My Teaching Methods

I have been teaching English more than 12 years. I use several methods and materials to reach my objectives in order to make my students able to speak English fluently.
There are many methods we can use to learn English.

Methods of Learning:
A. Direct Method
(1) Reading Aloud
(Reading sections of passages, plays or dialogs out loud)

(2) Question and Answer Question
(Asking questions in the target language and having students answer in full sentences)

(3) Student Self-Correction
(Teacher facilitates opportunities for students to self correct using follow-up questions)

(4) Conversation Practice
(Teacher asks students and students ask students questions using the target language)

(5) Dictation
(Teacher reads passage aloud various amount of times at various tempos, students writing down what they hear)

B. The Audiolingual Method

(1) Dialog Memorization
(Students memorize an opening dialog using mimicry and applied role-playing)

(2) Backward Build-up (Expansion Drill)
(Teacher breaks a line into several parts, students repeat each part starting at the end of the
sentence and "expanding" backwards through the sentence, adding each part in sequence)

(3) Repitition Drill
(Students repeat teacher's model as quickly and accurately as possible)

(4) Chain Drill
(Students ask and answer each other one-by-one in a circular chain around the classroom )

(5) Single Slot Substitution Drill
(Teacher states a line from the dialog, then uses a word or a phrase as a "cue" that students, when
repeating the line, must substitute into the sentence in the correct place)

(6) Multiple-slot Substitution Drill
(Same as the Single Slot drill, except that there are multiple cues to be substituted into the line)

(7) Transformation Drill
(Teacher provides a sentence that must be turned into something else, for example a question to be
turned into a statement, an active sentence to be turned into a negative statement, etc)

(8) Question-and-answer Drill
(Students should answer or ask questions very quickly)

(9) Use of Minimal Pairs
(Using contrastive analysis, teacher selects a pair of words that sound identical except for a single sound that typically poses difficulty for the learners - students are to pronounce and differentiate the two words)

(10) Complete the Dialog
(Selected words are erased from a line in the dialog - students must find and insert)

(11) Grammar Games
(Various games designed to practice a grammar point in context, using lots of repetition)

C. Community Language Learning

(1) Tape Recording Student Conversation
(Students choose what they want to say, and their target language production is recorded for later listening/dissemination)

(2) Transcription
(Teacher produces a transcription of the tape-recorded conversation with translations in the mother language - this is then used for follow up activities or analysis)

(3) Reflection on Experience
(Teacher takes time during or after various activities to allow students to express how they feel about the language and the learning experience, and the teacher indicates pathy/understanding)

(4) Reflective Listening
(Students listen to their own voices on the tape in a relaxed and reflective environment)

D. Natural Approach
Focusing on a wide range of activities including games, roleplays, dialogs, group work and discussions.
There are three generic stages identified in the approach:
(1) Preproduction - developing listening skills;
(2) Early Production - students struggle with the language and make many errors which are corrected based on content and not structure;
(3) Extending Production - promoting fluency through a variety of more challenging activities.


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