My expectations at the beginning of the semester for Introduction to Teaching English consisted of learning different teaching methods (for multiple areas such as speaking, writing, listening, vocabulary, grammar etc), or how to include every student considering individual conditions and qualifications. Moreover, I expected to learn how to increase participation and confidence using another language in combination to decreasing insecurity among students. Besides the fulfilment of these expectations, I took a closer look planning lessons in English and the standards of education teaching English as a second language as well. We not only learned how to teach the English language properly but also what a good teacher should bring into class considering different personality aspects and character traits of teachers and their different effects on students. Moreover, we were often asked about our opinions and to critically evaluate methods.
Table of Contents
1. Introduction
2. The Good Teacher and the Good Student
2.1 The Role of a Teacher in a Modern EFL Classroom
2.2 The Perfect Language Teacher
3. Teaching Principles in the EFL Classroom - How Children Learn
4. General Aspects of Lesson Planning - Creative Language Teaching
5. Developing Speaking Skills – Lesson Plan on Speaking Skills
6. Developing Listening and/or Listening-Viewing Skills - Post-Viewing Activities
7. Developing Writing Skills - Fostering Writing Skills In The EFL Classroom
8. Developing Reading Skills
9. Teaching Vocabulary - Thornbury's Principles
10. Teaching Grammar - The Curriculum and Educational Standards
11. Developing Intercultural Communicative Competence - How can it be developed in class?
12. Reflection
13. Works Cited
Objectives and Core Themes
This portfolio serves as a comprehensive reflection on the "Introduction to Teaching English" course, aiming to synthesize theoretical pedagogical foundations with practical classroom applications. The primary objective is to demonstrate a sophisticated understanding of language teaching methods, lesson planning, and the essential qualities required to foster an effective, inclusive, and motivating learning environment for students of varying backgrounds.
- Theoretical frameworks for teaching young learners and language acquisition principles.
- Strategies for creative lesson planning and maintaining student engagement.
- Methodological approaches for developing receptive (listening, reading) and productive (speaking, writing) language skills.
- The importance of intercultural communicative competence and vocabulary acquisition strategies.
Excerpt from the Book
2.2 The Perfect Language Teacher
Many models and books describe a ‘perfect’ language teacher. However, a perfect teacher does not exist due to the simple reason that each person is different in various aspects, therefore it is impossible for one teacher to be ‘perfect’ for numerous students. In a classroom, every teacher and student has a different pace, background, motivation, different interests, perceptions, available resources etc.
Nevertheless, there are some facets which form a good teacher, even considering mentioned divergences.
1. Awareness - A good teacher has to be aware of the multiple identities in his or her classroom, and that his or her students have different learning processes. The teacher has to be able to respond properly to them. Additionally, they need to have sufficient motivation and willingness to consider this, and not neglect them using the same teaching strategies for most students.
2. Empathy – Considering the learner’s perspective and situation ensures a greater understanding, more developed methods for teachers and students, and a better relationship between them.
3. Listening – A significant part of empathy is the act of active listening. Listening and paying attention to individual difficulties, talents, interests etc. helps to prepare individual tasks and feedback, which is important for proper individual learning processes.
Chapter Summaries
1. Introduction: Presents the academic context and personal expectations regarding teaching methods and the importance of fostering student confidence in English as a second language.
2. The Good Teacher and the Good Student: Explores the multifaceted requirements of being an effective educator, emphasizing empathy, awareness, and the reality that no single "perfect" teacher exists.
3. Teaching Principles in the EFL Classroom - How Children Learn: Outlines core pedagogical principles, such as active involvement and social participation, essential for how children construct new knowledge.
4. General Aspects of Lesson Planning - Creative Language Teaching: Discusses techniques to break routines, encourage student decision-making, and integrate art to enhance motivation and engagement.
5. Developing Speaking Skills – Lesson Plan on Speaking Skills: Provides a concrete example of a speaking-focused lesson, including objectives, methods for interaction, and staging of learning phases.
6. Developing Listening and/or Listening-Viewing Skills - Post-Viewing Activities: Highlights the necessity of post-viewing tasks to integrate listening with other language skills and ensure deep comprehension.
7. Developing Writing Skills - Fostering Writing Skills In The EFL Classroom: Explains writing as a complex cognitive process and introduces various techniques to tailor writing tasks for real-world purposes.
8. Developing Reading Skills: Focuses on the implementation of reciprocal teaching through pre-reading and post-reading activities, including the innovative "Booksnap" method.
9. Teaching Vocabulary - Thornbury's Principles: Details five essential principles for vocabulary acquisition, including cognitive depth, repeated retrieval, and contextualization.
10. Teaching Grammar - The Curriculum and Educational Standards: Connects developmental stages in foreign language learning to established qualification levels and grammatical competence.
11. Developing Intercultural Communicative Competence - How can it be developed in class?: Examines the "Five Savoirs" of ICC and suggests practical ways to explore foreign cultures and stereotypes.
12. Reflection: Summarizes the learning progress made during the course, highlighting the significance of creative pre- and post-activities in teaching practice.
Keywords
EFL Classroom, Lesson Planning, Language Acquisition, Communicative Competence, Vocabulary Teaching, Pedagogy, Student Motivation, Creative Teaching, Intercultural Competence, Writing Skills, Speaking Skills, Listening Comprehension, Teacher Role, Reciprocal Teaching, Cognitive Depth.
Frequently Asked Questions
What is the primary focus of this portfolio?
This work fundamentally explores modern methodologies and principles for teaching English as a foreign language (EFL), documenting the author’s academic journey and practical pedagogical reflections.
What are the central themes covered in the chapters?
The central themes include the professional characteristics of a teacher, strategies for creative lesson planning, development of the four core language skills (listening, speaking, reading, writing), vocabulary acquisition, and the promotion of intercultural competence.
What is the main objective of the author regarding English instruction?
The primary goal is to integrate creative and motivating techniques into lesson planning to increase student participation, reduce anxiety, and foster a supportive learning atmosphere that caters to individual student needs.
Which scientific methods or principles are highlighted?
The work incorporates various pedagogical theories, such as Stella Vosniadou’s "How Children Learn," Scott Thornbury’s principles for vocabulary teaching, and Byram’s "Five Savoirs" of Intercultural Communicative Competence.
What does the main body of the work address?
It provides a deep dive into specific teaching aspects, ranging from general lesson design and creative techniques to detailed breakdowns of skill-specific instruction and grammatical standard requirements.
Which keywords characterize this academic work?
Core keywords include EFL Classroom, Pedagogy, Communicative Competence, Lesson Planning, Student Motivation, and Intercultural Competence.
How does the author define the "perfect" teacher?
The author argues that a "perfect" teacher does not exist, as every educator brings different traits to the classroom and every student has unique needs, pace, and background; therefore, effective teaching relies more on facets like empathy, awareness, and organization.
What is the "Booksnap" method mentioned in the text?
Booksnaps are visual visualizations of thoughts about books combining text and images/photos, which help make interactions with literature more creative and foster reading motivation.
How is the "Principle of Retrieval" applied in the classroom?
It involves providing repeated contact and recalling activities for students shortly after initial vocabulary learning and at intervals in the following weeks and months, as most students start forgetting immediately after a lesson.
- Quote paper
- Stefanie Gerrits (Author), 2020, About "Introduction to Teaching English" by Monika Rausch. Portfolio, Munich, GRIN Verlag, https://www.grin.com/document/1294381
