1. GST Nehoiu
May 28th, 2009
WELCOME TO
THE ENGLISH TEACHERS’ MEETING !!!

2. Motto
“Learning is finding out what you already
know. Doing is demonstrating that you know
it. Teaching is reminding others that they
know just as well as you. We are all learners,
doers and teachers.”

3. Teaching Tips on…
• How to teach grammar?
• How to provide correction?
• How to enhance students’ motivation?
• How to deal with behavioural problems?

4. “How to teach grammar?” “In context!”
The context unifies the three aspects of grammar:
1. Form: each tense has a particular structure
John had eaten before Mary got home.
2. Meaning: each tense communicates an idea
Two things happened: John ate first, Mary got home
second
3. Use: each tense has a purpose
The Past Perfect clarifies chronological order
Context synthesizes form, use and meaning!

5. A General Model for Introducing New Language
1. Lead-in : the context is introduced and the meaning and
use of the new language are demonstrated
2. Elicitation: T tries to see if the Ss can produce the new
language and, depending on how well they can do this,
decides which of the stages to go next:
- The explanation stage (if the Ss cannot produce the new
language at all)
- The accurate reproduction stage (if the Ss can produce
the new language but with minor mistakes)
- The immediate creativity stage (if the Ss know the new
language but need a bit more controlled practice)
(J.Harmer- “The Practice of English Language Teaching”)

6. Teaching modals: a funny context
Dilemma
“I’m in love with two girls: one is very beautiful but has no
money, the other is ugly and has lots of money. Who should
I marry?”
“Well, I am sure that you must really love the beautiful one,
so I think you should marry her.”
“OK, thank you very much for your advice.”
“Don’t mention it. By the way, can you give me the
telephone number of the other girl?”

7. How to provide…correction?
TEACHER: Ellen, give me a
sentence starting with "I".
ELLEN : I is...
TEACHER: No, Ellen.
Always say, "I am."
ELLEN : All right... "I am
the ninth letter of the
alphabet."

8. How to provide positive correction
1. Showing incorrectness (indicating to the Ss that
something is wrong; may involve self-correction)
2. Using correction techniques:
Repeating (we simply ask the S to repeat what he/she has said
by using the word “again” and a questioning intonation)
Echoing (we repeat what the S has just said using a questioning
intonation)
Denial (we simply tell the S that the response was
unsatisfactory and ask for it to be repeated)
Questioning (may involve peer-correction)
Expression (we use our expression, gestures to indicate
incorrectness)
(J.Harmer- “The Practice of English Language Teaching”)

9. Is knowing our Ss’ personalities &
learning styles important?
TEACHER: What is the
chemical formula for water?
SARAH : "HIJKLMNO"!!
TEACHER: What are you
talking about?
SARAH : Yesterday you
said it's H to O!

10. Learning styles
Educationalists generally agree that there are four major
learning styles:
1.Visual – they learn through seeing pictures, posters,
wall displays, graphic organizers etc.
2. Auditory – they learn through hearing audio tapes, verbal
instructions, explanations, dialogues, discussions etc.
3. Kinesthetic – they learn through moving while
performing dynamic activities (competitions, role-plays etc.)
4. Tactile – they learn through touching; they rely on
demonstration, writing or drawing as memory aids

11. Enhancing students’ self-motivation
• Give frequent, early, positive feedback that supports
students' beliefs that they can do well.
• Ensure opportunities for students' success by
assigning tasks that are neither too easy nor too
difficult.
• Help students find personal meaning and value in the
material.
• Create an atmosphere that is open and positive.
• Help students feel that they are valued members of a
learning community.

12. How to deal with behavioural problems?
Shyness or Silence - lack of participation
POSSIBLE RESPONSES:
• Change teaching strategies from group
discussion to individual written exercises
• Give strong positive reinforcement for any
contribution.
• Involve by directly asking him/her a
question.
• Make eye contact.

13. How to deal with behavioural problems?
Talkativeness - knowing everything,
manipulation, chronic whining
POSSIBLE RESPONSES:
• Acknowledge comments made.
• Give limited time to express viewpoint or feelings, and
then move on.
• Make eye contact with another participant and move
toward that person.
• Give the person individual attention during breaks.
• Say: "That's an interesting point. Now let's see what
other people think."

14. 10 Basic Rules for Success
• Get students’ attention and interest.
• Keep students on task.
• Use classroom procedures to create consistency.
• Always show respect to everyone.
• Create a safe classroom environment.
• Use classroom consequences to correct wrong student
behavior.
• Use the tone of your voice and body language to
communicate information.
• Academically challenge every student.
• Allow students to work collaboratively in groups to
increase participation.
• Don’t provide the Romanian “subtitle”.

15. Listen to your students!
TEACHER : "Which is more
important to us, the sun or
the moon?“
PUPIL : "The moon".
TEACHER : "Why?“
PUPIL : "The moon gives us
light at night when we need
it but the sun gives us light
only in the day time when
we don't need it".

16. Bibliography
Harmer, J - The Practice of English Language Teaching
Vizental, A – Metodica predarii limbii engleze
http://www.angelfire.com/az2/webenglish/joke.html
http://englishthroughjokes.wordpress.com