Teach English in Damaying Zhen - Zhangye Shi

I think which method of teaching you use is based greatly on the audience (students age and environmental factors) as well as the area of the language that particular lesson is teaching. Sometimes a silent approach is better, maybe for concepts that must be approached with creativity so it leaves room for the students to discover truth themselves whereas presentation and teacher-based learning may be better in a lesson about concepts never before explored or complex in that they need to be broken down in a specific way to be correctly understood, such as grammar and irregular words. ?Your personality, the culture of the students, and their needs will all play a part in your decision?, as to which method is best to use. Young-learners need lessons methodized more on interaction and focus-based to keep their attention, this may require repetition as seen in Audio ? Lingualism and the teacher-centered lessons as to maintain order and keep the students on task as seen in Presentation, Practice and Production or Task Based Learning. Whereas, middle-aged students (high school or college), who had been previously exposed to language as a study (primarily their native language and maybe some foreign language study) can be left to do more focus, individual work as seen in Suggestopaedia or Grammar ? Translation. For these older students, their creativity can be their guide into understanding the intimacy of languages and how they work together to form universal understanding, and with this exposure, practice, and opportunity these students will begin to teach themselves and their peers, while the teacher acts as an aid or supervisor to make sure the information they gain is correct, concise and answer any questions that may arise. When approaching mistakes or errors be conscious of the difference between these two. ?In teaching EFL it is usual to distinguish between mistakes and errors. A mistake can be thought of as a slip of the tongue or pen, where the student is able to correct himself wither unprompted or with the help of teacher or other students. Whereas an error is something that is more deeply ingrained and can be the result of misunderstanding when the student believes that they have said to be correct, they do not know the correct form or they know the correct form but cant get it right.? Errors are part of the learning process and shouldn?t be punished. Teacher to student correction should a last resort, teacher should encourage students to correct their own errors as well as correct the errors of their peers in a kind, encouraging manner. Some mistakes, as when fluency instead of accuracy is being examined, can be looked over, but when the mistake is with the language point being taught, if the mistake occurs regularly and so risks becoming permanent or when the mistakes seriously impedes understanding should the mistakes be corrected formally. Make it a point to not interrupt the student in their speech when a mistake is noticed, let the student finish then address the mistake as question to see if the student is capable of correcting himself or herself, if not try putting it on the board to show it visually as it may be helpful to the other students as well. But try also not to embarrass the student or they may become shy and reserved about speaking up in fear of making mistakes. As a teacher make it a point to be enthusiastic and encouraging every day with a well thought out and organized lesson plan, always allowing wiggle room to target the students needs specially while staying on task and getting all the information out that was needed.