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Teaching ESL\ EFL, Art, Science, and Mathematics

Teaching ESL EFL, Art, Science, and Mathematics. Carrie Cable Pages, 345-356. Objectives:. Students should be able to : Demonstrate understanding of the meaning of ESL EFL, and TESOL. Recognize different methods of teaching ESL EFL.

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Teaching ESL\ EFL, Art, Science, and Mathematics

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  1. Teaching ESL\ EFL, Art, Science, and Mathematics Carrie Cable Pages, 345-356

  2. Objectives: • Students should be able to: • Demonstrate understanding of the meaning of ESL\ EFL, and TESOL. • Recognize different methods of teaching ESL\ EFL. • Understand the main concepts of teaching art, science and mathematics. • Recognize the value of teaching those courses. • Identify the effective strategies to teach art, science and mathematics.

  3. Teaching ESL/EFL ESL is an acronym that stands for (English as a Second Language). Itrefers to the use or study of English by speakers with different native languages. It is also known as English as a foreign language (EFL).

  4. What is TESOL ? It stands for Teaching English to Speakers of Other Languages

  5. Language Learning Skills There are four skillsin language learning: Active skills (Productive): • speaking • writing Passive skills (Receptive): • listening • reading

  6. Methods of Teaching ESL \ EFL 1 2 3 4

  7. 1. Grammar-translation method • It involves translating words and sentences from a text into the mother tongue (the native language). • Classes are taught in the students' mother tongue, with a little active use of the target language. • Grammar rules are taught deductively.

  8. 2. Direct method: • It involves associating objects or visual presentations with the word or phrase in the language being learned. • The mother tongue is NEVER used. • Grammar rules learned inductively. • Teacher must speak the target language.

  9. 3. Audio-lingual method: • It is based on the principle that language learning is habit formation. Itinvolves the repeated practice of words and phrases through drills and dialogues. • The method fosters dependence on mimicry, memorization of set phrases and over-learning. • There is a focus on correct sentence forms and correct pronunciation.

  10. 4. Communicative approach: • It emphasizes speaking and listening, but with the teacher providing authentic language and authentic situations. • Learners practice the language through role-play, games and pair work. • Grammar is taught inductively.

  11. Artin the Primary School

  12. What is Art? Art is the expression or application of human creative skill and imagination, typically in a visual form such as painting or sculpture, producing works to be appreciated primarily for their beauty or emotional power. (Oxford dictionary)

  13. Teachers should ensure that children are provided with a variety of interested and useful tasks. Here are some important tips for planning activities: • Art activities should be suitable for students’ ages and abilities. • Differentiate your activities to improve different skills. • Divide the students into effective groups (small number with different abilities). • Know when to teach some aspects of art as a discreet subject. • Give the students a chance to choose the task and the martials.

  14. Teaching Primary student

  15. What is Science?

  16. The importance of science in the primary school: • The importance of including science was under debate for many years. Science did not become accepted at school until the late 19th century. • Modern developed countries need their education systems to produce well-qualified scientist and technologists who will be the researchers of tomorrow. • Science is a very interesting and important subject to learn as it arouses children’s curiosity about the nature and whatever happens in our every day life. • Science helps the children to understand better about their own sense organs, living and non-living things, energy, electricity and so on.

  17. Teaching Mathematics

  18. What is Mathematics? ‏

  19. Next Week: Teaching Assessment

  20. References Learning to Teach in the Primary School. Arthur & Cremin,2010. 2nd edition. Routledge: Taylor & Francis Group, London. Lancaster, J. (1990). Art in the primary schools. New York: Routledge. Retrieved from http://books.google.com.sa/books?id=irhFzAoWRJsC&printsec=frontcover&dq=Lancaster+Art+in+the+Primary+Schools&hl=ar&sa=X&ei=t1hgUbDcC4T2sgbRloGwAg&ved=0CDQQ6AEwAA Turne, S. (2013). Teaching primary mathematics. London: SAGE. Retrieved from http://books.google.com.sa/books?id=3JK73_3iBBMC&printsec=frontcover&dq=Teaching+Primary+Mathematics&hl=ar&sa=X&ei=TFtgUa3mHIqWswbSwIHwAQ&ved=0CD8Q6AEwAg#v=onepage&q=Teaching%20Primary%20Mathematics&f=false Ward, H., Roden, J., Hewlett, C. and Foreman, J. (2008) Teaching science in the primary classroom. 2nd ed. London: Sage. Retrieved from http://books.google.com.sa/books?id=Acod4-qGO4QC&printsec=frontcover&dq=Ward+Roden+teaching+science+in+the+primary+classroom&hl=ar&sa=X&ei=1F1gUbaoCY3TsQaRr4DIAg&ved=0CC8Q6AEwAA

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