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teaching techniques 93

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teaching techniques tell me i forget show me i remember involve me i understand ancient chinese proverb 94

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teaching techniques the natural approach in the classroom the natural approach is designed to develop basic communication skills the development stages are 1 comprehension preproduction 2 early production and 3 speech emergence this approach to teaching language has been proven to be particularly effective with limited english proficient students stage i comprehension in order to maximize opportunities for comprehension experiences natural approach instructors 1 create activities designed to teach students to recognize the meaning in words used in meaningful contexts and 2 teach students to guess at the meaning of phrases without knowing all of the words and structures of the sentences a b always use visual aids pictures realia gestures modify your speech to aid comprehension speak more slowly emphasize key words simplify vocabulary and grammar use related ideas do not talk out of context do not force production students will use english when they are ready they sometimes experience a silent period which can last days or weeks focus attention on key vocabulary c d teacher activities in the comprehension stage a total physical response tpr the teacher gives commands to which the students react with their bodies as well as their brains supplying meaningful input based on items in the classroom or brought to class who has the who is wearing a supplying meaningful input based on pictures b c student responses in the comprehension stage a b c d e f an action tpr the name of a fellow student from b c above gestures students say yes/no in english students point to an item or picture children do not initially make many attempts to communicate using words rather they indicate their comprehension nonverbally 95

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teaching techniques the natural approach in the classroom stage 2 early speech in non-threatening environments students move voluntarily into stage 2 stage 2 begins when students begin using english words to give a b c d yes/no answers one-word answers lists of words two word strings and short phrases the following are instructor question techniques to encourage the transition from stage i to stage 2 a b c d e yes/no questions is jimmy wearing a sweater today choice questions is this a pencil or an eraser questions which can be answered with a single word what does the woman have in her hand book where when who general questions which encourage lists of words what do we see on the table now open sentence with pause for student response mike is wearing a blue shirt but ron is wearing a shirt during the early speech stage the instructor must give a meaningful and understandable input which will encourage the transition to stage 3 therefore all student responses should be expanded if possible here is a sample exchange between the teacher and the class instructor class instructor class instructor class instructor class instructor what do we see in this picture woman yes there is a woman in this picture is there a man yes yes there is there is a man and a woman where is the man car yes that s right the man is in a car is he driving the car yes yes he is he s driving the car other sorts of activities which can be used in early speech stage a b c d e open dialogues guided interviews open-ended sentences charts tables graphs newspaper ads 96

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teaching techniques the natural approach in the classroom stage 3 speech emergence in the speech emergence stage speech production will normally improve in both quatntity and quallity the sentences that the students produce become longer more complex and tehy use a wider range of vocabulary finally the number of errors will slowly decrease students need to be given the opportunity to use oral and written language whenever possible when they reach the stage in which speech is emerging beyond the two-word stage there are many sorts of activities which will foster more comprehension and speech some suggestions are a b c d e f g h i j preference ranking games of all sorts problem-solving using charts tables graphs maps advertisements and signs group discussion skits finger plays flannel boards puppets music radio television film strips slides writing exercises especially language experience approach reading culture in general we may classify language acquisition activities as those in which the focus is on the message i.e meaning these may be of four types a b c d content culture subject matter new information reading affective-humanistic student s own ideas opinions experiences games focus on using language to participate in the game problem-solving focus on using language to locate information from t.d terrell department of languages university of california san diego 97

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teaching techniques suggested methods in teaching through total physical response i orientation to introduce and motivate the class you might have a translator briefly explain the theory behind the method show a documentary film of students learning through tpr or say commands rapidly in english and announce in the student s language that by the end of the class everyone will understand everything that you just said i i preparation before you begin each unit or lesson have a detailed outline or script of the elements that you will teach the various combinations and recombinations of elements zany commands and a strategy for varying from individuals to small and large group movement get props together and have them handy arrange the class so that there is a large space for the action and so that everyone can see possibly a semi-circle i i i classroom procedure a the method taken from teaching english through action a demonstration the students listen and respond to commands modeled by the instructor 1 instructor commands and models with the entire group 2 instructor commands and models with 2-3 or 4-6 students 3 instructor commands and models with 1 student b c d e group responds to commands without instructor group of 3-5 students responds to commands without instructor individual student responds to commands without instructor instructor recombines old and new commands and models with the group 1 group responds to recombined commands without instructor 2 2-3 students respond to recombined commands without instructor modeling without instructor 98

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2 teaching techniques progression of commands the steps in the development of a unit look something like this a b c d e simple actions walk jump simple actions involving objects and locations walk to the door recombinations of actions and objects walk to the chair touch the chair recombinations of actions and objects involving transferring meaning to a new situation shake your head shake my hand chains of actions leading into an activity sequence take the can open the can pour the water drink the lemonade 3 some pointers a model `clean responses to commands so that students will not pick up extraneous gestures that are false to the meaning of the command for example don t swivel your head and then turn around with the command turn b novel commands new combinations of elements already mastered keep interest high and enhance self-confidence as students realize they have understood something never quite heard before c introduce new vocabulary 3 items at a time and proceed only after students are responding confidently d if students do not grasp a new item after a few trials drop it until a future time for example students may not be able to transfer from point to the corner of your eye to walk to the corner of the room e when commanding individuals call on confident students sometimes invite volunteers by saying one student a shy student may jump up and carry out a command because she or he was the first to understand it f keep varying who you call on by asking all the women all the students on the right side near the window in row one from cuba this keeps the students alert never knowing who you will call on next g keep changing the order of the commands to increase listening attention b the expressive stage speaking 1 after about 10 hours of tpr the students will begin to reveal a readiness to speak by mouthing or mumbling your commands out loud at this point you can a b c invite the students to command the teacher other students or the whole group ask questions that involve yes or not answers look at the clock is it 5 o clock progress to questions involving one word answers go home where s he going 2 students will begin to lengthen their answers as they hear and assimilate more they will improve word order and pronunciation through closer and closer approximation of what they hear 99

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3 teaching techniques as students become more proficient the instructor can add substitution drills transformation drills dialogues and conversations c the expressive stage written 1 the instructor can give out study papers after a few lessons with the words used in class demonstrating and saying each of the words the students use the papers as they wish this is good for those students who wish to have it down for illiterate students or very basic beginners numbers and simple words can be manipulated on cards put number 5 in front of number 2 commands can also include blackboard tasks circle the date or write your name next to number 1 reading and writing lessons can increase in complexity as the students progress 2 3 100

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teaching techniques un parts of the body stand sit turn jump walk pictures b.p faces skeleton bandaids aspirin hyperdermic bp cuff mirror stethescope medicine review props ointment adverbs gently carefully conjunctions and interjections ah ouch nouns head eyes ears chin hair neck arms hands legs ankles chest hips throat wrists mirror flu bandage medicine cut ache tooth gums cough toes face mouth nose cheek eyebrows shoulders elbows fingers knees stomach back tongue bones heart fever cold bandaid shot temperature lips teeth nails chill verbs and verb phrases touch look rub scratch put shake raise step hurt draw pull cut wash bleed burn break take feel listen fail give squeeze stick out say kiss hold pronouns yours my his her their yourself prepositions on in over under behind in front of near next to with around adjectives right left bad tired happy sick well find better good pregnant broken sore coordination with texts filmstrips hepburn and cabrera filmstrip on parts of the body everyday english unit on health grammar points present continuous tense you re stepping on my foot present tense i have a cold past tense i cut my leg 101

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1 2 1 2 how are you not so good what s the matter i have a my hurts 1 2 teaching techniques ouch you re stepping on my foot i m sorry dialogues i my role play activities doctor s office crowded bus learning a dance accident scene field trips county health dept health fair other extensions with games stories songs drawings nurse s visit drawing people and faces hangman game songs hokey pokey head shoulders knees and toes dam bones for halloween steps in developing a lesson new words out box bag circle made blackboard window door big backside frontside props mirror box bag 1 2 touch your hand leg arm head foot backside front side whole self look right left in my hand put the window ear door mouth the bag the box at your arm foot yourself hold mirror up 3 touch your left hand right leg etc put your hand in the box my hand the bag the box the circle take your hand out take your hand out take your hand out take your hand out take your hand out 4 made with my hands 5 6 shake your head shoulders leg yourself etc turn your head around turn yourself around 102

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unit review props lesson on following directions drawing a halloween picture all paper and pencils nouns moon stars witch broom sky ghost cat fence pumpkin ground bottom paper seven anem left side noun with right side modifier verbs and verb phrases riding draw write pronouns your prepositions on above in on top of in front of near at of on the top of adjectives adverbs conjunctions interjections coordination with texts filmstrip grammar points 103

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teaching techniques dialogues role play activities field trips other extensions with games stories songs drawings halloween puzzle halloween song written exercises students write about story in present time steps in developing lesson 1 2 3 4 s 6 7 8 draw a fence at the bottom of the paper draw a cat on top of the fence draw a pumpkin on the ground in front of the fence draw a ghost above the fence draw a moon at the top of the left side of the paper draw a witch riding a broom in the sky near the moon draw seven stars in the sky write your name on the fence under the cat 104

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teaching techniques from live action english getting home 1 go home 2 walk upstairs 3 take out your key 4 put it in the keyhole 5 unlock the door 6 put the key away 7 turn the doorknob 8 open the door 9 go in 10 close the door 11 lock it 12 turn on the light 13 sit down and rest 105

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teaching techniques how to use dialogues or conversations for the non-english speaking migrant we are teaching essential vocabulary necessary to function in the american setting with a minimum of language knowledge a variety of presentation techniques are discussed in the introduction to young adult help kit one of them is the use of dialogues dialogues are a very useful teaching technique once an initial set of vocabulary is understood the purpose of using a dialogue is to present a situation of real language in which the student role plays in a safe environment before being met by the real thing by using role-playing dialogues the students come to own the language to internalize the phrases used so they become a part of their repertoire of english for this reason dialogues should be performed with books closed allowing for the students total attention to be focused on the oral language presented they should be short easily repeatable and use everyday language with a wide application in many cases migrant adults are illiterate in their own language so we can t depend on printed materials to initiate conversations create a real situation with realia or pictures to give all the contextual clues possible present important vocabulary first and then begin to introduce the conversation keeping students attention focused on the situation and oral language presented our goal in using conversations is for the student to be able to say each part of the conversation easily and without prompting many repetitions are necessary to do this repetitions must be fun well-paced varied and interesting each conversation should first be modeled by the teacher performing both oral parts of the conversation but changing position or voice tone to indicate the different parts puppets are helpful in these situations or a simple costume such as a hat many repetitions while students listen are ideal for the very beginning student since they need to hear the sounds of english and the voice inflections several times before they can be expected to reproduce them we want students to enjoy their lessons and to feel unthreatened by them because in a comfortable setting they will learn more easily therefore each new step should be non-threatening and repeated sufficiently so everyone feels very comfortable before going on to a higher level of difficulty once the teacher has modeled 2-3 times or more if necessary the students can begin to speak take each line or phrase one at a time and have the whole group repeat it together 3 times has been found to be about right for a fairly simple sentence then go on to the next line or person in the conversation and do the same add the small parts together 3 times etc until you have gone through the whole conversation then repeat the whole conversation 3 times as a group move up the pace as it becomes more comfortable to keep it from getting dull 106

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teaching techniques language experience approach 1 the experience which will be written about may be a drawing something the student brought from home a group experience planned by the teacher field trip science experiment film strip party etc or simply a topic to discuss the student is asked to tell about his/her experience the student then dictates his or her story or experience to the teacher aide volunteer or to another student the writer copies down the story exactly as it is dictated do not correct the student s grammar while the story is being written down the teacher reads the story back pointing to the words with the student reading along with young children at very beginning levels it may be necessary to read back each sentence as it is dictated the student reads the story silently and/or aloud to other students or to the teacher the experience stories are saved and can be used for instruction in all types of reading skills when students are ready they can begin to write their own experience stories a good way to introduce this is to discuss the experience write a group experience story and then have students write their own stories students can re-write their own previous stories as their language development progresses and then illustrate them to make books for other students to read 2 3 4 5 6 7 8 from new england multifunctional resource center for language and culture in education prepared by suzanne iruio 107

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