Teaching A Foreigner Language And An Training Of Teaching Strategies

Lawrence also started a lesson using an active board by having sample problems on it and students were called on random to answer the questions. The students seemed to respond to the lesson very well. There were some students who decided to have their own conversation instead of doing their lesson so Mrs. Lawrence call on the students to get their attention; however , they did not respond so she politely walked over to the group and said something to them and they stop talking completely. For the most part these students looked like they were having fun while learning. Many were helping each other count while some were holding up fingers. After this hour and a half of observation, I wanted to interview Mrs. Lawrence concerning on lesson plan development.

Each year, schools across the nation are seeing an increase in the amount of English language learners they are receiving. Teachers of all grade levels are finding it harder and harder to teach these ELLs because of lack of or little to no proper training. So the article, Setting the Foundation for Working with English Language Learners in the Secondary Classroom aims to show you the ideas and strategies that current and future teachers can incorporate into their daily class lessons to make them more effective in meeting the academic needs of ELLs and in helping them learn the target language.

An area that I could have improved upon in communication was the speed of the verbal delivery of the teaching session, especially at the beginning, because Quinn and Hughes (2007) advise that this can affect the ability to absorb information and cause loss of attention. The speed of delivery was very important for understanding because the teaching method used in this session was talking, as defined by Jarvis and Gibson (1997), with the majority of the flow of the conversation being from me to the student rather than it being more interactive and involving discussion or demonstration.

Planning- I think that the planning of this lesson went pretty smoothly. I had a strong idea of what I wanted to do going into planning the lesson. Therefore, writing the lesson was pretty easy. Creating the materials for the lesson was more time consuming that initially thought it would be. But, the time spent I think paid off in the end result of the lesson.

Of the SEI strategies and ELL teaching strategies researched this lesson plan addresses the following. First, it states the language objective clearly states what the students will be to do during the lesson. Secondly, it states, on the left hand side of the lesson plan ways to incorporate students’ background knowledge, and one the many ELL

3. Did you pass the lesson to another person? Was it successful? How do you know?

Teachers modify their lesson plans to help their students reach mastery. Overall, it appears that teachers are successful when they understand their students and are able to incorporate elements of specialized needs into the lesson and to think about potential student misunderstandings before they occur. All information for this analysis is taken from case number 0001 under the ENL category. The video takes place in a 7th grade English as a Second Language (ESL) class. It is evident that the teacher understands the needs of each of her students and incorporated this knowledge into the lesson to ensure differentiation. Specifically, the teacher adjusts instruction to help meet the needs of the students by asking each individual to read from a worksheet so she is able to facilitate learning within a social setting. The teacher engaged the usually quiet children by asking probing questions which in turn enriched their problem solving skills. In addition, she helped each student correct their pronunciation in such a way that they would not feel embarrassed or attacked because she was aware of their reservations about reading out loud. Unbeknownst to the class, the teacher took the children’s cultural needs into consideration as well. In the overview of the video the teacher noted

The use of various SDAIE strategies will be incorporated, including but not limited to speaking slowly, providing individual assistance, and scaffolding. The SDAIE strategies are helpful for all the students in the class because most of the students come from Spanish speaking homes and they struggle with the language. In order to provide extra support to ELs, I designed the lesson segment with lots of group work and pair sharing, which is very helpful for ELs, because it allows them to participate and become engaged with the content versus having to work alone. These accommodations for learning and assessment tasks provide students with access to the curriculum and allows the students to demonstrate their learning through a variety of modalities. The lesson segment was created with multiple learning styles in mind. Thus, much of the material will be presented orally, visually, and kinesthetically to help all students understand the material in their own

With knowledge gained from previous experience, I knew that the students I would be teaching were comfortable with a variety of learning methods, but work more effectively when a practical or group task is set. I shall therefore tailor my resources to promote this type of learning within my teaching group.

Task-based language teaching is an approach that use task as the basic teaching strategy. Task-based language teaching is a

An area on the lesson planner labelled, ‘Implementing the Lesson,’ (see Page 5 of Appendices One) illustrates the timings and activities of the session. Out of these the following three timings and activities that the learners completed, have been chosen. Firstly, I will examine the

Task Based Language Teaching (TBT) has received a lot of attention in the recent years and language teachers consider it as a very important and popular part of learning and teaching process. Many researchers have conducted studies on different aspects of task based language teaching. (Robinson 1995; Skehan & Foster 1999; Yuan & Ellis 2003; Gilabert 2005)

There is nothing like a single ‘Best Teaching Method’. However, empirical research over the years in various linguistic contexts have shown that TBLT is very effective for second language learners of any age and socio-economic background in acquiring language proficiency faster and more effectively. Although all second language learners stand to benefit from TBLT, the marginalized stand to reap the maximum benefits from this method as it provides the kind of scaffolding that can built upon any kind of learner background. So, even against seemingly insurmountable odds like poor schooling, vernacular medium schooling, ineffective social skills, negligible English proficiency, low self-esteem, late start in literacy and limited exposure, the marginalized groups can cover up for the lost time and opportunities if given a helping hand in the form of TBLT.

Traditionally, instructors used to focus on what they did, rather than what the students were learning. Just few decades ago, teaching revolved only around the teacher, putting the learner out of the game. The learner was seen as no more than a jar being filled with information. Besides, all the conversations and debates at that time argued that the active element in the teaching/learning process could be anything except the learner. Knowledge was considered to be poured by the teacher into the learner’s mind meanwhile all what the learner could do inside the classroom was to watch, having a passive role in the construction of his own knowledge. Recently, and in order to cover the drawbacks of teacher-centered approach, education has adopted a new approach to learning, particularly language learning calling it the learner-centered approach.

In this essay , we are going to talk about Task-Based Language Learning (TBLL) or else known as Task-Based Instruction(TBI) and how it implies in the classroom .Task-Based Learning started to gain some currency from 1996 when Jane Willis published a book entitled :A Framework for Task-Based Learning (Longman) . But though , Willis (1996) suggested that before the 80’s that the model of PPP ( Presentation , Practice and Performance) was the traditional way of learning and teaching activity . This model is based on the presentation which is before practice and in the end of this activity ,the result or else outcome is called performance .