UNIVERSIDAD TÈCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y EDUCACIÒN

CARRERA DE IDIOMAS

LANGUAGE TEACHING STRATEGIES

BY: MEDINA TANIAMESIAS NATALY

• The emphasis of the lesson is on a subject, a topic or a theme, and the contents of the book are arranged around these topics.• It is a useful, helpful, practical and

excitingway to teach.

TOPIC-BASED WORK

• It’s easier to relate the lessons to the experiences and interests of Ss. (Particular topic-content become important)

WHY DO TOPIC-BASED WORK?

Children can associate words, functions, structures and situations with a particular topic. It will help understanding and memory.

• It allows to bring different materials to work in class, focusing in only one topic per each class. It includes all the langguage skills as well as guided and free activities.

• Spending tho amount of necessary time , the class will be short or long depending on how much interest it has.

WHY DO TOPIC-BASED WORK?

HOW TO SET ABOUT IT

CHOOSING YOUR TOPICIf the pupils are interested in a particular subject, try to work it into your timetable.

PLANNING TIME

• At the long term planning stage you should decide the topics and the time.

• If you have not done topic-based teaching before, take one topic in which the children are interested.

COLLECTING MATERIAL

• When you find something make a note of it at once.• Write down on a piece of paper, label it and put it into the cardboard

box you keep for that topic.• Pupils can often help.

FUNCTIONS AND SITUATIONS• The topic decides which situations and functions you can take up.• You have to make a selection of which ones you want to concentrate

on.• It is useful to know what you want the pupils to be able to do by the

end of the topic period.METHODS AND ACTIVITIES

• Familiarity nurtures security.• Topic-based work opens up all sorts of possibilities.• Topic-based work lets the free activities take over.

ASSESSMENT

Ask the children:• What they liked/didn’t like doing.?• What they would have liked to spend more/less time on?• Which stories did they like?• Do they think another class would like the same topic?

FOOD: BEGGINERS

We want pupils to be able to :

• Describe local food as well as foreing• Follow simple receips and give instructions of how to make

dishes• Behave politely at table in English• Express likes and dislikes• Do simple shopping

SITUATIONS AND FUNCTIONS

STRUCTURES THEY SHOULD KNOW BY THE END OF THE TOPIC PERIOD

• To present the vocabulary teachers can use cards or pictures• To practice it you can use card games• To do listening comprehension activities.

VOCABULARY WORK

• Ss can create their own dialogues by using even the pictures or cards that were presented as vocabulary.

DIALOGUES AND ROLE PLAYS

• There is a variety of songs and rhymes that you can use to connect with the class topic

• Bring a teddy

FREE ACTIVITIES

• Give students suggestions• One of the exciting things about working with topics is that you

can adapt the topics to your own interest and your own teaching style.

ASSESSMENT

FRIENDS: 9-10 YEAR OLDS (LEVEL 2)

• It is important to get pupils to talk about being friends and what it involves.

• The emphasis here will be on pupil-produced work.• This topic depends very much on the type of pupils the teacher

has and on the atmosphere.

ACTIVITIES

WHAT IS A GOOD FRIEND?• Ask the pupils to complete the sentence; ‘A good friend……….’• The sentences are collected to make a ‘Good Friend Poster’

WHAT DO YOU QUARREL ABOUT?• Ask your pupils to close their eyes and think about the last time they quarreled with

a friend.• Make a list on the board.• Ask the pupils to put the list into two columns “IMPORTANT THINGS” “UNIMPORTANT

THINGS”

MY SECRET FRIEND• Ask your pupils to write their names in a piece of paper.• Put them in a box and ask the pupils to take one piece of paper.

THE IDEAL FRIEND• Give pupils some examples from a quiz about friends.• Find other situations involving friends and write them on the board.