Guide to Teaching English - ESL Curriculum Planning

Advice to ESL / EFL untrained teachers continues to build courses for your class or private students. The first part focuses on ESL fundamentals

In developing any course, keep in mind some important aspects.

All language skills such as reading, writing, speaking and listening should be part of the learning process.

Understanding grammar rules does not necessarily mean that students can use grammar - students need to actively practice the skills they are learning

Languages ​​learned must be repeated with different numbers before the students actively use it. Studies show that many learners need to repeat the new language function at least 6 times before considering the new language. After 6 iterations, the newly acquired language skills usually become active passively. In order for learners to actively use skills in everyday conversation, further repetition is necessary.

The discussion asked him to explain what he did everyday, his wife, asking you to ask questions and so on.

Using all four language skills (reading, writing, listening, speaking) on ​​the course will help you recall the language on the course. Learning rules are important, but in my opinion practicing languages ​​is more important. By incorporating all these aspects into the curriculum, the diversity of the curriculum is increased, which helps learners practice the language. I met many learners who definitely knocked out the grammar chart, and when I was asked "Can you explain your sister?" There is a problem. This is usually because many school systems emphasize learning grammar.

With this, you have understood the basic principles of effective English education. You may ask yourself a question: "When I tell you what?" When planning a course, most courses create courses based on specific topics that help to tie everything I will. Use this type of syllabus to build courses and do not forget to provide some elements, including listening, reading, writing and speaking. People realize the progress you are achieving!

Development: Research using grammar, reading, listening and other forms of research. This section should form the main content of the course and include as many different activities as possible.

Review: I will review the concept of the principle covered in this course. This is quite easy, and the leadership of the student or teacher depends on the learner's level. Please look at some lesson plans at esl.about.com (please feel free to use) and pay attention to how to use the above various methods while focusing on specific language features.

Although the term "working adult" may be considered only as a learner's class, we use it as a guiding term of ESL Works. We always quote one to guide our course design, course plan, and guidance style. An adult teaching work indicates that you are led by a different classroom experience from "professional work adults", "travel adults" or "young people". When I first taught a beginner class to work for adults, my students did not give the classroom the right to use the language they learned. I will talk regularly. I taught deformation. I did not participate in the game. Briefly, I did not teach that day at all, and I soon learned the reason: in my own words, I've "punished too much" for my lesson. I have done going beyond a more important focus on my concern about patronage: I am responsible for the needs of students. This is four years later, I still keep the very first day of the course to my very close.

In the last 17 years of my 29-year education, I taught English (ESL) as a second language. The purpose of teaching ESL is to provide students with 21st century skills in combination with language acquisition. Unfortunately, English learner (ELL) often struggles to maintain low emotion filter while learning these skills. Game-based learning has shown that students can motivate, reduce anxiety and make all grades safe when trying new things.