Guide To Teaching English for L2(non english speaking people)

There are a few things that should be remembered when we are trying to teach English, especially for the non-speaking English people. I believe it is very hard for them to understand it as English is not their first language and they might find it confusing ( how to spell, sounds, write, etc)

As I start to teach English in my hometown, I need to figure out how to teach them in an interesting ways and fun so that all the Englsih words could be memorized unconsciously and easily.

So I'll start to search which method will be good. Hence, I found an article about it in HERE . So lets have a look what it said:

1. Keep It Simple

One problem that teachers often encounter is that of trying to do too much, too quickly. Here is an example:

Let's learn the verb "to have" today. - OK - So, the verb "to have" can be used in the following ways: He has a car, He's got a car, He had a bath this morning, He has lived here for a long time, If I had had the opportunity, I would have bought the house. Etc.

Obviously, you are focusing on one point: The verb "to have". Unfortunately, you are covering just about every usage of have which then also brings into play the present simple, have for possession, past simple, present perfect, "have" as an auxiliary verb etc. Overwhelming to say the least!

The best way to approach teaching is to choose just one use or function, and focus on that specific point. Using our example from above:

Let's learn the use "have got" for possession. He has got a car is the same as saying He has a car... etc.

Instead of working "vertically" i.e. uses of "have", you are working "horizontally" i.e. the various uses of "have" to express possession. This will help keep things simple (they are actually pretty difficult already) for your learner and give him/her tools on which to build.

2. Slow down and Use Easy Vocabulary

Native speakers are often not aware of how quickly they speak. Most teachers need to make a conscious effort to slow down when speaking. Perhaps more importantly, you need to become aware of the type of vocabulary and structures you are using. Here is an example:

OK Tom. Let's hit the books. Have you got through your homework for today?

At this point, the student is probably thinking WHAT! (in his/her native language)! By using common idioms (hit the books), you increase the chance that the student will not understand you. By using phrasal verbs (get through), you can confuse students who may already have quite a good grasp of basic verbs ("finish" instead of "get through" in this case). Slowing down speech patterns and eliminating idioms and phrasal verbs can go a long way to helping students learn more effectively. Maybe the lesson should begin like this:

OK Tom. Let's begin. Have you finished your homework for today?

3. Focus on Function

I find the one of the best ways of giving a lesson shape is to focus on a certain function and take that function as the cue for the grammar that is taught during the lesson. Here is an example:

This is what John does everyday: He gets up at 7 o'clock. He takes a shower and then he eats breakfast. He drives to work and arrives at 8 o'clock. He uses the computer at work. He often telephones clients... etc. What do you do everyday?

In this example, you use the function of talking about daily routines to introduce or expand on the simple present. You can ask the students questions to help teach the interrogative form, and then have the student ask you questions about your daily routines. You can then move on to questions about his/her partner - thereby including the third person singular (When does he go to work? - instead of - When do you go to work?). In this way, you help students produce language and improve language skills while providing them with structure and understandable chunks of language.