Dear English teachers, I'm in bad need of your help.?

Question

I am a private English teacher. I teach English as a foreign language to high school students in Egypt. The material I teach consists of 20 units. Each unit contains: vocabulary, grammar, reading comprehension, dialogues, translation, and writing paragraph.
It takes me two sessions to finish each unit. What I need to know is how to divide these elements (vocabulary, grammar…etc) into two groups, in other words, I want to know the suitable elements that may go together in one session.
Session duration: two hours once a week

Answer 1

I think it's better to spend a little time on everything -- twice -- than to spend a little more time on half, but you only get it one time.

I think it's also important to establish a pattern so students know what to expect. For example, we always do vocabulary flashcards at the beginning of class. (They may be slow the first time, but they will be faster -- we hope -- the second class.) Writing and translation should be homework assignments, not in-class -- unless you have lots of time. And of course, the students should read the material before they come to class.

I'd do: five min. vocab. flashcards, five min. grammar explanation (make the students do it, if possible). Students read the passage, and then you do various ways for reading comprehension. Have the students make up reading comprehension questions, for example. In English, of course.

Dialogues should be spiced up from time to time with props, if the kids enjoy that. Also, you can play "substitute dialogues" where you white out key words in the dialogue, and student pairs substitute different words in the dialogue (that make sense).

In the second session, leave some time to review any common translation errors, and also common writing errors.

Hope that helps.

Answer 2

Do yourself and your students a favor and do not try to teach grammar independent of the other elements. I would combine the vocabulary, grammar, and reading comprehension into the same lesson on the first day. That way, you can explain the grammar as it appears (it is proven that grammar out of context is much more difficult to learn), and you can do the same with the vocabulary. It gives it time to sink in, and then you can do a brief 'review' on the second day, and then focus on the dialogues, translation and paragraph writing.

Really, you know your students, and that's the best way to determine how best to approach teaching them. I would be aware of which particular aspects of the lessons they struggle with the most as a whole and try to focus on those for both days.

Good luck. :)

Answer 3

This is very touchy. Remember that native English speakers with degrees from highly ranked universities make glaring gramatical errors every day. The inbox for editors of some of the most highly rated publications are filled with notes from observant people pointing out their mistakes. If there is an error so glaring that it would cause your student to be misunderstood, point out the error. It might be most educational if you determine the source of the error. Many mistakes that occur with non-native speakers is that they impose grammatical practices from their mother tongue onto the language they are speaking (or writing). Particularly verb tense agreements, word order, use of gender designations. Then you can use the error to help your students understand by compare and contrast just how this rule works... giving them a device to use in future attempts make a similar sentence or construct.

Answer 4

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