English Language Teaching Strategies
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English Language Teaching Strategies

English teaching strategies at companies and language schools with different personnel

Teaching in companies or private schools involves tremendous patience especially when one doesn't know the background of the students or where they would like to go with their English. The idea as I have said is not to get overly involved with the grammar especially if the object is for the person to converse in another language. I like to integrate grammatical pieces into reading/conversational exercises.

My formula for teaching an average class is that grammar makes up about a quarter of my time at most. The rest consists of activities and conversation although more conversation can be expected for more advanced speakers as opposed to beginners. Usually conversation make up for most of the class time, Teachers can go from 50 to 80 percent of their time on this and activities are around 25 percent too.

After having found out what groups like most often I have the group read something to initiate a conversation or question answer period afterwards. One does not dive into activities straight away. There can always be a brief introduction in the way of getting to know your students and having them know each other and that can always continue. This is the small time, which is cordial and vital for positive energy to flow between teacher and student.

That the teacher may present a grammar point after the conversation or before depends on his style. In the method requiring presentation before practice, the teacher will explain the grammar piece found in the reading. Then the students, may use that to practice sentences on their own and then there can be role plays with an emphasis on that form of speech.

Different companies may require different teaching approaches and the teacher has to be flexible. If the employee is a marine agent his English needs will revolve around the shipping industry so topics could invole that. However sometimes the person will want to learn something completely removed from his workplace than the language coach has to be the judge.

Last day it happened to be on favourite sport activities. The group came across three sorts of past-time activities: hiking, camping and skiing and read what each one entails. That would provide them with some information to back up any opinion on their likes or dislikes.

The individual would then answer questions on the activity of his choice from the reading and explain his reasons for doing it. Then he would ask his neighbour the same question and so on. The group would go through a list of questions asking each other in a circle. That way the group would have experienced how to ask and answer question on activities of their choice and learn to distinguish from one question and another. I would prompt one of the students to ask one of the others have said and that way get them to use reported speech. The student would then learn the difference between having reported what someone has said as opposed to asking directly.

Clearly this depends on the level that the group is in. If they are only beginners than the same question and answer period would best be done by having them practice questions on getting the identity of objects or getting the students to become aware of asking questions related to their own identity. That way the student would indirectly discover the value of changing interrogative words to change the type of question while understanding that the verb, to be, is used to ask about ones job or ones identity.

By deductive reasoning the people in the group eventually learn the difference between do and be in eliciting information and that do has to do with all sorts of activities where be is not present.

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godo works voted