Princess Noura University –Curriculum and Instruction Dept.- Primary English ProgramEnglish
for Primary School Teachers (CURR 204) Specialized Readings in English (ESP)
Dr.Nesreen Al Homaid
Assistant Professor of
Curriculum and English
Language Methodology
Specialized Readings
In English
(ESP)
English for Primary School
Teachers CURR204
Lecture Five:
Teaching Methodology Part :1
Week 6
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Princess Noura University –Curriculum and Instruction Dept.- Primary English ProgramEnglish
for Primary School Teachers (CURR 204) Specialized Readings in English (ESP)
Dr.Nesreen Al Homaid
Assistant Professor of
Curriculum and English
Language Methodology
Teaching Methods
There are three common methods used to teach children: Grammar Translation,
Total Physical Response (TPR), and Communicate Language Teaching (CLT).

Grammar Translation
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What is it?
The teacher gives children lists of vocabulary with translations or
example sentences with translated grammar explanations. Students
should memorise these and then are tested.
o Advantages
It is an easy way to present new language and it ensures that students
understand the second language.
o Disadvantages
It can be boring, especially for children who prefer more active
learning tasks.
Total Physical Response (TPR)
o
o
What is it?
The teacher asks students to perform actions, e.g. “Stand up. Give me
a pen.” Action songs, stories, and rhymes are often used in TPR.
o
Advantages
It is a very useful method for beginners, and is more entertaining and
active than Grammar Translation.
o
Disadvantages
It is not as useful with higher level students, and focuses mostly on
listening.
2
Princess Noura University –Curriculum and Instruction Dept.- Primary English ProgramEnglish
for Primary School Teachers (CURR 204) Specialized Readings in English (ESP)

Dr.Nesreen Al Homaid
Assistant Professor of
Curriculum and English
Language Methodology
Communicate Language Teaching (CLT)
o
What is it?
Students work together to perform real-life communication. Surveys,
interviews, and solving puzzles are examples of CLT activities.
o
Advantages
Focuses on fluency, engages children, and allows children to express
themselves.
o
Disadvantages
Shy students may have difficulty with this method, and the teacher
many have difficulty keeping students speaking in English (rather
than Chinese). Teachers should remember to include not only fluency
but accuracy as well in their CLT lessons.
All three methods can be used in the classroom; the teacher does not need to
choose one. There is no proof that one is better than the others. If you get to know
your students and their likes and dislikes, you can choose the type of activities that
they enjoy the best.
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Princess Noura University –Curriculum and Instruction Dept.- Primary English ProgramEnglish
for Primary School Teachers (CURR 204) Specialized Readings in English (ESP)
Dr.Nesreen Al Homaid
Assistant Professor of
Curriculum and English
Language Methodology
Communicative Language Teaching
In Communicate Language Teaching (CLT), the teacher spends less time on the
structures of the language and more time encouraging the children to use the
language. This gives children the opportunity to say what they want to say, and the
teacher does not always have control over their language. Fluency plays a big role
in CLT.
In a real language situation (e.g. writing to a pen friend or speaking to visitors in
English), children will focus more on what they are saying rather than the
grammatical structures of English. CLT tries to bring this idea into the classroom,
and helps children communicate effectively in the world outside school. Fluency
activities provide this practice because during these activities, children often have
to check that they have understood each other, repeat themselves, or change what
they say, just like in real life.
Fluency isn’t the only skill practised in these types of activities. Accuracy is
important too, and the teacher should balance activities which focus on accuracy
(correct grammar) as well as fluency. However, the main point behind CLT is that
accuracy alone isn’t enough, and children improve accuracy through focusing on
fluency.
As the teacher, you can provide motivating communication activities such as
games and puzzles, and ask students to complete the activity working in pairs or
groups. Do not correct or intervene too much during the activity, and provide most
of the feedback after the students have finished the task.
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Princess Noura University –Curriculum and Instruction Dept.- Primary English ProgramEnglish
for Primary School Teachers (CURR 204) Specialized Readings in English (ESP)
Dr.Nesreen Al Homaid
Assistant Professor of
Curriculum and English
Language Methodology
Learning Styles And Teaching
Your students will be more successful if you match your teaching style to their learning
styles.
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
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What is a learning style?
Where do learning styles come from?
Why should teachers know about learning styles?
What types of learning styles are there?
What teaching methods and activities suit different learning styles?
What is a learning style?
Ellis (1985) described a learning style as the more or less consistent way in which a
person perceives, conceptualizes, organizes and recalls information.
Where do learning styles come from?
Your students' learning styles will be influenced by their genetic make-up, their previous
learning experiences, their culture and the society they live in.
Why should teachers know about learning styles?
Sue Davidoff and Owen van den Berg (1990) suggest four steps: plan, teach / act,
observe and reflect. Here are some guidelines for each step.

Students learn better and more quickly if the teaching methods used match their
preferred learning styles.
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Princess Noura University –Curriculum and Instruction Dept.- Primary English ProgramEnglish
for Primary School Teachers (CURR 204) Specialized Readings in English (ESP)



Dr.Nesreen Al Homaid
Assistant Professor of
Curriculum and English
Language Methodology
As learning improves, so too does self esteem. This has a further positive effect on
learning.
Students who have become bored with learning may become interested once
again.
The student-teacher relationship can improve because the student is more
successful and is more interested in learning.
What types of learning styles are there?
There are many ways of looking at learning styles. Here are some of the classification
systems that researchers have developed.


The four modalities (originates from the work of Dr's Bandler, R. and Grinder, J.
in the Field of Neuro-Linguistic Programming) Students may prefer a visual
(seeing), auditory (hearing), kinaesthetic (moving) or tactile (touching) way of
learning.
o Those who prefer a visual learning style...
 ...look at the teacher's face intently
 ...like looking at wall displays, books etc.
 ...often recognize words by sight
 ...use lists to organize their thoughts
 ...recall information by remembering how it was set out on a page
o Those who prefer an auditory learning style...
 ...like the teacher to provide verbal instructions
 ...like dialogues, discussions and plays
 ...solve problems by talking about them
 ...use rhythm and sound as memory aids
o Those who prefer a kinaesthetic learning style...
 ...learn best when they are involved or active
 ...find it difficult to sit still for long periods
 ...use movement as a memory aid
o Those who prefer a tactile way of learning...
 ...use writing and drawing as memory aids
 ...learn well in hands-on activities like projects and demonstrations
Field-independent vs. Field-dependent
o Field-independent students
 They can easily separate important from a complex or confusing
background. They tend to rely on themselves and their own thoughtsystem when solving problems. They are not so skilled in
interpersonal relationships.
o Field-dependent students
 They find it more difficult to see the parts in a complex whole.
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Princess Noura University –Curriculum and Instruction Dept.- Primary English ProgramEnglish
for Primary School Teachers (CURR 204) Specialized Readings in English (ESP)



Dr.Nesreen Al Homaid
Assistant Professor of
Curriculum and English
Language Methodology
They rely on others' ideas when solving problems and are good at
interpersonal relationships.
Left-brain dominated vs. right-brain dominated
o Students who are left-brain dominated...
 ...are intellectual
 ...process information in a linear way
 ...tend to be objective
 ...prefer established, certain information
 ...rely on language in thinking and remembering
o Those who are right-brain dominated...
 ...are intuitive
 ...process information in a holistic way
 ...tend to be subjective
 ...prefer elusive, uncertain information
 ...rely on drawing and manipulating to help them think and learn
McCarthy's four learning styles
McCarthy (1980) described students as innovative learners, analytic learners,
common sense learners or dynamic learners
o Innovative learners...
 ...look for personal meaning while learning
 ...draw on their values while learning
 ...enjoy social interaction
 ... are cooperative
 ...want to make the world a better place
o Analytic learners...
 ...want to develop intellectually while learning
 ...draw on facts while learning
 ...are patient and reflective
 ...want to know " important things" and to add to the world's
knowledge
o Common sense learners...
 ...want to find solutions
 ... value things if they are useful
 ...are kinaesthetic
 ...are practical and straightforward
 ... want to make things happen
o Dynamic learners...
 ...look for hidden possibilities
 ...judge things by gut reactions
 ...synthesize information from different sources
 ...are enthusiastic and adventurous
What teaching methods and activities suit different learning styles?
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Princess Noura University –Curriculum and Instruction Dept.- Primary English ProgramEnglish
for Primary School Teachers (CURR 204) Specialized Readings in English (ESP)

Dr.Nesreen Al Homaid
Assistant Professor of
Curriculum and English
Language Methodology
The Four Modalities
o Visual
 Use many visuals in the classroom. For example, wall displays
posters, realia, flash cards, graphic organizers etc.
o
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Auditory
 Use audio tapes and videos, storytelling, songs, jazz chants, memorization
and drills Allow learners to work in pairs and small groups regularly.
o Kinaesthetic
 Use physical activities, competitions, board games, role plays etc.
Intersperse activities which require students to sit quietly with activities
that allow them to move around and be active
o Tactile
 Use board and card games, demonstrations, projects, role plays etc. Use
while-listening and reading activities. For example, ask students to fill in a
table while listening to a talk, or to label a diagram while reading
Field-independent vs. field-dependent
o Field-independent
 Let students work on some activities on their own
o Field-dependent
 Let students work on some activities in pairs and small groups
Left-brain vs. right-brain dominated
o Left-brain dominated
 Give verbal instructions and explanations
 Set some closed tasks to which students can discover the "right" answer
o Right-brained dominated
 Write instructions as well as giving them verbally
 Demonstrate what you would like students to do
 Give students clear guidelines, a structure, for tasks
 Set some open-ended tasks for which there is no "right" answer
 Use realia and other things that students can manipulate while learning
 Sometimes allow students to respond by drawing
McCarthy's four learning styles
o Innovative learners
 Use cooperative learning activities and activities in which students must
make value judgements
 Ask students to discuss their opinions and beliefs
o Analytic learners
 Teach students the facts
o Common sense learners
 Use problem-solving activities
o Dynamic learners
 Ask students about their feelings
 Use a variety of challenging activities
If you vary the activities that you use in your lessons, you are sure to cater for learners
with different learning styles at least some of the time.
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Princess Noura University –Curriculum and Instruction Dept.- Primary English ProgramEnglish
for Primary School Teachers (CURR 204) Specialized Readings in English (ESP)
Dr.Nesreen Al Homaid
Assistant Professor of
Curriculum and English
Language Methodology
Teaching children
Are children better language learners than adults? While children who start
learning a second language early may have a better chance of developing better
pronunciation, they are not necessarily better language learners. This is generally
because younger children do not have the developed mental abilities of older
children and adults, and this limits their ability to understand and apply
grammatical structures and vocabulary. It is important that parents and teachers
have realistic expectations of children learning a language.
Teaching Younger Learners
There are many things a teacher needs to keep in mind when teaching young
children. They are not only engaged in the process of learning a language, but
continuously growing and developing, and your classroom needs to accommodate
the fact that they are developing physically, socially and emotionally, as well as
mentally. Children need a lot of physical activity. If you ask them to sit and
concentrate for a long period of time, they will become restless. They also need to
talk to each other more than older learners because they are developing socially.
Younger children need a lot of positive feedback from their teachers to feel
comfortable in the learning environment and are very curious about the world
around them.
Activities for Younger Learners
You can try using more physical activities like games, songs, and stories to help
get children involved in the learning process. These activities give children a
chance to practise language indirectly in a context that children feel comfortable in.
Children learn more when the teacher gives them a clear goal for the activity and
when she demonstrates what they should do. Teachers should create a relaxed
atmosphere and give clear feedback.
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Princess Noura University –Curriculum and Instruction Dept.- Primary English ProgramEnglish
for Primary School Teachers (CURR 204) Specialized Readings in English (ESP)
Dr.Nesreen Al Homaid
Assistant Professor of
Curriculum and English
Language Methodology
What Are the Primary Teaching Styles?
There are five primary teaching styles that instructors often use to develop their
own individual teaching styles. How these styles are used is typically based on the
subject matter and the age and cognitive ability of the students. Although some
instructors have a dominant primary style, most will mix elements of other styles
to adapt to the classroom and students.
Expert/Command
In the expert or command teaching style, the instructor is considered the
expert by the students with the requisite knowledge and expertise. The
instructor gives the information needed through a brief explanation followed
by a demonstration. A short amount of time is spent on instruction with this
teaching style, but it is often not sensitive to the students' individual needs.
Expert teaching can also be confusing to some students because
occasionally, the underlying methods used to find answers may be unclear.
Formal Authority/Task
Instructors who use the formal authority or task teaching style set up
learning goals, expectations and rules for the students. This style focuses on
the correct or established way of doing things and provides students with a
structure from which they learn. This style is similar to the expert teaching
style in that the instructor controls all or most of the decision-making.
Although the expectations from the instructor are clearer, relying heavily on
this teaching style alone requires a lot of preparation time for the teacher and
tends to be inflexible to students' individual needs.
Personal Model/Demonstrator
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Princess Noura University –Curriculum and Instruction Dept.- Primary English ProgramEnglish
for Primary School Teachers (CURR 204) Specialized Readings in English (ESP)
Dr.Nesreen Al Homaid
Assistant Professor of
Curriculum and English
Language Methodology
Personal modeling or demonstrating requires the instructor to guide and
direct students by showing how things are done then encouraging students to
observe before copying the instructor. Although this style is useful in that it
is clear, it can inhibit learning for some students if the instructor is not open
to alternative methods of doing things.
Facilitator/Guided Discovery
The facilitator or discovery style of teaching guides and directs students
through questions, suggestions and by encouraging students to make
informed choices. The goal in this teaching style is to encourage initiative
and personal responsibility. Instructors which use this teaching style work
with students as a consultant, providing support as they learn. This style is
flexible because the instructor is open to alternative options, but it can be
time-consuming and is not ideal for large groups.
Delegator
The delegator teaching style is focused on encouraging students to learn
independently. Students that learn under this teaching style work alone on
projects, either individually or in teams. The instructor does not guide or
suggest but is available should the students need more instruction or
information. Although this style is ideal for teaching students to be
independent learners, students that lack the confidence to work on their own
or ask questions may not respond well.
11
Princess Noura University –Curriculum and Instruction Dept.- Primary English ProgramEnglish
for Primary School Teachers (CURR 204) Specialized Readings in English (ESP)
Dr.Nesreen Al Homaid
Assistant Professor of
Curriculum and English
Language Methodology
Teaching grammar
Teachers of children tend to focus on vocabulary and pronunciation the most, and
these are certainly important areas. However, it is important not to neglect
grammar in your classroom. It is important that children develop all four skills
(reading, writing, listening and speaking), and grammar, along with vocabulary,
will allow them to do this.
However, it is important to keep in mind that children are often not able to think in
abstract terms, and are still developing mental concepts. This means they may not
be able to analyse language through a grammatical perspective. Try to avoid using
metalanguage (e.g. passive verb, subject, object) and focus instead on what
grammar can do to achieve communication.
Your lesson plans should include tasks which use grammar to achieve a goal. For
example, you can ask children to describe a picture, which will involve using
present progressive, e.g. “The man is walking with his dog”. You can ask your
students to guess what object is in a bag, which will require them to formulate
questions. Activities which embed grammar and teach grammar indirectly motivate
students much more than drills or explanations.
As the teacher, you should make sure all new grammar is taught before the
activity. The focus of this, however, should be that the students understand the
meaning of the grammar. You can use Chinese to make sure they understand. Keep
in mind that children may learn easily but forget quickly. Recycle new grammar
frequently to help them remember.
12
Princess Noura University –Curriculum and Instruction Dept.- Primary English ProgramEnglish
for Primary School Teachers (CURR 204) Specialized Readings in English (ESP)
Dr.Nesreen Al Homaid
Assistant Professor of
Curriculum and English
Language Methodology
Accuracy and Fluency
Firstly, what do we mean by accuracy and fluency? Activities which focus on
accuracy try to get students to say something correctly (correct grammar, correct
word form). Activities which focus on fluency try to get students to communicate
successfully, even if they make some mistakes.
Both are equally important for language learning and language use. Accuracy
certainly helps students communicate, and they may need a high level of accuracy
to pass exams. Fluency activities are important because they allow students to
express their ideas and communicate in a meaningful and enjoyable context.
Most accuracy activities focus on mistakes. The teacher can correct students’
mistakes or she can ask the children to correct some errors that she has written on
the board. During fluency work, however, the teacher should only correct
selectively and respond to the meaning of what a child has said, rather than the
form. For example, if a child says, “I ping-pong yesterday”, you can say, “Oh, you
played ping-pong? That’s nice.”
Children need a balance of fluency and accuracy activities to learn effectively. Try
to plan your lessons to include both types, and think about which type will help
students achieve the aim of the lesson. You can try accuracy activities after
teaching new language, and after the children are comfortable, move to fluencyfocussed activities. But this is not the only way to do it – you can start with fluency
activities and then move on to work on accuracy.
13
Princess Noura University –Curriculum and Instruction Dept.- Primary English ProgramEnglish
for Primary School Teachers (CURR 204) Specialized Readings in English (ESP)
Dr.Nesreen Al Homaid
Assistant Professor of
Curriculum and English
Language Methodology
First and Second Languages
Is learning a first language at home the same as learning a second language at
school? Yes, partially due to environment. For example, a four-year-old child who
is awake 10 hours every day has had more than 15,000 hours of contact with their
first language. Most students only study their second language a few hours a week.
In addition, a first language learning has mainly one-to-one contact with their
parents, but a student must share the teacher’s attention with all the other students
in the class. Obviously, learning a second language in a classroom context will be
more difficult and time-consuming.
That is not to say that the process of learning a first and second language are
different. In fact, children seem to go through similar stages with both. The
processes are quite similar, though they take different lengths of time.
The English teacher can think about ways of making classroom activities similar to
first-language learning environments by using English as much as possible, using
gestures and facial expressions, and pictures / objects. It also helps if the teacher
allow students time to be silent (listening without needing to respond), as children
learning their first language are. Silent children are not necessarily lazy children;
they may just be working out the rules of the language in their minds. Finally, the
teacher should try to respond positively to children’s attempts at language,
focusing on the meaning of what they said.
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