Teaching Methods

In this lesson we want the children to apply the learning from the previous lesson.  The illustration in the textbook gives us lots of chance to talk using the target language and we can also use picture books, songs, realia, mime and flashcards, as appropriate. We encourage our teachers to introduce variety into their lessons to appeal to all their students.

In this lesson we want the students to personalize their language. We don’t just talk about what food the character in the books likes, or what abilities the animals in the picture have, we help the children talk about themselves. At first, that might just be a one-word answer to our question and then we show them how to give the full answer. After they have heard the question many times, the children will be ready to ask each other. Again, that might only be one-word “Cake?”, instead of “Do you like cake?” We help the children with the correct form and when they use it, praise them. Soon, all the children can use all the target language.

To teach phonics we use an 8-step method which starts with the children reviewing known phonics. We then help them listen and identify the initial sound in a common word. We let the children listen because we want them to understand the sound for themselves- children who can distinguish sounds go on to become better readers. After the children pick out the sound, we practice it. When the children are practising, the teacher is making sure that each student’s mouth movements are correct to make the desired sound. Only when the children can say the sound correctly do we introduce the written form and we blend the new sound with known phonics. We let the children play a game or do a fun activity that incorporates the new sound and then move onto the bookwork. By teaching each sound in this way we build upon the children’s existing knowledge so that they can apply it to new forms. By looking, listening and playing. we appeal to all learning styles and create an effective phonics lesson.

When we teach the writing lesson we don’t just tell the children to open to the writing page and leave them to get on with it. Instead, we demonstrate for the children what they should do on the board. As we demonstrate, we also maintain a dialogue with the children about what we are doing and how they should complete the activity. That means the children have to listen to instructions, which is an important learning opportunity. As we maintain a dialogue with the children, the demonstration becomes the basis for a meaningful conversation with the children, encouraging them to use their language spontaneously.

When the children’s level develops, we rely less on visual and more on verbal instructions. This requires greater listening skill from the children. We also help the children to do the activity with an increasing amount of English interaction. We teach them vocabulary like page, pencil and eraser. We teach them structure like “Pass me the__” and “Please may I have a__”. In this way, the writing activity becomes the focus of a lot of important language study.

The maths lesson is an example of English language teaching done using the increasingly popular CLIL style of teaching. CLIL refers to Content and Language Integrated Learning. As the name implies, when we teach CLIL we are teaching two subjects at once- in this case English and maths. As the children are already naturally beginning to be interested in maths, this is an ideal subject to use for CLIL in our lessons.

In the maths lesson, we teach the children at 3 levels of understanding. The first level is to use concrete objects- pens, pencils, books. The second level is to use representations, such as drawings of the items. Finally, the third level of understanding is the abstract form such as the numbers and mathematical symbols. As we talk about each level of understanding we introduce the children to more (and more demanding) maths vocabulary, while also supporting their learning at a level appropriate to their development. We then recycle the maths vocabulary throughout our lessons: “How many pandas are there on page 27?”, “What shape are the flowers?”

In our character education lessons, we exploit the ability of children to understand situations (like the pictures in the textbook, or a skit performed by the teachers) better than they can with words alone. We show the children the situation and check that they understand what is happening by asking them simple questions. When we know they understand the situation we teach them the language to go within the situation: “I’m sorry.”, “Please, may I have a cookie?”. We practice the language and then the children can roleplay the situation while using the appropriate language.

In future lessons, we remind the children to use the correct language in the appropriate situation. When they begin to use the language independently we praise them and so reinforce their language development. The character education lessons demonstrate the kind of behaviour we want in our classes, allowing for effective learning in a pleasant atmosphere. They also give the children language they can use again and again, helping them communicate from their first days of learning English.

In the presentation phase, we show the students the new vocabulary and grammar. We can do this in various ways- through visuals, acting and mime, description, realia or role-play. Doing the presentation all in English helps the students practice their listening and understanding in English.

After we have presented the new language we check that the students understand the meaning. As we present the same language point multiple times, we gradually help the students understand more and more about each grammar point. This is key to students’ ability to remember and use the language in future.

In this stage, we make sure that every student can say the language point correctly. We start by building confidence in whole-group practice. As the children develop in confidence we make sure that each student can say the language individually. At this stage, we correct all errors immediately to give direct feedback on the student’s language use.

In free practice, we use a game or activity. This allows the students to use the language in a fun, meaningful and motivating way. The teacher will not tell the students what to say- this is the students’ choice. As the children interact together, the teacher checks how the students use the language. When children make mistakes, we help them to say what they want in the correct language. We help the students to use the language independently and spontaneously in conversation.

In the Production phase, we can use a lot of different games and activities. We might use language learning games, guessing games and puzzles, quizzes, speeches and presentations, interviews, drama or surveys. The activity will be chosen to allow the children to use the language point in a natural, everyday context.

In the free practice, we only use the target language, in the production the children can use any of their known language. This helps students to consolidate their new language with language they have previously studied. This is vital for the children to progress from basic question-and-answer patterns to using their language effectively in real-life situations.

In the first half of the lesson, the students listen to and speak the target language. In the second half, we move onto reading and writing. We start with the SPEC textbook and listen and read dialogues that practice the target language. This helps the children to associate the language they are listening to with the written form. Written forms in English do not correspond to how we say words, so we need to explicitly teach our students to do this.

When doing bookwork, we help the children read and write that lesson’s target language. In the skill-building stage, we study phonics, reading or writing, depending on the children’s level. This is learning that they can apply to any situation in the future.

From SPEC 4 we look at longer reading passages, which use less repetition of the target language and more consolidation of previous learning. We also teach the students how to write longer passages, enabling them to write letters, emails, postcards and diaries. So much of communication is now done on the internet that it is vital our students can read and write fluently and accurately in English. Being able to do so gives our students economic, social and educational benefits which will serve them well in the future.

In the Engage stage, we use activities to help the students warm-up before the major learning effort of the lesson. This means that every student will get the chance to speak in an interactive activity. We will use an activity that builds interest in the topic of the lesson. If the students are not interested, they won’t learn, so this is important! We also use activities that allow students to refer back to their prior learning, where possible. This keeps vocabulary and grammar that the students may have looked at a long time ago fresh in their mind.

There are any number of activities we can use at this stage. Some of the more common activities are language games, discussions, questionnaires, ranking exercises, brainstorming, etc.

The study stage consists of several distinct activities.

Activity 1: Elicit/ Present

In the first activity, the teacher elicits from the students what they know about the lesson’s language point. The teacher will discuss this information with the class and make sure everyone understands. After eliciting, the teacher will present any new information that the students need to know. Again, while presenting, the teacher will check on the students understanding.

The teacher ensures that students understand meaning, form and pronunciation, as with our SPEC lessons. With our higher-level students, the teacher also demonstrates connotation and colligation- is the word positive? What grammatical patterns does the word fit in? As well as helping the students understand that particular lesson’s language point, this phase prompts the students to think about English and enables them to discuss new and unknown language. These abilities are vital if the students are to continue to develop their linguistic abilities.

Activity 2: Record

In this activity, the students record the previous elicitation/ presentation phase in their notebooks. We do this phase because the active effort involved in the recording helps the students to memorize. It also enables the students to make their own personalized learning record. As well as being a useful learning tool, this is a good way to track progress and increase motivation.

Activity 3: Controlled Practice

In the next activity, the students do some kind of language work that is focused on the lesson’s main language target. Students at this age can read better and the activity will involve some kind of written work. Obviously, that means the students practice their reading and writing, but, more importantly, allows them to work quietly to build their understanding of the target language. At this point the teacher is helping students individually, targeting each student’s needs.

In the activate stage, we do an activity that enables the students to use their new language in context. This may involve activities that are similar to the production activity in a SPEC lesson.

However, as the students level and age progresses, the range of activities that we can do with them increases. Some example activities are presentations, speeches, interviews, surveys, information gaps, games (including language games), quizzes, role-plays, debates; make TV programs/ podcasts/ cartoons/ posters/ brochures; write letters, emails, stories, book reviews, restaurant reviews.

Basically, any activity which involves the students using the target language in an everyday context is suitable for the activate stage. This will naturally mean that the students use their new language with their known language and helps them to consolidate the day’s learning. The vast array of possible activities means that there is something to appeal to every student and the lessons are always fresh.

Sometimes in an ESA lesson, we mix the order up. Maybe we will teach in this order: Engage, Activate, Study, Activate. Why do we do this?

Firstly, our students have now been studying for a long time. Anything that we can do to keep the lessons fresh and interesting is valuable to provide variety.

More importantly, when students do an Activate stage before they Study, they can see for themselves where the gaps in their language knowledge are. They know what they want to say but can’t with their existing linguistic resources. This targets their learning very directly and gives them a reason to do the Study stage because they know what they need to learn.