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Anonymous Posted 19 years ago
Teaching
Methods
0 Hello, 02 br
02 br
00 I have to write a course design outline, but I'm a bit confused about the methods. My students are a mixed ability group of 10-14 yr olds. Half of them speak a fair amount of English, and the other half doesn't. I was thinking of using a communicative approach, but I also want to teach some grammar deductively as that is what the students are used to. 02 br
02 br
00 My question, under which method does the communicative approach/communicative method fall, and are there any methods you can recommend for this group and why. I'd much appreciate the help. Thank you! 0-
02 br
00 I have to write a course design outline, but I'm a bit confused about the methods. My students are a mixed ability group of 10-14 yr olds. Half of them speak a fair amount of English, and the other half doesn't. I was thinking of using a communicative approach, but I also want to teach some grammar deductively as that is what the students are used to. 02 br
02 br
00 My question, under which method does the communicative approach/communicative method fall, and are there any methods you can recommend for this group and why. I'd much appreciate the help. Thank you! 0-
Top answer
To sum up, you see you can't teach anything to your students only using one method/approach and please don't be method-bound teacher:D 0-
- To sum up, you see you can't teach anything to your students only using one method/approach and please don't be method-bound teacher:D 0-
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9 Answers
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0 Hi, first of all remember that there isn't any useful methods.Every teacher should have theri own methods and rteaching grammar inductively rather than deductively will bring more effective results.As for methods, communicative aproach is good but if you have a crowded group it wil just be a dream:DDon't miss using NLP, especially the biscuit fantasy to teach them present perfect.By sparing tim
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0 In the past there has been alot written for or against the Callan method of teaching english, but to date no one has actually written how it is taught, how the readings, dictations are done, how the questions are asked. I have a copy of the Teacher books from the company i work for but they have no idea how this method is taught other than what they can find off the net. On the Calan website t
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Couldn't help wondering about "there isn't any useful methods (sic)". Many people have learnt many different skills, arts etc by following a method. The notion that "every teacher should have their own methods" is hardly helpful. Why should they? Because every teacher needs to be different in order to be a good teacher? Teachers will be different in as much as all of us are different anyway. The r
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Limiting yourself to one method is foolish, because different class sizes, learning style types, ages, etc., require a mix of different methods. With children you may want to lean more on Total Physical Response, with businesspeople you may want more discussion, etc. Have several arrows in your quiver, and use them as necessary.
It probably wouldn't benefit your students to know what "
It probably wouldn't benefit your students to know what "
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Hello, toolbox.
Yes and no. The idea of a method isn't (shouldn't be) to apply it across the board - that's dogma not teaching. Class size is a huge factor and can severely limit what a teacher can do. Good private schools will limit class sizes and grade learners carefully enough to allow a teacher to get on with teaching rather than waste time on logistics. Athough it might be fun to tr
Yes and no. The idea of a method isn't (shouldn't be) to apply it across the board - that's dogma not teaching. Class size is a huge factor and can severely limit what a teacher can do. Good private schools will limit class sizes and grade learners carefully enough to allow a teacher to get on with teaching rather than waste time on logistics. Athough it might be fun to tr
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The newest method is the mixed curriculum ( called new pragmatism) which integrates the process and product of learning. It gives importance to structure of learning, the process of learning a new language, the self-fulfilment of the learners and evaluating at every step.
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New pragmatics, eh? Pragmatic is an interesting word and often it's a good one (provided it's not just an excuse for expediency).
I suspect I could be a bit of a new pragmatist myself, so I'd be very interested in finding out if there is a more complete definition of new pragmatics beyond the wide aims you referred to?
I suspect I could be a bit of a new pragmatist myself, so I'd be very interested in finding out if there is a more complete definition of new pragmatics beyond the wide aims you referred to?
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As far as I have been able to research, no reference to 'new pragmatics' appears anywhere in terms of language teaching, although it's a really attractive title. The approach I use could well be described in such a way. It is as 'new' in as far as a teaching method can be - more a new synthesis of ideas than utterly original - and it's pragamtical in that it recognises that exceptions need
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