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Effective Strategies in Language Teaching

The document summarizes observations of peers' English language teaching practices. It notes that peers use clear demonstrations and trial activities to ensure instructions are understood. Materials are made appropriate by adjusting activity levels and encouraging extended student conversations. Peers monitor closely by listening at students' level and occasionally contributing. Error correction is done through delayed techniques rather than on-the-spot, with peer elicitation and drilling after activities. Students are engaged through varied interaction patterns, games, and relating lessons to their own experiences.

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68 views2 pages

Effective Strategies in Language Teaching

The document summarizes observations of peers' English language teaching practices. It notes that peers use clear demonstrations and trial activities to ensure instructions are understood. Materials are made appropriate by adjusting activity levels and encouraging extended student conversations. Peers monitor closely by listening at students' level and occasionally contributing. Error correction is done through delayed techniques rather than on-the-spot, with peer elicitation and drilling after activities. Students are engaged through varied interaction patterns, games, and relating lessons to their own experiences.

Uploaded by

linh do
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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The Practice of English Language Teaching 2

Reflection 2

1. What methods/strategies does your peer use to help ensure their instructions and
explanations are clear?

There are a number of strategies that my colleagues adopt to ensure the clarity of instructions and
explanations. For example, Linh Dao demonstrated how to do the board game activity instead of
giving lengthy explanations. In the hot seat game, Hoa let students play a trial round so that they
can grasp the ideas of how to play before they started the activity.

2. How do they ensure the material they use is appropriate to the students’ level and lesson
aims?

To ensure the appropriateness of materials to students’ level and lesson objectives, my colleague
made some adjustments to the materials selected. For example, in Hoa’s lesson with the activity
in which students had to complete the sentences with the use of target language, Hoa also had
students ask their partners about their sentences to maintain the continuity and interactivity of the
conversations. Similarly, in the board game activity, Linh Dao had students ask their friends
follow-up questions, which is a good way for students to develop their communicative
competence and have more topic development in their speaking.

3. What specifically do they do when they monitor students?

During the activity, my colleagues monitored by sitting down to students’ level and listen to their
conversations and occasionally join in to add comments or help students extend their ideas. I
think this is an excellent way to create a comfortable classroom environment and encourage
students to contribute more ideas during group or pair discussions.

4. What error correction techniques do they use and how effective are they?

From my observation, my colleagues tend to adopt delayed correction techniques instead of


correcting ‘on the spot’. During class discussions, my colleagues made a note of students’
mistakes. After the speaking activity, they elicit corrections from students and drill pronunciation
if necessary. This correction technique, in my opinion, is highly effective as it helps to avoid
interrupting fluency practice. Moreover, when some of the common or important mistakes are
discussed open class, learners can have the chance to revise their knowledge of target language
and avoid making similar mistakes that others made.

5. How engaged are the students and what does your peer do to maintain their attention?

Students are really interested in the lessons, which is shown by the way they actively took part in
the learning activities, contributed ideas to class discussions and paid close attention to what
others said. In order to maintain students’ attention, for example, Hoa carried out different
activities with a variety of interaction patterns such as group work, pair work and mingling. Linh
Dao incorporated game into her lesson and Michelle had students talk about their own
experience. All of these activities contribute to the dynamics and excitement of the classroom.

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