Pairwork and Working in Small Groups Most speaking practice in the classroom should be done in pairs and small groups with students talking to each other. It is a common mistake of the untrained teacher to think that students must or need to talk to the teacher. While talking to the teacher is certainly useful,…
ROLE PLAY There are several reasons for using role-play in the classroom and some tips for getting the most out of role-play. Introduction What is role-play? Why use role-play? Tips on successful classroom role-play Bibliography Introduction Incorporating role-play into the classroom adds variety, a change of pace and opportunities for a lot of language production…
MIMICRY – MEMORIZATION Mimicry – Memorization method was developed firstly for military personnel during the Second World War. This method was successful because of high motivation, intensive practice, small classes and good models. Some basic sentences are memorized by imitation. When the basic sentences have been over-learned, the students can practice the dialogue. Then they…
A substitution drill is a classroom technique used to practice new language. It involves the teacher first modeling a word or a sentence and the learners repeating it. The teacher then substitutes one or more key words, or changes the prompt, and the learners say the new structure. Substitution drills work best…
THE LEARNERS’ FEATURES Small children require the teacher’s individual attention as much as possible. Their attention span is small (five to fifteen minutes). For the teacher, it can be quite disconcerting when a three-year-old wanders off in the middle of a song or story to play with a toy. It does not mean they are…
An Introduction to English Teaching Techniques – from Theory to Practice is compiled from the several sources of the greatest teaching techniques and methods of language teaching books written by the outstanding authors. This book is prepared for those who want to learn the Teaching English as Foreign Language (TEFL) and who are concerned with developing…
Bickford, J. Albert. 1998. Tools for Analyzing the World’s Languages Morphology and Syntax. Summer Institute of Linguistics, Inc. Fromkin, Victoria., Rodman, Roert and Hyam, Nina. 2003. An Introduction to Language. Heinly, a part of Thomson Corporation. Gatherer, W.A. 1986. The Student’s Handbook of Modern English. PT Gramedia, Jakarta. Haden Elgin, Suzette. 1979. What is Linguistics? Prentice Hall, Inc. London. Richards, Jack.,…
11.1 Questions and Commands QUESTIONS are normally used to request information and COMMANDS are normally used to influence the behavior of others 11.2 Form and function Form of a sentence is related with its grammatical structure and function of a sentence is related with what people use it for. It is not true that questions…
10.1 Transitive of Clauses Clauses that do not contain any objects are called INTRANSITIVE. o The man went. o A woman arrived. o The big dog sat. o The one little cat arose. Clauses which contain a direct object are called TRANSITIVE o The man ate the food o The man squared a long log. o A woman drew out water. o The…
Formal versus informal grammars o A formal grammar is a scientific model of a language which describes what is and is not a grammatical (well-formed) sentence. It attempts to represent what a speaker of the language knows about its structure; this knowledge knows about its structure; this knowledge also called a GRAMMAR. o A formal grammar is…