Harrison, New York TESOL Online & Teaching English Jobs

The Grammar-translation is used when making use of direct comparison between the native language and target language. So, this methodology has a drawback like students will learn the form of language rather than language itself. Also, teachers should be proficient in the students’ native language. The silent way is the methodology in which colored rods and phonemic charts are made use of. Teachers say as little as possible. This method allows students to ‘discover’ the language for themselves, but it is hard to apply to the classroom. In suggestopaedia method, the comfort, fondifedence, relaxation of students are very crucial. In this methodology, there are three main parts: an oral review of the precious lesson, presentation and discussion of the new language, and relaxing music while teachers reads the new dialogue. Task-based learning puts more emphasis on the task than the language. While students do the task, teachers are able to help them solve and complete the task. Audio-lingualism method has been widely used to lower students. This methodology is based on behaviorist theories of learning, focusing on habit formation through condition. So, repetition-drills is the main tool in this method. Even though it is largely out of fashion, it’s definitely one of the most mainly used techniques. The Lexical Approach theory views words and sentences wishing a language as the building blocks of language learning. PPP is referred to as Presentation, Practice and Production. This method is proven to be very effective in teaching simple language at lower levels. But, it can be easy to make the classroom ‘teacher-centered.’ In community Language Learning theory, students sit in a circle while teachers are standing outside the circle, monitoring students. In this method, students can decide the topic. This methodology makes the classroom more ‘student-centered.’ Communicative Language Teaching stresses the importance of language functions such as agreeing, inviting, suggesting, etc. role-play and simulation are mainly used in this method. This approach put much more importance on the completion of a task than the accuracy of the language. All ESA lessons should consist of Engage, Study and Activate. In this lesson, teachers are given a great deal of flexibility in their classroom. In Engage stage, activities should allow students engaged in the activities like games, music, interesting pictures, stories etc. The aim of this phase is to make students think and speak in English as much as possible. Teacher talk time should be low while student talk time high. The study stage uses the activities where the language is focused, utilizing drilling exercises. The main aims of this stage is to correct pronunciation, understand the meaning of a word or phrase, analyze sentence construction, and correct spelling. The final activate stage allows students use the language ‘freely’ and communicatively as possible. This stage puts much more focus on fluency than accuracy. Teachers have to make use of these stage in flexibility depending on their students’ level and classroom. This unit introduces three EAS lessons. The first is ’Straight Arrow’ lesson, which follows the sequence of Engage, Study, and Activate. The second one is ‘Boomerang’ lesson, whose sequence is Engage, activate 1, study, and activate 2. The final one is ‘Patchwork’ lesson. This lesson starts with Engage and finishes Activate. There can be many engage, study and activate phases between those two stages. With respect to correction, it is necessary to distinguish between mistakes and errors. A mistake is thought of as a slop of the tongue or the pen. It can be modified by students themselves. But, an error is something deeply ingrained in students’ knowledge. Teachers have to make learners correct by themselves not by teachers immediately. Also, teachers try to give warmer and positive feedback to their students, not negative.