logo

English As First Language

   

Added on  2020-04-21

8 Pages1712 Words116 Views
 | 
 | 
 | 
Running Head: ENGLISH AS FIRST LANGUAGE 1ENGLISH AS FIRST LANGUAGEAUTHOR’S NAMEUNIVERISTY OF AFFILIATION
English As First Language_1

ENGLISH AS FIRST LANGUAGE 2IntroductionQuestion and answer is the method I selected for teaching in the classroom. I pose somequestions to the student, and students are expected to answer the question ("Methods of Teachingin the Classroom | Education.com," 2017). This technique requires student’s reflection henceinvolve evaluation and new information synthesis.As it has been illustrated in the video, I will gothrough the previous lessons and asks the students some questions based on the previouslylearned lesson. The question and answer technique try to explain that the students and then I dohave common knowledge of the subject under discussion. This technique comprises of threedifferent approaches: The First approach, the students can question the teacher. I need to havevast knowledge to answer the questions appropriately. I might not have all the answers, but partof being a teacher is being prepared to deal with the unexpected questions. The second approachis whereby the I poses the questions to the student ("Methods of Teaching in the Classroom |Education.com," 2017).As it is illustrated in the video, I posted a question to the students askingthem to write common illnesses on the board. The students were also to have a look at thepictures on the activity sheet and explain the problem that each person encountered. This activitywas targeted to enable students to think critically and come up with the necessary judgment.Lastly, this technique approach aims at encouraging students to have a different thought, and italso stimulates thinking. In this method, then I pose a challenge to the student to synthesize newknowledge based on prior experience.Giving Methodology
English As First Language_2

ENGLISH AS FIRST LANGUAGE 3I selected PPP(presentation, practice, and production) which is an outdated model for use in theteaching for institute of language lessons, in the course book and classroom("Teachingapproaches: task-based learning", 2017). This model provides me with a platform whereby I canpresent items for individual language: then the students practice it through a written task andspoken word. As illustrated in the video I narrate a story to the students and ask them questions. Iexpect the students to write answers to the questions on the board on what they can remember. Iselected PPP methodology because it offers many advantages. First, it reflects how many peopleexpect to learn a new language. Secondly, PPP is best suited for teaching English as secondlanguage, since it is easier for students to grasp the knowledge(“Introduction toPPP(3Ps)methodology for TEFL(with Videos),’’2017Teacher talkTeacher talk in English as second language classroom was well-thought-out to a challenging areafor English tutors. To overcome this challenge; I did little discussion in class and gave anopportunity to the students to do a lot of talking. It was perceived that too much talk by theteacher did not provide the students with the chance to speak. Useful tutor talk should be judgedbased on the ability of its efficiency in facilitating classroom interaction and communicationpromotion.My speech in the classroom was communicative because it promoted good classroominteraction. My talk in class was comprised of, adjustment in my vocabulary that I use whiletalking to the students, my reaction when a student makes an error while answering a question.ImplementationDesigning and implementing student learning environment was more comfortable, once I wasfamiliar with the student, and their ability to communicate with one another ("Lesson Design
English As First Language_3

End of preview

Want to access all the pages? Upload your documents or become a member.

Related Documents
Effective Teaching Methods for Diploma in Teaching Students
|6
|1177
|216

Best Practices in Teaching English Language Learners and General Classes
|2
|582
|377

A Design Plan for Enhancing Listening Skills
|8
|1288
|95

Critical Reflection on Future Teaching
|6
|1348
|218

Lesson Plan for K-8 Mathematics: Addition and Subtraction
|8
|1208
|87

Teaching and Pedagogical Perspectives
|15
|4912
|57