Techniques of teaching english 2015

Language

1. Techniques of Teaching English

2. Introduction
Teaching is a process that facilitates learning.
The objective in any classroom of language is to get
learners to learn the target language and use it.
This is best done when students are actively involved in
the learning process.
How a thing is done in class is called a Technique.
Implementable- a trick, strategy to achieve the
immediate objective.
Techniques help to create and sustain their interest in
language learning through classroom activity.

3. Theories about the nature of the
language and how a language is learned
is --------Approach
These imply different ways--------Method
Different methods make use of different
kinds of classroom activities
-----------Techniques

4. Pair/work or group work
Dramatization
Role Play
Language/communication games
Story telling
Discussion
Eliciting vocabulary
Reflection

5. Working in a group children are more engaged not only
intellectually but emotionally as well.
They have to think, contribute to the group, evaluate what other
members of the group say, share information, ask friends for
clarification, and prepare a presentation together.
 "Group work gives learners exposure to a range of language
items and language functions."(Krall, 1989-1993:161)
Students use and experiment with the language items they
already know in order to develop fluency; they also use some
items pre-taught by the teacher or contributed by the members
of the group to express themselves more and improve the
quality of their performance.
Preparing the presentation they learn the new items, process
them and make them more personal. They also have to use
different strategies to compensate for the items they do not
know.

6. In the long run group work develops learners'
independence. At first preparing a group or a pair
presentation may be time consuming and requires
more effort from the student.
However, using this technique regularly students
become more efficient and skilled at practising the
language.
They become more confident, their motivation also
increases and they can manage without regular
teacher's supervision.
Students learn how to learn and gradually take
responsibility for their own learning

7. Besides practising and consolidating the language
group work help to integrate the class. Learners learn
how to cooperate with one another, make
compromise, negotiate, and respect individuals with
different abilities and views which is important for the
class atmosphere and relationship with the teacher.
Instead of sitting alone trying to understand
something difficult they can help each other. If a
person in a pair or a group is not able to solve a
problem s/he can always rely on his/ her friends who
will help him/her because "there is a greater chance
that at least one member of the group will be able to
solve a problem when it arises."(Harmer, 1991:245)
 In such a class the teacher is no longer a supervisor
but becomes a resource centre and advisor for the
students. "Most people learn a foreign language
better with others than on their own."(Norman,
1986:11)

8. Role Play
After teaching a certain aspect of a drama or any
content, the teacher selects a pupil and interacts with
him/her.
Here the pupil must assume the “role” or the character
given in the content and spontaneously embody it.
This technique is very effective in the communicative
approach.
Other students in the class take notes.
Sharpens the listening skills of the student.
It is a realistic, cost effective method that requires a
skilled teacher.

9. Steps:
Preparation (scripted like an example from a text
book or non scripted where a student is given a
role and asked to speak with the knowledge that
he/she has)
Distribution of roles according to capabilities of the
students.
Presentation done
Evaluation by students and teacher.
Re-presentation and re-evaluation if necessary.
For eg: Angry neighbour, booking a hotel room
(non-scripted) “The Two Brothers” class6-
peaceloving brother(scripted)

11. Storytelling
Gives an account of events using language in a skillful
manner.
Particularly effective in lower standards.
Teacher must make use of the students natural interest
to listen to stories.
This technique is also called narration and can be
improved with practice.
Voice modulation, some exaggeration to help students
create a mental picture and arouse their interest in the
story.
Narration should be according to the age and mental
abilities of the students.
Use ample use of content words and structures known
to the students.
Language should be simple, thoughts must be
comprehensive.

12. Uses of storytelling
Promotes auditory comprehension.
Reinforces important content words.
Creates an interest in learning English.
Helps inculcate values among students.
Helps in attitude formation.
Provides an opportunity to the teacher to speak English
for a long time.
Helps students create a picture of natural happenings
in their minds eye.
Story can be repeated by the students to ensure
learning.

13. Acting of little plays or scripts, with teacher as the
director, as a technique to improve the quality of
teaching-learning.
Provides sufficient opportunities for listening and
speaking.
Active participation, observation and co-operation.
Building vocabulary of the students.
Reinforce structure, provide for conversational English
and to create necessary background for effective
learning.
Tests the memory and comprehension skills of
students.
Bring alive historical events and past personalities,
speeches(eg. “Nehru’s Independence Day speech)

14. Five stages of dramatization
Initial preparation: includes selection of unit and
incidents , writing of dialogues and consideration
regarding material requirements.
Introduction: creating a proper background and mind
set among the pupils for proper understanding of the
play.
Presentation of the drama: the pupil actors are
assigned with the role and they are made to say and
act proper dialogues. The teacher acts as a director
and provides instructions on movements , gestures
and actions.
Discussion: after the presentation, the teacher ask
questions about the plot, the characters , value
behaviours of different characters , performance of the
pupils etc.(suitable for higher classes)
Evaluation : as per the objectives

15. Faithful and interesting utilization of the play way method of
teaching learning of English.
Generates interest.
Creates english atmosphere.
Promotes auditory comprehension
Provides pupil with proper speech models for imitation.
Pupil centered technique
This technique provide powerful stimuli to eyes and ears.
The pupil who act have numerous advantages such as
recitation , pronunciation, stage daring acting and self
assertion. Includes reading, speaking and listening skills.
Creativity, self expression and confidence building activity.
Creates a long lasting impression among students.

16. Teacher must select suitable extracts and train
the students effectively
However it is time consuming and the whole
class cannot participate.
Only one topic can be covered in detail hence
not suitable when teacher is trying to complete
the portion.

17. Language games
Any language requires a lot of repetition and
practice before an individual masters it but
repetition can be monotonous and boring. So
language games can be an interesting
technique in acquiring the language without
loss of interest.
Language games are part of communicative
approach hence they develop the
communicative competence of the pupils.

18. Play and learn English.
Banish boredom and stimulate learning.
Encourages prompt thinking and
competitive spirit.
Help practice all the skills of the
language.
Purposeful use of the language.
Natural form of self expression

19. Precautions
Game should not exceed for more than half an
hour.
Language used must suit the age and level of
the students.
Teacher should be informal, friendly and fun
loving.
Rules and instructions of the game should be
stated clearly by the teacher.
The class should be divided into pairs or
groups.

20. Selection of appropriate game.
Preparation
Explanation of the purpose and rules of
the game.
Trial runs before actual playing
More and more involvement of the
students.

21. Some examples of language
games:
Riddles and puzzles: for eg: which one
is the fastest ? Heat or cold.
It has teeth but cant eat
 spelling games:
Guessing games: student ask a lot of
question in between teacher gives hints.
General knowledge:
Listen and act:
Pronunciation games
Writing games

22. Thank you