Overview of All English Tenses - Present Tenses - Teaching Idea Considerations

 

Before looking at specific teaching ideas for the present simple tense, let's first look at some considerations for teaching ideas in general. We have to remember that these activities will be used in the activate stage of your lesson. Here, the focus will be on building fluency and using the language in a bit more of a free-flowing way yet still focusing on that class' language point. We also have to consider the appropriacy for a number of factors: timings. Whether the activity will be too short or too long. We want to look at ages making sure that the activity is appropriate for young learners or adult learners. We also have to take into consideration our language levels. Will the activity be appropriate for our starters or our pre-intermediates or our intermediates? Will the activity be appropriate for a small class or a large class? And last but not least, certainly, we have to take into consideration our students' culture and their interests making sure that the activity is appropriate for either one and finally, we need to make sure that we're maximizing our Student Talk Time. Are the students using the language as much as they possibly can while they're still in the class? The more appropriate the activity will be, the more Student Talk Time we'll get.


Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.

The two receptive skills in acquiring the language are reading and listening. We can divide the reasons and motives for reading and listening into two wider groups such as: Reading and listening for a purpose used when we want to achieve some goal or to get valuable information, and Reading and listening for entertainment because we enjoy in doing this. The receptive skills are connected with our brain activities, and when we use them we employ a variety of specialist skills such as: a. Predictive skills ? predicting or guessing the content of a text or article from the headline or title. b. Scanning for specific information ?we read or listen to find out specific information only. For example, we don?t have to read everything or listen to everything if we just want to know the results of a game. c. Skimming for general idea ? we don?t have to focus on every word or try to understand every single word but try to just have a general idea or understanding of the text or listening material. d. Reading and listening for detailed information ? if we need to understand something for a purpose, we need to read carefully or listen carefully so we can be sure to achieve that purpose. e. Deductive skills ?Sometimes, we need to read or listen between the lines in order to deduce the real meaning of what people are writing and saying. When we are teaching we have to be aware that many of the students will have difficulties in understanding, especially when they do not know the vocabulary, so it would be helpful if we pre-teach the new words or structures before the reading/listening activity, and also if the texts are not carefully selected and the students do not have non authentic texts specialized for language students they will again have a problem to understand the point. It is very important for the teacher to carefully select which text or dialogue to use in a class. The level of the students should be considered. Texts or dialogues should neither be too easy or too difficult for the students. Students should be challenged in a good way so they will become more confident. It?s also important to think about the interests of the students when selecting a text/dialogue to work on. There should also be a variety of materials including authentic and non-authentic texts. The choice of topic is very important because if students are interested in the topic, they are more likely to be very participative and motivated to learn more in class. If the teacher can get the students engaged or interested in the activities, there is a good chance that the students will be more receptive to the lesson even if they did not like the topic originally. The teacher can generate interest by using pictures or flashcards, jokes, body language, video and audio clips, discussing the topic, predicting the content of the text or how the story ends, and other fun engage activities.


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