Assignment Topic: My teaching method

Subject: TESOL

Roll Number: 10104

Submitted To: Miss Sonia

Submitted By: Rimsha

Class: BS (English Literature)

Semester: 5th (Morning)

GOVERNMENT COLLEGE UNIVERSITY FAISALABAD

INTRODUCTION:

The class has 15 students who attend English class for one hour, three times a week. The

students are of 4th grade. Their native language is urdu and I teach them English as second

language (target language). I used Direct method for teaching. I taught them new words of

English using this method. I focused on reading skills, speaking skills, pronunciation, vocabulary

and grammar through different classroom activities.

EXPERIENCE:

I entered the class room and greeted the students. Then I asked students “Anyone here can guess

what we will study today?” in target language. One of the students said “Animals”, another said

“Vegetables.” Then I told them that today we will learn the names of places. I brought out some

of the pictures of places and showed one of the pictures on which the picture of post office was

printed along with name. I asked the students “do you know what is this”? One of the students

replied in her native language. I reminded her to speak only in target language. In return she

did’nt reply. I told her that “It is post office” and I also asked all the students to repeat it after

me. All the students spoke in chorus. Later on I showed all of the pictures one by one on which

names and pictures of places like park, hospital, meuseum, restaurant, market, factory etc. were

printed and asked them to repeat these names after me.

After the students learnt all the names, I turned to the white board and wrote a passage. The

passage is as followes:

Maryam lives in city with her father, mother and two brothers. Their house is next to a park. On the street, there is a

bookstore, restaurant and post office. In the neighborhood, there is a hospital, a museum and a factory. Maryam’s

father works in factory and her mother works in hospital.

After that I read the passage sentence by sentence and asked all the students to repeat after each

sentence. After the students finish reading the passage, I asked “Does anyone here have a

question?” One of the students asked “what is after factory?”. I told him that this is hospital. I

also showed the picture of hospital building and told them that this is hospital where doctors and

nurses take care of sick people. Another student asked “what is museum?” Her pronunciation

was wrong so I worked with her pronunciation. Then I included the rest of class in this practice.

After ensuring that students’ pronunciation is correct, I divided all the students in 3 groups and

instructed the students to turn to an exercise in the lesson which asks them to fill in the blanks.

They read a sentence out loud and supply the missing word as they are reading, for example:

a) The teacher next Maryam lives in --------------with her father, mother and two brothers.

b) Their house is next to a----------.

c) On the street, there is a----------, -------------and------------.

d) In the neighborhood, there is a----------, a ----------and a----------.

e) Maryam’s father works in -----------and her mother works in-------------.

When the students were working, I moved from group to group to answer questions and help

them with their pronunciation.

After that I showed a picture as below:

 I asked students “where is hospital located?” One of the students answered, “It is in the right

of market”. I said “No, it is on the right of market.” Then I spoke, “The hospital is in the right

of market. Am I correct?” All the students replied “No, it is on the right of market”.

In next class I will divide students in 3 groups and ask them to talk to each other about their

“homes, where are they located?” etc. The students will make up their own questions and

statements and as a result it will improve their speaking skills.

QUESTIONS

 What was my goal using this method?

My goal was to enable students learn how to communicate in the target language. In order to do

this successfully, students should learn to think in the target language.

 What was my role as a teacher? What was the role of the students?

My role was to direct the class activities. I also looked after students during exercises. The

student’s role was less passive. Students actively participated in individual as well as in group

activities. We worked like partners during learning process.

 What are some characteristics of the teaching/learning process?

Language is learnt for communication. Classroom instruction and classroom activities are carried

out in the target language; therefore, students are actively involved in using the target language.

Target language is used as a means of instruction and communication in the language classroom.

Avoidance of the use of the first language and of translation is compulsory.

 What is the nature of student–teacher interaction? What is the nature of student–

student interaction?
Most of the interaction is between teacher and student and is initiated by the teacher. Students

also interact with other students through group activities.

 How is language viewed?

Language is primarily spoken, not written. Therefore, students study common, everyday speech

in the target language.

 What areas of language are emphasized? What language skills are emphasized?

Vocabulary is emphasized over grammar. I focused on reading skills, speaking skills,

pronunciation, vocabulary and grammar through different classroom activities.

 What is the role of the students’ native language?

The students’ native language should not be used in the classroom.

 How is evaluation accomplished?

Evaluation is accomplished through communication activities only in target language.