English Teaching Methodology

Syllabus Vs Curriculum
THE VARIED FACTORS THAT DETERMINE THE PEDAGOGICAL ORIENTATIONS OF THE
ENGLISH CURRICULUM IN MOROCCO
 Educational Policies and Frameworks: These policies often set the overarching goals,
objectives, and standards for language education, shaping the direction of the English
curriculum
 Language Policy and Planning: Language policy decisions at the national and local
levels affects the design and implementation of the English curriculum.
Considerations such as language proficiency goals, language-in-education policies,
and the status of English as a foreign or second language contribute to pedagogical
orientations.
 Educational Resources and Materials: Availability and quality of educational
resources, including textbooks, multimedia materials, and technology tools, influence
pedagogical orientations.
 Sociocultural Context: Factors such as cultural norms, values, language attitudes, and
societal expectations influence the approaches to teaching and learning English in
Moroccan schools.
 Assessment Practices: Assessment practices, including formative and summative
assessments, shape pedagogical orientations by influencing teaching methods,
curriculum design, and instructional strategies.
 Student Needs and Learning Styles: Consideration of student needs, preferences,
and learning styles informs pedagogical orientations. Tailoring instruction to
accommodate diverse learner profiles, including varying proficiency levels, interests,
and learning modalities, is essential for effective language teaching and learning.

Course design and syllabus design

The common components included in a syllabus:
 Course Information: Title, course number, semester, and section details.
 Instructor Information: Name, contact details, office hours.
 Course Description: Overview of what the course covers and its objectives.
 Learning Outcomes: Specific goals and what students are expected to achieve.
 Schedule/Calendar: Outline of topics, readings, assignments, and exam dates.
 Required Materials: Textbooks, software, online resources.
 Grading Policy: Breakdown of how grades will be determined.
 Policies: Attendance, late work, academic integrity.
 Communication Guidelines: Preferred methods and response times for communication.

Writing a lesson plan

Def: Lesson planning is the process of planning the chapters, teaching strategies, and
activities that are going to be covered in a particular classroom at a given point in time.
Types of a lesson plan
1. Short-term/ daily lesson plan
2. Medium-term/ weekly lesson plan
3. Long-term/monthly lesson plan
Differentiation in lesson planning
Differentiation is a way to modify instruction to meet students' individual needs. Teachers
may differentiate process, content, resources, or the learning environment. A flexible
grouping and ongoing assessment can make differentiation one of the most successful
instructional strategies.
Techniques of error correction
 Immediate Correction: Correcting errors as soon as they occur.
 Delayed Correction: Waiting until a later point to correct errors.
 Peer Correction: Allowing peers or classmates to correct each other's errors.
 Self-correction: Encouraging learners to identify and correct their own errors.
 Focused Correction: Targeting specific types of errors or language structures for
correction.
 Modelling Correct Language: Providing correct examples or models for learners to
imitate.
 Feedback Strategies: Using various feedback techniques such as providing
explanations, eliciting self-correction, or offering prompts to guide learners towards
the correct answer.
 Positive Reinforcement
Using supplementary materials
 We use supplementary materials and activities to provide something that is missing
from the course book, to give learners extra practice, or just to bring something
different to our lessons.
 Supplementary materials are books and other materials we can use in addition to
the course book. They include skills development materials, grammar, vocabulary
and phonology practice materials, collections of communicative activities,
teacher's resources and web materials.
 Supplementary materials may also come from authentic sources (e.g. newspaper and
magazine articles, video, etc.).
 Some coursebook packages include supplementary materials and activities specially
designed to fit the coursebook syllabus, and websites where you can download
supplementary materials. We select supplementary materials and activities first by
 recognising that we need something different from the material in the coursebook,
and then by knowing where to find the most appropriate kinds of material.

Teaching functions: deductive and inductive approaches

Deductive app: teacher-centred.
Def: Deductive teaching allows the teacher to introduce a topic by using teacher exposition
or lecturing method. The teacher conducts lessons by merely introducing and explaining
concepts to learners, and then expecting them to complete tasks to practice the concepts
The teacher’s role: planning lessons, presenting rules, and explaining everything.
The student’s role: listening, taking notes, and occasionally asking questions for clarification.
Inductive app: The teacher as a facilitator
Def: Inductive teaching is a bottom-up approach that gives learners greater responsibility for
their own learning. Grammatical rules are not given, and instead, carefully selected materials
illustrating the use of the target language within a context are supplied.
Learners must "induce‟ grammatical rules from the materials giving. Students discover, with varying
degrees of guidance from the teacher, the target language and induce the rules themselves.

Learning management
Classroom management
 Begin to establish an effective environment on the first day of class
 Model ideal behaviour
 Let students help establish guidelines
 Avoid punishing the class
 Praise
 Interact with students regularly
 Be proactive.
 Be specific.
 Be in control.
 Be a model.

Increasing students’ motivation:

 Set Clear Goals: Setting clear, achievable goals can provide direction and motivation.
 Make Learning Relevant: Connect learning to real-world applications and students'
interests.
 Provide Autonomy: Offer students choices and opportunities to make decisions about
their learning.
 Offer Positive Feedback: Recognize and praise students' efforts and achievements.
  Create a Supportive Environment: Foster a supportive and inclusive classroom climate
where students feel valued, respected, and safe to take risks.
 Use Varied Instructional Strategies: Incorporate a variety of teaching methods and
activities to cater to different learning styles and preferences.
 Encourage Collaboration and Interaction
 Offer Challenges
 Incorporate Technology

Understanding young learners and managing behaviour

 Rewards and punishments often fail to address the root causes of behavior problems
in young learners.
 Students misbehave for various reasons, and understanding the cause is essential for
finding appropriate solutions.
 Attention-seeking is one reason for misbehavior, as some students may lack attention
at home or receive attention only when they misbehave.
 Instead of giving attention to misbehaving students, focus on praising and giving
attention to well-behaved students to reinforce positive behavior.
 Boredom can lead to misbehavior, and it is important to design engaging activities
that involve all students and provide extension tasks to keep them occupied.
 Giving students roles, responsibilities, and opportunities for group work can also help
combat boredom and reduce misbehavior.
 The desire for control is another reason for misbehavior, and allowing students to
have some control over their learning and classroom choices can prevent negative
behavior.
 Offering choices in small matters and involving students in decision-making can help
maintain control over the overall classroom environment.

Exploitation of various Didactics

Didactic materials are a wide variety of educational resources and tools of a generic or
subject-specific nature that are used as learning aids.

Pedagogy is the art and science of teaching and learning, encompassing theories, methods,
and practices employed by educators to facilitate effective instruction and promote student
learning. It involves understanding learners' needs, designing engaging learning experiences,
and assessing learning outcomes to support educational goals.

General English teaching resources

Online Platforms and Websites:

1. BBC Learning English: Offers a wide range of resources including articles,

audio, and video lessons covering various aspects of English language
learning.
2. British Council Learn English: Provides interactive lessons, games, and
activities for learners of all levels.
 3. Duolingo: A popular language learning app that offers English courses for
learners of different proficiency levels.

Language Learning Apps:

1. Memrise: Offers interactive flashcards, games, and quizzes to help learners

memorize vocabulary and grammar.
2. Busuu: Provides personalized language courses and opportunities for learners
to interact with native speakers.

Grammar and Vocabulary Resources:

1. Grammarly: A writing assistant tool that helps users improve their grammar,
punctuation, and style.
2. Vocabulary.com: Offers vocabulary building activities, quizzes, and challenges
to help learners expand their word knowledge.

Listening and Speaking Practice:

1. TED Talks: Provides engaging and thought-provoking speeches on a wide

range of topics with subtitles available in multiple languages, including
English.
2. VoiceThread: Allows students to practice speaking and listening skills by
recording and sharing audio or video comments on multimedia presentations.

Reading and Writing Resources:

1. ReadTheory: Offers personalized reading comprehension exercises for

students of different proficiency levels.
2. Writing Prompts: Websites like reedsy.com and writingexercises.co.uk
provide writing prompts and exercises to inspire creativity and practice
writing skills.

Educational Games and Activities:

1. Kahoot!: A game-based learning platform where teachers can create quizzes,

discussions, and surveys to engage students in interactive learning.
2. Quizziz: Similar to Kahoot!, Quizziz offers customizable quizzes and games to
assess students' understanding of English concepts.

LEARNING ACTIVITIES
 Every learning activity in your unit should be intentional, meaningful and useful
 Leaming activities should enable students to engage and develop their skills,
knowledge and understandings in different ways.
THE IMPORTANCE OF PEDAGOGY IN ACTVITIES
 Improves the quality of teaching and learning
  Improves Teacher-Student communication
 Gives teachers an insight into the best practices for a classroom setting.
 Allows teachers to understand how different students learn so they can tailor their
lesson to suit their needs.
THE MAJOR PEDAGOGICAL APPROACHES
 Constructivist
 Collaborative
 Reflective
 Inquiry Based Learning
CONSTRUCTIVIST: Constructivist classrooms focus on student questions and interests, they
build on what students already know, they focus on interactive learning and are student-
centred.
Activities: Group work, class discussion or debate, allow pairs of students to teach each
other, experimentations, projects..
COLLABORATIVE: Here, the students form groups of learners that learn together and work
to solve a problem, build strategies, ideas, create products or complete a task.
Activities: Pair or group discussions, activities or games with a competitive element.
REFLECTIVE: The teacher observes the results, reflects on them, and then adapts the theory
to meet the specific classroom needs. This means that the teacher is constantly discovering
what works best in the classroom to enhance learning.
Activities: Write the one-minute paper write exit slips, Take reflection breaks..
INQUIRY BASED LEARNING: An inquiry-based learning approach lets students share their
own ideas and questions about a certain topic for example
Activities: Get the students moving, talking and problem solving /pick a topic or a problem
that targets your students' interest/ basic written work

Principles of language assessment i.e. practicality, reliability, validity,

authenticity, and Washback.
There are three types of assessment: diagnostic, formative, and summative. Although are
three are generally referred to simply as assessment, there are distinct differences between
the three.
Diagnostic Assessment: diagnostic assessment can help you identify your students’ current
knowledge of a subject, their skill sets and capabilities, and to clarify misconceptions before
teaching takes place
TYPES OF DIAGNOSTIC ASSESSMENTS
 Pre-tests (on content and abilities)
 Self-assessments (identifying skills and competencies)
 Discussion board responses (on content-specific prompts)
  Interviews (brief, private, 10-minute interview of each student)
Formative Assessment: formative assessment provides feedback and information during the
instructional process, while learning is taking place, and while learning is occurring.
Formative assessment measures student progress but it can also assess your own progress
as an instructor.
Summative Assessment: Summative assessment takes place after the learning has been
completed and provides information and feedback that sums up the teaching and learning
process. Typically, no more formal learning is taking place at this stage, other than incidental
learning which might take place through the completion of projects and assignments.
TYPES OF SUMMATIVE ASSESSMENT
 Examinations (major, high-stakes exams)
 Final examination (a truly summative assessment)
 Term papers (drafts submitted throughout the semester would be a formative
assessment)
 Projects (project phases submitted at various completion points could be
formatively assessed)
 Portfolios (could also be assessed during it’s development as a formative
assessment)
 Performances
 Student evaluation of the course (teaching effectiveness)
 Instructor self-evaluation

Types of test
 Multiple Choice Tests
 True/False Tests
 Short Answer Tests
 Essay Tests
 Matching Tests
 Fill-in-the-Blank Tests
 Structured Response Tests
 Performance-Based Tests
 Portfolio-Based Assessment
 Oral Tests
 Practical Tests
 Standardized Tests