Teaching

strategies
&
techniques
 Group 6
1. Nguyen Kim Minh Quan
2. Tran Duc Phat
3. Mai Thi Tham
4. Nguyen Tuan Duy
5. Luong Thi Nhu Thuy
6. Bui Hoai Minh Thu
 Table of contents

01Definitio 02 Strategie
n s
03Technique 04 Conclusio
s n
 1
Definitio
n
 Teaching Strategies
❑ refer to the broad approaches or plans
that teachers use to achieve specific
goals.
❑ based on theories and research and may
involve a combination of techniques or
methods.
❑ informed by pedagogical theories to
promote long-term learning and transfer
of skills.
 Teaching
techniques
❑ refer to the specific methods or tools that teachers
use to carry out their teaching strategies.
❑ more concrete and practical than teaching
strategies and may include lectures, discussions,
group work, role-playing, games, and drills.
❑ based on practical experience to suit the needs of
specific learners or contexts
 2
Strategie
s
 Teaching strategies

Meaningful
1

Practice
vs.
Mechanical
Practice
 0 Leveled
1 questions
❑ Ask questions according to student's level.
❑ Encourage students to answer by pointing to a visual,
one-word answer or completed sentences or explanation
based on their level.
❑ Reduce anxiety, increase confidence.
 Vocabulary role
02
play
❑ Encourage students to make connection between their
past experiences, current content and new vocabulary.
❑ Introduce new vocabulary.
❑ Give the same vocabulary to each group, then ask them
to write and perform a skit.
 03 Scripting
❑ Provide students with sample language interactions or
situational dialogues.
❑ Teacher identify or create opportunities for verbal interaction
& engage students in role play.
❑ Students can understand the situation in the script.
❑ Alternate responses sometime needed to ensure
communication.
 04 Read - Aloud plus

❑ Teacher reads aloud while adding visual support.

❑ Students rewrite or paraphrase after reading.
❑ Enhance student's understanding.
 05 Visual Scaffolding

❑ Instruction language is clearer by

displaying drawings or photos.
❑ Allow students to hear English
words.
❑ Connect students to the visual
images.
 06 Using realia

❑ Connect language acquisition to

the real world.
❑ Used to build background
knowledge.
❑ Allow students to see, hear, feel
and smell the objects.
 Additional
strategies
Communicati Repetition and
on games innovation
Vocabulary
processing

TPR Manipulativ
(Total Physical e strategies
Response)
 Teaching strategies

Eliciting
 0
Cloze
1
❑ Based on text in which some words are left out, blanks are
inserted.
❑ Teacher provides syntax & phonic cues in the text.
❑ Students discuss & justify their selection of words.
 02 Interactive writing
❑ Teacher and students compose a story or text, share a pen
in writing.
❑ Students are encouraged to write a part of the text in
their ability.
❑ Teacher support student's decision making as they
practice in writing.
❑ Provide scaffolding for young children.
 Teaching strategies

Modelling
of activities
 Predictable
0
routines and
1
signals
❑ Reduce learners' anxiety.
❑ Having patterns routines,
and signals helps learners
relax.
 Interactive reading-
02
aloud
❑ Reading with different voices,
expression for different characters,
gestures.
❑ Produce strong language model.
❑ Produce discussions, grammar
exploration, motivation &
predictions among students.
 Teaching strategies

Error
Correction
 0 Encourage
1 Self-Correction

❑ Asking them to check their

own work before turning it in.
❑ Provide prompts or sentence
starters to help guide them in
the right direction.
 Use Positive
02
Reinforcement

❑ Encourage students
when they correct
their errors.
 Model Correct
03
Responses
❑ Provide a model of the
correct response
❑ Students can see and hear
the correct way to do
things.
 Teaching strategies

Dealing with
students’
problems
 0
Skills grouping
1

❑ Arrange students in groups based on their need for

instruction in a specific skill.
❑ Enhance the delivery of comprehensible input.
 3
Techniqu
es
 Teaching techniques

Meaningful Practice
vs.
Mechanical Practice
 Meaningful practice and mechanical practice are
different that have significant implications for the
effectiveness of teaching techniques.

Meaningful practice involves actively engaging with

the material and connecting it to existing knowledge and
personal experiences.

Mechanical practice involves simply repeating

information without much thought or analysis.
 Meaningful practice
techniques
02
01
Picture stories Storytelling

03 04
Real-world
examples Visualisation
What does meaningful practice do?
Meaningful practice helps students
connect new information to prior
knowledge to promote deeper learning.
 Meaningful
Practice

01
Picture stories
Meaningful
Practice
A picture
is worth a
thousand
words

34
 Meaningful Practic

Picture
stories are
focusing on specific
language points or as material for Speaking
and Listening activities.
Meaningful Practice

How to approach this

technique
Two broadly different
approaches:
● Accuracy to fluency
● Fluency to accuracy
 Meaningful Practic

Written
work
Instead of getting students to write out the
whole story, give them an incomplete text
that you have written earlier.
 Meaningful Practic

0
2
Storytelling
 Meaningful Practic
How many steps are
there?

Mentally
Announce to the Tell the story
prepare your
students
story
You have to know what you … that you are going to tell
Let the students discuss the
story if they want, then move
are telling. them a story. on.
Meaningful Practice
0
3
Real-world
examples
Use examples that are relevant to students' lives
to help them see the relevance of the concepts
they are learning
 Meaningful Practic

04
Visualisation
 Meaningful Practic

Visual aids

Mind maps
Diagram
Videos

Help students understand complex concepts

and connect them to real-world situations
 Mechanical practice
techniques
Drill and
01 repetition

Teacher says some sentences or phrases

Learners repeat the sentence or phrases loudly.

=> build fluency and automaticity with a skill or

concept.
 Mechanical
02 Timed activities Practice

- help students build speed and accuracy with a skill or

concept.

03 Mnemonics
- remember information by associating it with a catchy phrase or
acronym.
- Ask students to think of something true and memorable about
themself that include their first letter of their name
For example: ""I'm Quan and I'm Quiet""
 Mechanical
04 Games Practice

E.g.: Jeopardy-style quizzes, memory games, and crossword

puzzles

05 Anagrams
Ask students to write an anagram of their names (JIM -> MIJ)
- Invite a student to pick one of the anagrams and write the
name up
- Students guess whose name it is."
 Mechanical
Practice
06 Learning the right name

- Ask students to pronounce their name

- Listen carefully and practice
 Teaching techniques

Eliciting
01
Cloze
 How many types are
there?

Word bank Partial words Multiple-choice

Only one word is correct for Students insert missing letters This type tests knowledge of
each blank. from particular words in a grammar and secure grasp of
passage of text. word groups.
 0
2
Questions
and Answers
 Some tips

Occasionally ask Give students an

Avoid rhetorical
the student to equal opportunity Restate discussion
questions like
repeat the question to respond to your goal periodically.
"Right?", "Okay?"
before replying questions
 03
Interactive
Writing
 Steps

01 02 03
Explain to the
Make sure you have Plan out the lesson students the
the materials
topic/focus of the
needed
lesson
 Teaching techniques

Modelling
of activities
 Modelling of activities

01 Predictable routines and

• Teacher think-aloud:signals
Step 3:
Step 1: Step 2: Give students
Teachers model Develop a set of opportunities to practice
their thinking questions the technique, and offer
structured feedback

Step 4:
Read the selected passage aloud as the students read Step 5:
the same text silently. At certain points, stop and Demonstrate how good
"think aloud" the answers to some preselected readers monitor their
questions. understanding
 Modelling of activities

• Provide thinking stems:

Some examples of thinking stems for fiction
texts include:
• “I think_____ will happen, because___”
• “Next, I think the characters
will___because___”
• “I can predict that___because___”
• “Since____ happened, I think___”
• “Based on clues from the story, my guess
is___
 Modelling of activities

• Individual or class crystal

ball:
Students write their
predictions on sticky notes
and put them in the crystal
ball on an anchor chart or
whiteboard.
 Modelling of activities

• Nonfiction reading: making

predictions based on
nonfiction text features

Students skim the text features of

an informational text (table of
contents, headings,
images/captions, etc.) to make a
prediction about the text.
Modelling of activities
02
Interactive reading
aloud: Step 3:
Comments
Step 1: Step 4:
Step 2: and
After-
Book Inserting questions to
reading
introductio vocabulary support and
question
ns support extend
s
comprehensi
on
Modelling of activities

03 TPR (Total Physical

Response)
• The teacher performs an action,
both demonstrating and saying it
• Call on the students to repeat the
action
• Repeat once more
• Write the verb/phrase on the board
• Repeat with other verbs and return
to them regularly during the semester
to check retention.
Modelling of activities

04 Manipulati
ve

Flashcards Puzzle pieces Sequence strips

 Teaching techniques

Error
Correction
Error
Correction
01 Peer correction

01 02 03
students correct pairs or small promotes peer
each other's groups learning and
errors communication
Error
Correction

02 Eliciting

01 02
asking the identify the error
students and correct it on
questions to help their own
them self-correct
Error
Correction

03 Recasting

01 02 03
Teacher repeats the
Students hear without
Reformulation of a student's sentence with the
feeling singled out or
learner's utterance, correct form.
embarrassed.
in an attempt to &
provide the correct provides additional
target form. feedback.
Error

Immediate
Correction

04
correction

01 02
Correcting the Interrupting, repeating
student's error the correct form.
immediately
Students repeat it
Error
Correction

05 Positive feedback
10 Overt correction (Error)
06 Error logs

07 Delayed correction 11 Pinpointing (Slip)

08 Delayed correction 12 Oral cueing (Slip)

09 Delayed correction 13 Written cue

 Teaching techniques

Dealing with
students’
problems
Skill 1. Think-Pair-Share
groupin 2. Think-Pair-Square
g
3. Structured Controversy
4. Roundtable
5. Paired Annotations
6. Three-Step Interview
7. Thinking-Aloud Paired Problem
Solving
8. Peer Editing
 4
Conclusion
Incorporating a variety of teaching strategies and techniques can
lead to a more dynamic and effective learning environment.
Meet the needs of individuals and provide opportunities
for active engagement and practice.
Providing constructive feedback and creating a positive
classroom culture.
Students can reach full potential and become lifelong
learners.
 THANK
Quân
Thắm Phát YOU!!!! Duy

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