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1 My Teaching Philosophy M.Ed. TESOL Program Kabul Education University Afghanistan Qeyamuddin Mubashir 2013 Advisor: Beth Trudel

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Page 1: Teaching Philosophy - Mubashir

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My Teaching Philosophy

M.Ed. TESOL – Program

Kabul Education University

Afghanistan

Qeyamuddin Mubashir

2013

Advisor:

Beth Trudel

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Introduction to my teaching philosophy

Studying Instructional Issues changed my mind in looking at my students, current teaching,

teaching methods and approaches, teacher‟s role, student‟s role, learning theories input and

output hypothesis, learning styles and strategies. When I was teaching in the past, I was boasting

that I am using communicative language teaching and approaches; I thought that I am

considering all the needed standards for teaching and learning is taking place. However I was

doing what I boasted but still with some difficulties and problems. It means that still I need to

improve my teaching and bring positive changes. For example, right now I am using

communicative language teaching I will improve it in the future to make it more communicative.

1. What method(s) or approaches do I currently use? How did I choose these methods?

How do I know they are effective?

Currently I am using communicative language teaching (CLT) in my classes. I use it because I

would like my students to learn the lesson practically by sharing their experiences and

knowledge with the class. I chose this method to teach my classes with a lot of effort when I was

a student at Kabul University in 2008. When I first studied the theories and principles of

communicative language teaching, I thought it is impossible to apply it in Afghan context. But

later, when our teacher taught us a model class using CLT, I realized that it would be both

possible and effective in Afghan context and my classes. When I observed my teacher‟s model

class I saw that all the language skills were practiced integrated. By the instruction of our

teacher, my classmates and I could produce a piece of our own writing at the end of the class.

When I experienced that this method is a very effective way of teaching the language, from that

time on I decided to use it in my classes. Although I faced lots of difficulties using this approach

to teach my classes, I didn‟t stop using it. I knew that if sometimes there were some failures in

my classes while using this method it was not the fault of this method, it was my problem that I

might not know how to use it effectively. I tried and tried and tried this method for four years

until I could succeed to use it effectively in my classes and convinced my students that this is a

good way of teaching and they really learned.

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This approach of teaching is effective for many reasons. First, there is an emphasis on learning to

communicate through interaction in the target language (Nunan, 1991, p. 279). In this method the

classes are designed in a way that there is opportunity to use target language in the class

discussions, instructions and all other classroom language. Then authentic texts are used in the

learning situations rather than made up texts. When we use authentic texts in the language, the

students learn authentic language and they can link what they learn in the class with the outside

community. As well as the other element of this method which make it more practical and

effective for me is the role of the teacher in this approach. The teacher‟s role in this approach is a

facilitator, prompter, participant, resource and tutor. When the teacher is a facilitator, it means

that he/she checks the students or groups of students in the class to make sure they understand.

As a participant, teacher goes and takes part in the group discussions with the students and helps

them in their tasks. I particularly like this role. I like to go to groups and work with my student

and help them learn things. The teachers talking time is also less in this method only the teacher

is as a facilitator in the class not the authority. Finally, the reason which this method I think is

effective for students is that the teacher paves the way for students to learn in this method rather

than transfer of knowledge from the teacher to students. The effectiveness should be measured

by the results of your students. Please add.

The way I use this approach in my classes I can show it through an example. For example, I

start my class by writing the name of Sayed Jamalluddin Afghani, the Genius of East on the

board in a spider diagram and ask my students: What do you know about work and life of him? I

give my students 5 minutes to think and then I ask them and write their ideas on the board. Later

I distribute the handout about life and works of Sayed Jamalluddin Afghani to my students and

ask them to read the text and discuss in their groups: what are his important works and

characteristics as a genius? Next, I ask one person from every group to share their group‟s

findings with their class. And finally I ask the students to summarize the text Sayed Jamalluddin

Afghan‟s Life and Works in their groups.

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2. Do the methods, approaches and techniques studied in class apply to the Afghan

classroom? If not, why not? If they do, how do they apply, and how would they

improve your teaching? Please deal with each one individually.

The methods, approaches and techniques we studied in the instructional issues class are different,

some of them could be applied in the Afghan context and some of them would not be applicable

in Afghan context.

Many of the methods, approaches and techniques are applicable in Afghan context. For example

the Communicative language teaching (CLT), Direct Method, and Vygotsky‟s theory all have

interconnected characteristics and tries to build communicative competence. Although

implementing the methods which try to enhance and build communicative competence are new

in Afghanistan and there are obstacles as in its way, they are applicable in Afghan context.

Application of the communicative approaches needs more efforts in Afghanistan. For example

history of teaching grammar translation and the teachers have not received modern

methodologies are the obstacles. Based on all the reasons mentioned above we need to work hard

in applying the communicative methods in Afghanistan. And based on my experiences on

practicing communicative approaches, I am sure that these good approaches are applicable and

effective in Afghan context and classrooms. For good application of communicative approaches

in Afghanistan and to strengthen we need more practice and study about these approaches. I

would like to show the application of these approaches through a life example about one of my

classes I taught last week in a senior class at KEU. To teach lesson planning in a methodology

class started as following.

First, I asked my students to sit in groups of five and asked them: what do you think a lesson

plan is and why it is important? Then students discussed in groups and shared their ideas in the

class and I wrote their ideas on the board after encouraging the students for all the definitions

and importance they explain we all chose one and improved it as a whole class. Next, I asked the

students to discuss in their groups: what elements should be there in a lesson plan? After five

minutes discussion I wrote their ideas in a spider diagram on the board and discussed each

element one by together. Then, I give them a model lesson plan to evaluate and compare with

their ideas. Later, after their group discussion we discussed the model lesson plan as a whole

class. Then, I asked them to write the aim of today‟s lesson in groups and we improved it on the

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board. Finally, I asked my students to follow the model and write a lesson plan choosing their

preferred topic. This was a real life example I shared in my teaching philosophy. This example

matches with all the three approaches I have chosen to be effective and applicable in

Afghanistan.

The other communicative approach is Total Physical Response. It‟s a little different with the

other approaches regarding the activities and order of the skills practiced than the approaches I

talked about earlier. This method is also applicable in Afghanistan and I would like to say that

since this method involves lots of acting by the teacher and performing by students it is more

enjoyable for low level students or children. Mostly the action verbs are practiced well in this

approach. For example, in a beginner class we can teach students: stand up, sit down, walk, run,

shout, open the window, clap and jump.

Grammar Translation Method translation method is also one of the methods we studied in this

book. We should admit that grammar translation method is one the methods through which me

and most of other English teachers here in Afghanistan have learned English. It has an old

history in Afghanistan ELT. This method is still being used by English teachers in private course

and high schools. Mostly people use it because they think it‟s a little convenient for them.

Grammar translation is a method that mostly focuses on long definitions of grammar points,

translation of passages, memorizing things about English language and involves more mental

activities. It focuses more on accuracy rather than fluency. Communicative competence is not

practice more in this method and not considered very important. Although this method is very

much applicable in Afghanistan than any other communicative methods but it is not effective to

learn the language. Based on my experiences and observations about teaching through grammar

translation method it is not helpful for students to learn the language and therefore I don‟t like to

apply it in Afghanistan any more.

The other new thing I learned in this book is teaching strategies for the skills of the language.

Teaching strategies are the most important thing for me. The teaching strategies we studied in

this book are very much applicable in Afghan context and effective for the ESL students. For

example, when we use good strategies for a skill the students can learn easily. For a pre-listening

activity if we give the students information about the topic of the listening and activate their

schemata the students can easily understand while they listen to the audio. The same importance

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is with the other skills. Therefore I think that teaching strategies for different skills of the

language are very helpful and effective for the students.

Motivation is the other important point we studied in this book. There are two types of

motivation and according to this book motivation is one of the important tools that accelerate

students learning. Motivation is one of the most needed things for afghan ESL students and

needs to work more toward generalizing it in afghan classes and is very much applicable and

effective for Afghan students.

Games, storytelling, role plays, dramas are the other enjoyable, practical and applicable

techniques in teaching English for the Afghan students in Afghan context. We can choose

situations to practice role plays. We can use stories to practice dramas and storytelling activities

in our ESL classes. Games are also the most applicable technique in afghan context. We can

think of our lesson change it into games and practice it in our class. For example, we can have

spell games, games on completing a jumbled paragraph task and set a prize the one that finishes

first and many more.

Finally at the end I would like to comment that no approach is a bad approach every approach

has advantages and disadvantages. We cannot say that one approach is not applicable and the

other is entirely applicable in Afghan context. We can design our lesson plans using a variety

and combination of methods to make it more dynamic and effective for the students to learn

something. I mean that sometimes we need Grammar Translation Method to teach a topic for the

students and sometimes a combination of CLT and GTM. To conclude I would like to comment

that every method needed for language teachers.

This is a good and thorough answer to this question. Nice work. However, I do disagree with you

on GTM. I think the only time the first language should be used in the classroom is to translate

difficult vocabulary words. However, you should have your own opinion!

Input and Output Hypothesis

In the past I was teaching without understanding input and output hypothesis. Although I didn‟t

know these two hypotheses I had communicative classes. I was trying to expose my students to

output. I was doing more group work and pair work. Now that I know what input and output

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hypothesis are I don‟t agree to Krashen‟s idea that he says students can only learn second

language by offering them the input. I believe that students need both input and output. Offering

input to students without letting them practice the language through communication, which is

output, is not practical. In my idea the most important thing for students is the output which

helps the students to practice the input, i+1. Now that I teach any class, I try to teach my students

more through output rather than input hypothesis. When we design communicative activities it

involves both input and output. For example I design my lesson plans in a way that has more

group works, pair works and role play to help my students practice more the output. Again as a

real example, in one of my lessons to write an integrated summary I do the following steps.

Example:

First, I give my students the text Action Research and ask them to read, discuss and highlight

the key ideas in pairs. Then, I ask all the students to watch the video Action Research and take

notes of the key ideas individually and then compare their notes with their partners and ask and

answer questions about their notes. Later, in groups of 3 I ask the students to discuss the key

ideas highlighted in the text and the notes they took from the video to find out the similarities

and differences between the ideas of both authors and then fill out the graphic organizer. After

filling out their graphic organizer I ask the groups to start writing their integrated summaries.

When the groups finished writing integrated summaries, I ask every two groups to sit together,

one person from each group read their integrated summaries and the other groups listen and give

feedback on the ideas and transition. Then the other group follows the same process. Finally, the

groups go back in their places and revise their integrated summaries and write the final draft.

This was an example of applying output, which has input from the students. In this activity there

are group works, pair works and individual. The students discuss the ideas in groups, ask and

answer questions, give feedback and read, speak, listen and write.

Vygotsky’s Socio-cultural Theory

In the earlier chapter in the instructional issues class, we studied Krashen‟s input hypothesis and

Swain‟s output hypothesis and I chose output hypothesis to follow in my teaching. Now that I

studied Vygotsky‟s socio-cultural theory, I prefer to apply it in my teaching/ classes.

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As Vygotsky (1978) proposes “that an essential feature of learning is that it creates the zone of

proximal development: that is learning awakens a variety of internal development processes that

are able to operate only when the child is interacting with people in his environment and in

cooperation with his peer. Once these processes internalized they become part of the child‟s

independent development achievement” (Vygotsky, 1978, p. 90).

According to Vygotsky a learner has three zones; potential development, zone of proximal

development and actual development. The distance between potential development and actual

development is zone of proximal development. Now I know where a leaner is before starting

learning, how he/she will change or learning can change him/her and what will he/she become

after learning takes place. To help a learner go from potential development to actual

development I should have problem solving activities and critical thinking. I found out that if we

use transmission model where only teacher have the most roles and talks a lot, the students will

remain in the potential development level forever.

Although I was doing some communicative activities in my class in the past, but still it was not

enough to shift students from potential development to actual development efficiently. To

improve my teaching and have modern classes and teaching in the world and make sure my

student move from potential development to actual development in the future, I will try to have

classes where there are lots of problem solving activities, communicative tasks that makes my

students critical thinker and independent learner. For example, I will ask my students who

should clean the city, the people or the municipality? I divide students into groups of five and ask

them to discuss about this question. Later, I ask one or two people from every group to report

their discussion. Then, I all the people in the groups didn‟t have the same ideas I ask every five

students who have the same idea about cleaning the city to sit together and write a paragraph and

say their reasons why they think municipality should clean the city and why they believe that

people should clean the city.

Empowerment of students in the Language Classroom

Empowerment of students in the classroom means giving power to students and it begins with

the way teachers interact with students. Traditionally, classroom interaction sticks to the

initiation/ response/ feedback (IRF) paradigm in which the teacher asks a question (initiation),

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the student gives the answer (the response); and the teacher evaluates the answer (the feedback).

But in the modern methodology empowerment of students in the language classroom is “student

ownership of learning” (Harmer, 2001).This is helping students take control of their own

learning. But how do you do that? We can do this by giving responsibility to the students in the

classroom and letting students make decision about their lessons, as letting students to choose

their homework assignment. For example, I will provide students with two or three options

maybe one reflective journal and the other writing a lesson plan to choose one of them for

themselves. The other point is giving options and responsibility for students about tests that

could be done in many ways. One way is to divide students into groups and assign each group

one unit to write 5 questions. Then, I will ask the groups as a jigsaw reading to share their

questions. Later in the test the teacher should tell the students that brings half of the questions

from their own questions. The other facility is, for example, to make seven questions for the test

and ask them to answer any five of them they like. The other empowerment technique is

involving students in evaluation as self-evaluation. For example, I will ask the students to take

five minutes at the end of a class period to respond to the following questions:

What did I learn today?

What do I still have questions about?

Could I use this knowledge to take a test, complete an assignment, or accomplish

something in my life?

Teaching strategies

Teaching strategies are behaviors or processes that teachers use to develop their students learning

and their own skills. Good teaching strategies can make teaching easier, faster and more

enjoyable. For every teacher it‟s very much important to have and apply good teaching strategies

in their class. Though every teacher has teaching strategies for themselves but they are unaware

of them. Consciously set teaching strategies can enhance learning more than unconscious

strategies. Therefore, it‟s important to every teacher to set specific teaching strategies for them.

Teaching strategies are different for different skills.

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In the past I was not consciously using specific teaching strategies in my teaching. Now that I

know different teaching strategies of language skill to use in the classroom I can consciously set

strategies while teaching every skill in my classes. As an example, I have chosen the one strategy

that I prefer for every skill of the language.

Listening:

Listening is an important skill in learning spoken language both first and second Patricia &

Richard (2010). Listening has three stages as: pre-listening, while listening and post-listening.

The strategy I have chosen for pre-listening activity:

Explore with the students to their prior knowledge and experience concerning the content of

what they will be listening to. Provide background information to fill in any gaps (Anderson,

1999; Chang & Read, 2006).

For an ESL student listening is an important and the most difficult task because the English

learners are not exposed to Native English speaking communities and their listening sources are

usually their teachers or peers. For this reason, I would like to design very applicable and helpful

listening strategies for my students. The reason I have chosen this strategy for the pre-listening

stage is that I would like to link my students‟ prior knowledge and provide background related to

the listening. This way my students would be led to the context of the listening they are supposed

to listen and understanding the listening would be easier for them. I think the strategy that I have

chosen is very effective. For example, if I teach a listening class about the quality of water, I

first prepare an activity for students to work in pairs about quality of water to activate the

students‟ schemata about the quality of water, or I would ask some information questions about

the quality of water from the student. I do this activity to awaken their prior knowledge about the

quality of water and prepare them for the actual listening.

The strategy I have chosen for while-listening activity:

At first, select listening materials in which the input is enhanced and/or modified to meet the

needs of the listeners.

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While listening activity is the main part of the listening, if we can choose a very practical

strategy at this stage student would learn more. The strategy I have chosen I think is very

important. When the listening material is according to the needs of students, they would be

motivated to listen and an atmosphere of learning would be created.

The strategy I have chosen for post-listening activity:

Have students fill out the graphic organizer they were introduced to during the pre-listening

phase.

To do a task better and to get a good result the outcome expected from students should be clear

and specific. In the post listening activity we can find out how much the students have gotten

from the listening. I have chosen a graphic organizer because if we ask students to fill out a

graphic organizer it is both specific and involves critical thinking. Instead of asking everything

from students it is better to ask a segment as an important point of the text.

Speaking

Speaking involves many things such as what to say, how to say it, error correction, discussions,

everyday conversation, role play, interviews, formal prepared speeches and so forth. There are

many issues involves in ones‟ identity and social standing and knowing how to do things. Such

as making request, asking for clarification and saying „no‟ politely.

Teaching strategies for teaching speaking

Use scaffolding to fill in gaps during teacher-fronted interaction but only as much as needed to

prevent a breakdown in communication. Be careful not to usurp the students’ turn or interfere

with what the student wants to say (Walsh, 2002).

If we stop a student speaking in the class to correct his/her error, he or she will not speak again

(Mubashir, 2013). I have used scaffolding strategy only to fill the gap in a way the student feels

that the teacher is supporting him/her. Scaffolding strategy is like helping students to talk. For

example I ask the students to discuss about their last weekend activities in pairs. Later, I ask one

student to stand up and report his partner‟s last weekend activity to the class. While the student is

talking he/she may make some mistakes in using the past form of the verbs. For example he says:

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he go to Paghman last week and visit some friends. When I hear his errors I don‟t say, no you are

wrong it is: he went to Paghman and visited some friends. Instead I say: Good, good you mean

he went and visited some friends. OK.

Pronunciation

According to behaviorists, pronunciation is students‟ ability to speak like a native speaker of

English, while today being understood is important in one‟s own environment. I agree with

today‟s idea. I think it‟s important to be understood in one‟s own linguistic environment. Being

who you are when speaking or pronouncing a word shows one‟s identity. This is true that what is

intelligible in one society is not intelligible in another society. It means that sounds, stress,

intonation, pausing, and so on can be taught as needed within the context of meaningful

communication and we can learn these things from native speakers, but meaningful in our

community.

Teaching strategies to aid students with pronunciation

Considering the above explanations if we set strategies for our students I am sure that we can

improve our students‟ pronunciation. The strategy I have preferred for my students is:

Help students to develop realistic goals concerning pronunciation based on current research

whenever possible and avoid insisting that they be “native like.”

I chose this strategy and apply it in my classes because now a day‟s people think that if someone

doesn‟t have a native like pronunciation his/ her English is not good. For example, I will ask the

students to get preparation about Afghan election for 2014 and we would have a whole class

discussion about the election. In this discussion I can see and identify students pronunciation

when students were pronouncing Afghan dialect English. I do not criticize them because of not

having native like pronunciation. This is because every dialect and pronunciation type represents

the identity of a nation.

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Reading

The first important thing in learning every skill in the second language is to have that ability in

the first language. The same is true with reading. Therefore in order to be able to read effectively

in English we should have ability to read in Dari/Persian. Then in the second step we should

select effective reading strategies for reading. Here in this unit I have chosen two reading

strategy one from the book and one from my own through which I would like to teach reading to

my students.

The strategy that I have chosen from the Instructional Issues Book Making it Happen:

Identify and teach key terms and concepts necessary to the comprehension of a specific reading.

Include commonly used vocabulary, academic concepts used across subject areas. And items

critical to the reading at hand (Richard-Amato & M. A. Snow, 2005)

For example, if I teach a reading about the development of technology in 21st century, I will make

an activity about key concepts and ideas about 21st century for students. Then, I will elicit a

reading technique such as scanning from students and discuss it as a whole class. Then, I ask the

students to read the passage.

The second strategy I chose from my own:

I will ask my students to read in chunks by moving their eyes on the lines, not following the lines

with fingers.

When we read we should read we should read the text in chunks it means reading three, four or

five words at one look or glance. Though it is a strategy of reading but it is close to skimming.

But here I am discussing about reading strategies not techniques. When I teach reading in the

class for my students.

For example I teach communicative language teaching in my class at Kunduz University and

usually my classes have 30 students in Kunduz University. First I divide my students to 6 groups

of 5 and then divide the CLT into 6 segments. Then I tell them that each group should read its

own part and discuss with partners and tell them that do not read in details or do not stop on

difficult vocabularies while reading. I tell them that move your eyes on the text and try to read in

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chunks looking at every three, four, or five words at the same time. Then give them their

segments and ask them to start. While they are reading I walk around and monitor, participate or

prompt the groups.

Vocabulary Development

Teaching vocabulary in Afghanistan is in a very bad condition right now. Most ESL teachers

except some who are teaching at the universities and have received specialized methodological

training, teach vocabulary in its worst way. Most teachers teaching at high schools and private

English courses forces student to memorize lists of vocabularies, but I do not agree with this

idea.

In my idea and also as we studied in the Instructional Issues, vocabulary is leaned in two ways

intentional and accidental. Vocabularies which are learned accidental are never forgotten and

they are learned in context. The students can use them properly. The other way of learning

vocabulary is intentional, in intentional way of learning vocabulary it should be taught in

context.

The strategy which I have chosen for vocabulary teaching:

Encourage lots of reading – extensive reading increases students‟ vocabulary dramatically

(Eskey, 2005: Hu and Nation, 2000).

Based on my experience when I teach vocabulary I would like to teach it accidentally and in

context. I mean that I do not like to hold any class by the name of teaching vocabulary. Rather I

would encourage my students to read short stories, updated information about different things

from the internet and let students learn vocabularies unconsciously.

Total Physical Response (TPR)

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Total physical response is an interesting method devised by James Ashar in 1960s. This is a type

of method in which the teacher is the director and the students are actors or the teacher is

sometimes the actor. In this method the students remain silent until they do some total physical

response activities to know how and what to speak. It means in this method first students act the

activity and then talk what they act. This method mostly focuses on action. In her book Richard-

Amato quotes from Aahser, Kusudo, & De la Torre, that this method focuses 70% on listening

comprehension, 20 percent on speaking, and 10 percent reading and writing. In the past in

usually used this method in my classes in Kunduz University English Department. I think this

method should be sometimes used as one activity in a class because this method involves acting

very much and might be so fun if used a lot. I like this method and will it in the future too in my

classes. As an example I will use this method as following.

I will write the following words on the board and in the first stage I only ask students to repeat

and act them one by one. In the second stage I ask them to act and make a sentence for each one

of them.

The words which I will use in my class:

1. Clap

2. Snap

3. Stomp

4. Yawn

5. Stretch

Role play

Role play is a new and uncommon way of teaching in Afghanistan context, but I am sure we can

enter it in our teaching activities in our classes and design activities according to Afghan context

and culture.

Role paly is a type of activity in which one puts themself in the position of someone else. It is a

difficult task to put yourself in someone else‟s shows. As Atticus Finch says in Harper Lee‟s To

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Kill a Mockingbird, “You never really understand a person until you consider things from his

view – until you climb into his skin and walk around in it.” I like this technique of teaching in

the future I will use it in my classes and make it applicable in the Afghan context. This is a

technique of teaching in which there is no anxiety for learners and maybe for the actors, it is

more enjoyable and less stressful. The way I would like to apply it I can show it in an example as

following.

Role play example between a patient and a doctor: P = patient and Dr. = doctor

P: I do not feel well; I think I have got the flu again. The medicine was not so effective.

Dr.: I gave you some medicine. Did you take your medicine as I told you? ……………. Tell me

honestly.

P: Mmm ……….. Actually the pills were very bitter. I couldn‟t take them regularly just I took

them once or twice.

Dr.: As I had told you, you should’ve taken your medicines otherwise you would not get better.

I had told you to rest in bed, drink some warm liquid with lemonade.

P: I am sorry I couldn‟t, I went to a wedding party of my friend.

Dr.: You should’ve stayed in bed and kept warm. You should’ve drunk lots of liquid. Well,

I will give you another prescription and this time you should be careful and take your medicine,

stay in bed and drink lots of liquid. Insha‟Allah you will recover soon.

In this role play the target language is: You should’ve. First, I will ask two students one of them

take the role of a patient and the other the role of a doctor to role play it. Next, I will write the

structure on the board and also write the model sentence on the board and ask students to

practice it repeating it. Later, I will ask student to make their own sentences using should’ve.

Games

Using games in the ESL classes is fun. We can use games in our classes for instructional

purposes. Using games in our classes makes the class interesting and enjoyable for the students,

as well as one of the ways which can make creating learning atmosphere in the class easy is by

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using games in the classes. For example we can start our class teaching the importance of active

listening through games. To do this activity we can ask two students come in front of the class

and in first phase we ask the one student to talk and the other listen carefully by giving feedback

and paying attention to the speaker. In the second phase we ask one student to talk and the other

student to not listen attentively. We ask the other student to play with his pen or work on his

computer or listen to somebody else while his classmate is talking. Then at the end of the talk we

ask the speaker to ask the listener what the speaker said? This is clear that the listener has not

listened to anything and don‟t know anything about what the speaker said. This ways we can

show the importance of active listening to the students.

Motivation

The most important element in teaching and learning is motivation. There are two types of

motivation; integrative motivation and instrumental motivation. Integrative motivation is

intrinsic and is a very strong motivation. People who have this motivation study for life.

Instrumental motivation is extrinsic. People having this motivation only studies for grade or to

show for people. If we can motivate our students learning will take place in our class and the

class will be enjoyable. There are many ways to motivate students. One way is to give prize for

students doing the activities and getting good marks but according to the research, this is an

extrinsic motivation and is not helpful for the students to learn. This is because they will stop

studying immediately after we stop rewarding them. I am sure using motivation is important in

the class. For example, I would like to motivate my students by making my classes interesting

through creating interesting and authentic activities. For example, in a conversation class I ask

the students this question: Should men take part in the house work or only women should do the

housework? Since this is a controversial question and different students have different ideas, I

ask the students who supports men should take part in the house work and those do not agree

with this idea. Then I divide the class into two opposing groups. I ask the students to discuss and

give reasons and try to convince each other about men taking part in the house work. When we

have such a topic in our class, students do not think about the lesson. They try to defeat the group

with opposing idea. Each group tries to win the debate. This way, by having such activities,

students get motivated and try to study and take part in the lesson.