

In conclusion…

While there are a lot of issues to consider when planning and leading a discussion, the time you spend up-front thinking through the cognitive, social/emotional, and physical aspects of discussion will pay off later in more lively, productive, and rewarding discussions as well as greater student learning.

References              

Brookfield, S. D. & Preskill, S. (1999)
Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San     Francisco: Jossey-Bass.

Davis, B. G. (1993)
Tools for Teaching. San Francisco: Jossey-Bass.

Frederick, P. (1981)
“The Dreaded Discussion: Ten Ways to Start”. Improving College and University     Teaching. 29(3).

Summary:

This is a basic lesson plan for running of some small group discussions. This article provides some instructions to teachers which are suitable for a wide range of learners.

Concluding Remark:

In my opinión create a lesson plan is  basic to prepare our class. When we are running in an activity to work on groups. We have to be more careful at the moment to teach because there are different kinds of students and we know that not  all student learn in the same way. we have to making sure that the task is clear and that they having enough knowledge and resources to complete the task. We dont have to allow that one group become too noisy because they will attract interest from other groups, who will then lose their own identity. Read this article made me think in more ideas  about how can i develop my teaching to work on groups and im sure that it  will help me a lot.

Sources:

CARNEGIE MELLON UNIVERSITY

Design & Teach a Course

http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/discussions.html

10 Tips For Writing ESL Lesson Plan

How To Create Good Lesson Plans

Writing lesson plans is one of a teacher’s most important responsibilities. Having a good lesson plan makes the teacher’s job easier and allows students to learn as much as possible while enjoying the material. If you are not quite sure about how to start lesson planning, read these valuable tips for writing lesson plans before you start.

1. Have A Clear Objective & Write It Down

"When writing ESL lesson plans it is really important to have a clear objective."

When writing ESL lesson plans it is really important to have a clear objective. This should not be something vague like “students will learn the present simple tense” but rather something very specific, such as “students will be able to talk about their likes and dislikes using the present simple tense and new vocabulary words”.

Always write down the lesson’s objective and, at the very least, a solid outline of the rest of the lesson plan. Having a good lesson plan written down allows the teacher to refer to it and make notes and adjustments throughout the class.

2. Plan An Introduction & Icebreaker

You may see your students every day, but each lesson you plan should include an introduction and short icebreaker activity. This can be as simple as posing a question for conversation, talking about a visual such as a picture, or a quick review of the last class’s material. The introduction and icebreaker should not take more than 10% of the total lesson time.

3.  Make Lessons Fun, Visual & Interactive

"Adding visual and interactive elements to your lesson plans is a great way to raise the fun factor, as well as increase the likelihood that your students will remember the content."

Students learn more when they are interested and motivated and a main idea behind good lesson plans should be creating lessons that students find fun. Adding visual and interactive elements to your lesson plans is a great way to raise the fun factor, as well as increase the likelihood that your students will remember the content. It is proven that both visuals and interactive activities greatly increase the information a student can remember.

4. Always Have An Educational Focus

Sometimes teachers get so caught up in making fun lessons that they forget about their objectives and the need for educational lesson plans. Every lesson a teacher gives should include an educational focus. For example, if you want your students to work on listening and provide a fun Disney movie as your content, you should ask yourself if watching the entire film, instead of only a clip, adds anything educational to the lesson.

5. Try To Incorporate The 4 Skills

The 4 English Skills Are:

Reading

Writing

Listening

Speaking

All good lesson plans should touch upon each of these four skills, as well as others such as pronunciation and grammar. Each individual lesson will likely focus on only one or two of these points, but a well rounded lesson will somehow incorporate all 4 of the English skills.

6. Be Realistic About Time Constraints

"Be realistic about time constraints."

When writing lesson plans it is easy to plan a stellar lesson that includes reading, writing, listening, and speaking, but teachers need to be aware of their time constraints and the abilities of their students. Teachers should have very realistic expectations about what their students can achieve in the given time. If you are not sure, consider the next point, having multiple lesson plans.

7. Consider Multiple Lesson Plans

Having different versions of the same lesson plan can be a great way to be prepared for anything. A good idea is to have your ideal lesson plan, a shorter version in case of confusion or an unforeseen time restraint, and a longer version on the chance that you underestimated your students or had more time than expected.

8. Plan Extension Activities

Every lesson plan should include extension activities for both early finishers and students who would like to practice more at home. Never allow a student to finish and just sit there– they will become bored and often disruptive. Some students also look to continue learning at home with additional activities, exercises, or reading and television recommendations. You should always have a few things included in your lesson plan to recommend for further study.

9. Check Often For Comprehension

Students are often shy and easily embarrassed when learning a new language. Many students do not ask for help or repetition for fear of ridicule. Teachers must check for comprehension various times throughout a lesson. Comprehension checks should never simply ask if the students have understood, rather they must solicit the targeted information from the students.

Bad Comprehension Check: “Does everybody understand?”

Good Comprehension Check: “Okay, who can tell me about their family using the descriptive adjectives?”

10.  Leave Time To Review At The End

"Using the feedback and questions from the review, teachers can plan a better follow up lesson."

Many teachers forget how important it is to leave time at the end of a lesson for a quick review of the new material and an opportunity for any questions. It often seems that students have understood the concepts but a well planned review session at the end of a lesson may show otherwise. Using the feedback and questions from the review, teachers can plan a better follow up lesson. 

Following these 10 tips for lesson planning will ensure quality ESL lessons and a great experience for your students. Writing lesson plans can seems daunting at first, but with a little bit of organization and effort good lesson plans will start to seem easy!

Summary:

This tips help teachers  to improve the quality of their lesson plan which are actually very essential in inculcating students  necessary skills and knowledge they need.

Concluding Remarks:

In my opinión, lesson plans are vital in teaching. It gives us guide we need to pull through. We have to bear in mind that teaching is difficult since we are dealing with students with raw skills, knowlege and wisdom. Make  a lesson plan allow us to manage our time, effort and resources efficiently  It definitely improves our teaching skills

Sources:

By Lauren Aloise  ♥  June 13, 2012

http://www.madbudget.com/10-tips-writing-esl-lesson-plans

Strategies for ESL Teachers

Strategies for ESL Teachers

ESL teachers work with students in a variety of conditions: pull-out classes, core classes where children start in the ESL class for all or part of the school day and are gradually mainstreamed into content-area classes, and newcomer centers where language and social/cultural skills are developed before the students are moved into school settings with native speakers. Each of these settings requires the teacher to use different ways of organizing the classroom, designing a curriculum, and presenting lessons. However, some basic elements underlie all good language

The following strategies are designed to enable ESL Learners to develop their English language skills in both social and academic contexts.

Broad Classroom Strategies:

v  Create an environment where learners feel secure and are prepared to take risks

v  Support and value learners’ languages and cultures

v  Build on the knowledge, skills and understandings that students bring to the learning context

v  Build on the linguistic understandings students have of their own language

v  Encourage the use of the learners’ first language if the learner is literate in that language

v  Use themes and topics which are relevant to learners’ particular needs

v  Expose learners to socio-cultural information which enables them to understand and participate in culture and society

v  Focus on purposeful communicative activities which are comprehensible and appropriate to the learner’s age and needs

v  Generally teach the macro skills of listening, speaking, reading and writing in an integrated way, although at times there may be a need to focus on a particular aspect of one eg pronunciation, listening to specific instructions

v  Focus on developing learners’ oral language skills for oral language development and to support writing

v  Support the learners’ language skills development through scaffolding the learners’ language

v  Explicitly teach new language (vocabulary, text types, grammar, sound knowledge, pronunciation, intonation) in the context of a theme or topic

v  Use pair and group work and peer/cross age tutoring to maximise language interaction in a low stress environment and to encourage risk taking

v  Jointly deconstruct and construct texts to model how texts work to achieve their purposes

v  Use an experiential approach to provide meaningful contexts

v  Use visual cues wherever necessary to clarify and reinforce concepts

v  Use graphic organisers (diagrams, timelines, concept maps etc) to represent and organise ideas and to develop thinking skills

v  Recycle language to ensure its learning

v  Encourage older learners to keep a glossary or a personal dictionary of words and meanings

v  Ensure that assessment tasks, activities and criteria are relevant to the student’s stage of English language development

v  Use SSO support to work with a student on individual needs

Teacher talk

v  Keep talk to a minimum

v  Use clear, common and consistent instructions and repeat or rephrase if necessary

v  Speak at a normal pace and volume

v  Don’t use too much jargon

v  Support instructions with visual cues as much as posible

           

Summary:

The strategies provided in this article as well as those were seen in class. Helps Improve teaching on students in order to everyone can learn in a clear and simple way.

           

Concluding Remarks:

In my opinión, as teachers we have to reflect about how we are teaching and update our practice to attend student needs, putting a strong emphasis on the human side of teaching. We must focus on the students and find effective ways to organize their learning to help them achieve goals. We shouldnt  think about to come into the room and teach, we must worry if they are learning, we must ask, interact with them thus, they could absolve doubts about the class.