A.

TEACHING METHOD
A teaching methodology is essentially the way in which a teacher chooses to explain or
teach material to students so they can learn the material. There are many different methodologies
that can be utilized by a teacher, and the methods chosen often depend on the educational
philosophy and preferences of a teacher. It is also not uncommon for a teacher to utilize multiple
methods within a single lesson or over the course of several lessons. A methodology of teaching
can include the use of lecturing, group or small group discussion activities, and engaging
students as teachers for their peers.
It is important to understand that a teaching methodology is not the same as an educational
philosophy for a teacher, though they can often be related. The philosophy a teacher chooses
usually indicates how the teacher believes students can best learn new material, and the ways in
which students and teachers should relate and interact in the classroom. This philosophy often
impacts the choices a teacher can make regarding which teaching methodology or methodologies
he or she chooses to use, but they are not necessarily directly connected. Teachers commonly
refer to their preferred teaching methods and philosophies together, to give other teachers or
students an understanding of their approach to education.
While a number of different methodologies can be used by a teacher, one common and
traditional teaching method is often referred to as lecturing or explaining. This is essentially an
approach to education that regards the teacher as an expert on a subject, and he or she provides
information to students who are expected to absorb and understand the material. Sometimes
derisively referred to as a sage on the stage approach, this teaching methodology has lost favor
in recent years with many instructors. Even those teachers who do still use this method often
supplement it with other methodologies.
Some increasingly popular methodologies focus on the importance of the student in the
learning process. One such teaching methodology utilizes group discussions with an entire
classroom, or smaller group discussions with numerous small groups at once. Students are
encouraged to take responsibility for their education and to be active participants in the learning
process.
This can also be utilized with a teaching methodology in which students take on the role
of teacher to instruct other students in the class. Small group discussions, for example, are often
followed by larger group discussions in which each group presents what they learned or
discussed to the rest of the class. Similarly, individual students may be charged with researching
a particular subject, and then teaching that material to the other students in the class.

B. ENGLISH SKILL
When we learn a language, there are four skills that we need for complete
communication. When we learn our native language, we usually learn to listen first, then to
speak, then to read, and finally to write. These are called the four "language skills":
1. LISTENING
Listening comprehension is the receptive skill in the oral mode. When we speak of listening
what we really mean is listening and understanding what we hear.
In our first language, we have all the skills and background knowledge we need to
understand what we hear, so we probably arent even aware of how complex a process it is. Here
we will briefly describe some of what is involved in learning to understand what we hear in a
second language.
Listening, one of the means of language communication, is used most widely in peoples
daily lives. In addition, teaching the learners a lot of listening activities is a good way of
enlargening their vocabulary. On the other hand, it also helps the learners improve their listening
comprehension. For instance, people know that the largest difference between mother language
learning and foreign language learning is the environment. For a foreign language, we can meet
it only in formal places and classes. Training and practicing the oral reading is not a days work.
Practice is important. Only through the practice can the learners improve their listening
comprehension.
2. SPEAKING
Speaking is the productive skill in the oral mode. It, like the other skills, is more complicated
than it seems at first and involves more than just pronouncing words.
Interactive speaking situations include face-to-face conversations and telephone calls, in
which we are alternately listening and speaking, and in which we have a chance to ask for
clarification, repetition, or slower speech from our conversation partner. Some speaking
situations are partially interactive, such as when giving a speech to a live audience, where the
convention is that the audience does not interrupt the speech. The speaker nevertheless can see
the audience and judge from the expressions on their faces and body language whether or not he
or she is being understood.
Some few speaking situations may be totally non-interactive, such as when recording a
speech for a radio broadcast .
Speaking is often connected with listening. For example, the two-way communication makes
up for the defect in communicative ability in the traditional learning. Two-way means the
relationship of the communication between the teacher and the students at school. This
relationship is connected with the communicative activities between two people. It can create a
fresh environment for speaking language. The two-way communication can lengthen the
dialogue limitlessly. This is its advantage. At the same time, if the speakers want to give the
correct response, he has to think hard, the sentence is not easily forgotten which is created by
themselves through thinking, sometimes with the teachers hint. They can talk freely and express
themselves as well as they can.

3. READING
Reading is the receptive skill in the written mode. It can develop independently of listening
and speaking skills, but often develops along with them, especially in societies with a highlydeveloped literary tradition. Reading can help build vocabulary that helps listening
comprehension at the later stages, particularly.
Reading is an important way of gaining information in language learning and it is a basic
skill for a language learner. There are a lot of reading exercises in an examination today. But all
these readings must be done in limited time. So learners are asked to read them correctly and
with a certain speed. For instance, someone reads word by word. Someone reads with his finger
pointing to the words or with his head shaking. Those are all bad habits. They should read phrase
by phrase. Do not blink eyes so often and shake head. Just move the eyeball. That is enough. If
they want to get more word information, there must be a proper distance between their eyes and
the reading material.
4. WRITING
Writing is the productive skill in the written mode. It, too, is more complicated than it seems
at first, and often seems to be the hardest of the skills, even for native speakers of a language,
since it involves not just a graphic representation of speech, but the development and
presentation of thoughts in a structured way.
Writing is one way of providing variety in classroom procedures. It provides a learner with
physical evidence of his achievements and he can measure his improvement. It helps to
consolidate their grasp of vocabulary and structure, and complements the other language skills.
Sentence is the base of an article. So he should begin his writing with sentences. For example,
translation, sentence pattern exchanging, and text shortening and rewriting. It helps to understand
the text and write compositions. It can foster the learners ability to summarize and to use the
language freely.
How to Teach Using the Integrative Approach.
1. Collaborate with other teachers in the grade you teach. Discuss grade-level standards for
their subject and brainstorm ideas on working together to combine curriculum. These
collaboration
http://www.ehow.com/how_8677824_teach-using-integr...
What is integrated approach in teaching?
In my school integrated approach to teaching is just bringing other subject matters into your
classroom. For example, I teach 10th grade English so when I cover Night a novel about
http://answers.yahoo.com/question/index?qid=200807...
How does preschool teacher use integrated approach to make his teaching effective?
A pre-schol teacher will use thematic approach for example using the theme house, she can
intergrate language; environment,social studies and news telling under the same theme.

http://wiki.answers.com/Q/How_does_preschool_teach...
Why not use a Rosetta Stone approach to teach programming?
tl;dr - learning only by example requires the examples to resemble something familiar, which
makes it hard to use for teaching beginning programmers. As I understand the suggested