Teach English

TEACH

TE

ENGLISH HOW TO TEACH THE SIMPLE PRESENT TENSE ABOVE ALL,

LOVE YOUR STUDENTS

INVESTIGATING METHODOLOGIES AND APPROACHES TO TEACH KINDERGARTEN

PUPILS.

SOME FUNNY GAMES TO IMPROVE YOUR ENGLISH.

W

hen teaching the Presen Simple the ultimate goal is to make sure your students understand that it’s used to describe routines, habits, daily activities, and general truths.

Sometimes, as ESL teachers, is difficult for us to start a new topic, specially when you begin with a new English tense. This series of steps will guide you towards teaching the Present Simple and covers function, conjugation, and form.

How To Proceed Introduce an action 1 Pick up a newspaper and pretend to read it. Ask your students what you're doing. They’ll say, “You’re reading a newspaper.”

T: “What newspaper am I reading?”

S: “You’re reading El mundo de Tehuacán.”

2 Introduce Present Simple - First person singular Tell your students, “I read El mundo de Tehuacán every day.” Make a list of the things you do every day as a routine using first person singular: I have breakfast at 7.

I go to work at 9.

I have lunch at 12.

Make sure your students understand that you do this on a daily or weekly basis; these are habitual actions.

Go around the class and have students tell you what they do everyday or what some of their habits are. They should give more examples in the first person singular.

3 Introduce Present Simple – Second person singular Say: “I read El mundo de Tehucán. Sarah, you read a book”. Go around the class giving examples like, “I go to work at 9. You go to school.” Face each of your students and state a general truth.

T: “John, you live in Tehuacán.”

John (to teacher): “You live in Tehuacán, too.”

T: “Sally, you have a dog.”

Sally (to teacher): “You have a cat”.

Split your students up into pairs and have them give each other statements in the second person singular.

4 Introduce Present Simple – Third person singular Say: “I read El mundo de Tehucán. Sarah reads a book”. Make sure students notice that you’ve added the s for the third person singular. Give more examples with other students, and introduce the irregular verbs: John goes to work at 8. Sally has lunch at 1.

Students provide more examples from the information previously shared by their classmates.

5 Do the same for the plural persons.

Ask who lives in Tehuacán and ask them to stand up. Then point to yourself and those standing and say: “We live in Tehuacán.”

Ask who lives in the Altepexi and ask them to stand up.

Address those who are standing and say: “You live in the Altepeki”. Point to your group and say, “We live in Tehuacán”.

Ask who lives in Zapotitlan and point to that group and say: “They live in Zapotitlan.”

6 Introduce Present Simple – Negative Make a statement in the affirmative, then make one in negative with don’t.

T: I live in Tehuacán, I don’t live in the Altepexi.

Ask students to do the same presenting first an affirmative, then a negative. Practice all persons except the third person singular.

7 Introduce Present Simple – Negative (third person singular) Make a statement about a student, then make one in negative form using doesn’t.

T: Alex reads El mundo de Tehuacán.

He doesn't read a book today.

8 Introduce Present Simple – Questions Make a statement about yourself.

Then ask a student a question to introduce do.

Ask students to do the same by using the information previously shared by their classmates.

9Introduce Present Simple – Questions (third person singular) Contrast students’ habits.

Make a statement about one, then ask about another student and teaching them to answer, “Yes, I do” or “No, I don't”.

T: I walk to school. Belen, do you walk to school?

Walk around the classroom asking students questions Do the same for all persons except third person singular.

T: David walks to school. Does Sarah walk to school?

Walk around the classroom asking questions with does, and teach students to answer “Yes, he does” “No, he doesn’t”.

10 Expand and practice: Present Simple Excercises.

Practice all persons and forms.

Ask open-ended questions. Introduce more verbs.

Where do you live?

Where does she work?

How many languages do you speak?

Now’s also a great time to consolidate everything that they’ve learned about the Present Simple.

There are literally hundreds of activities and methods that you can use and ad don your lesson plan, just be creative!.Be sure to check them out.

Teacher Tayde Jesús García Escobedo.

Batnez_bart@hotmail.com

D. Martin Lloyd-Jones expressed: “Love is not just a sentiment. Love is a great controlling passion and it always expresses itself in terms of obedience”. And the Bible says that “God is love”.

Love your students, above all.

T

eaching is not a piece of cake, it’s someting serious.

Many called teachers think that by knowing ESL Approaches, methodologies and speaking great technical terms, you are equipped to be a teacher, i think this is neccesary but not at all, we have forgotten some basic, but important principles like; passion, dedication and the greates of these, LOVE. There are empty teachers in search of something to fill them, they search in alcohol, drugs, pornography… but in this world is impossible to find fullness. These called teachers don’t love their job, they only work to obtain money, many of them are teaching by accident or by inheritance, but they don’t notice that they are bringing up empty students, because this is not their calling, they don’t have vocation, they don’t have love to share others.

It is neccesary to know God for a better understanding of what is love. God´s best expressing love is his incarnation, death and resurrection in Jesuscrist. A teacher needs wisdom, patience and humbleness to serve others, but this just can be found in the person of Jesuscrist.

Why is love neccesary to be a teacher?

Because sometimes students have problems at home, and they show this on class, those problems have repercussions on their learning and attitud. This is the moment to show patience and give your help to them. Love what you do, because students realize if you are giving a class or you’re giving yourself on class.

So, remember the Augustine’s quote, “ the measure of love, is love without measure”.

I

nvestigating methodologies and approaches to teach kindergarten pupils as a foreign language.

In their book Approaches and Methods in Language Teaching published by Cambridge University Press in 2009, Jack C. Richards & Theodore S. Rodgers, identify three levels of conceptualization and organization, which he termed as approach, method and technique. They also explain that an approach is a theory product of a research, as well it is a belief about the nature of language teaching and learning, and it is applicable to teacher`s materials, students’ behavior and objectives sequencing. The language teacher must consider the approach according to what it has to be learned. Furthermore, Jack C. Richards & Theodore S. Rodgers define method as a specific set of procedures, roles and elements that are used to teach. Finally, technique is defined as a type of learning activity that takes place in the classroom; these are tasks, activities, exercises and devices. (Richards & Rodgers, 2009) Francis Wardle in his book “Approaches to Early Childhood and Elementary Education” published in 2009, consider “The Bank Street Approach” in which children learn through experience and the structure of this experience has to have important components of education for example; discipline, scope, sequence, goals and objectives. (Wardle, 2009)

Rodgers & Theodore in their book “Approaches and Methods in Language Teaching” published by Cambridge University Press in 2001, they classify alternative approaches and methods to teach English as a foreign language, and some of them are: Total physical response, the silent way, suggestopedia, the oral approach, they think that these approaches are suitable specifically for children. (Rodgers & Theodore, 2001) Silvia Ramirez in the year of 2010 published the book “How Shall We Teach English to Non-English Speaking Children” where she mentions that English language learners can learn better by the strategy called “Strategy Schooling Model” developed by Dennis Parker and the components of this strategy are: targets, feedback, know-how, and context.

(Ramirez, 2010) The book “Teaching by Principles an Interactive Approach to Language Pedagogy” published by Longman in 2000, H. Douglas Brown points out Direct method’s aim is to encourage children visual aids, although speaking and listening skills are emphasized. (Brown, 2000) “Techniques and Principles in Language Teaching” a publication of Oxford University Press whose author is Diane Larsen-Freeman, it is outlined that Audio lingual-method’s purpose is learning a language through habit formation and repeating patterns. (Larsen-Freeman, 2003)

'Games for Language Learning'

'Language learning is hard work ... Effort is required at every moment and must be maintained over a long period of time.

Games help and encourage many learners to sustain their interest and work.'

'Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information.'

'The need for meaningfulness in language learning has been accepted for some years. A useful interpretation of 'meaningfulness' is

that the learners respond to the content in a definite way. If they are amused, angered, intrigued or surprised the content is clearly meaningful to them. Thus the meaning of the language they listen to, read, speak and write will be more vividly experienced and, therefore, better remembered.

If it is accepted that games can provide intense and meaningful practice of language, then they must be regarded as central to a teacher's repertoire. They are thus not for use solely on wet days and at the end of term!' (from Introduction, p. 1)

by Andrew Wright, David Betteridge and Michael Buckby Cambridge University Press, 1984.

This worksheet must be used with kids.

Instructions: you have to match the dots in order to form a beautiful butterfly.

TEACH

TE