Lilian Chikodi Dike

Lilian Chikodi Dike TEFL certificate Lilian Chikodi Dike TEFL certificate


I was born in Lagos, Nigeria. I have lived there until I moved to Spain, with the desire to complete my degree in Economics and also teach in Spain. I am a patient and understanding person with the zeal to achieve any intended goal. I like having great communication and effective lesson which I know can be achieved by a great level of lesson planning as well as a high level of understanding what and who I have to work with to enhance the learning process. I like teaching and my passion for helping others learn makes me teach Sunday school every week at St Georges Anglican Church, Madrid. I am a creative, enthusiastic person with a passion for teaching and learning. I studied at a multinational university over the past years which have given me the ability to get to know many different individuals from all background and to face different situations. I would love to apply this knowledge to teaching which I particularly enjoy. I am very motivated with a diverse range of interests and skills. Innovation is something I try to encompass in all the projects that I carry out in all areas of my professional career. With the Oxbridge TEFL Course, I have learnt a lot about different teaching techniques and approaches, acknowledging the importance of researching. My goal is to offer a continuous improvement for my students as well as myself.


Main projects: Studying, Reading, Travelling, Art, Music, Languages: English Spanish (Intermediate) Informatics: Good computer skills, including Microsoft Office (including Word, Excel, PowerPoint)Open Office and others, Intermediate in E-VIEWS & GRETL programs.

I completed my TEFL training at Oxbridge in Madrid. This was very necessary as it gave me the grounds to acquire formal teaching training. With the TEFL training, I am confident to take on any type of student and any teaching scenario.

I have been teaching English since I arrived Spain in 2008 as a private tutor and have taught Nursery, Primary and secondary pupils, who were directed to me by friends. I give fun and game filled classes while providing them with possible corrections, helping them to improve their listening and speaking skills.


My teaching approach

DATE: 21/07/2014

    Over time, many theories about how we learn and teach languages have been formulated all around the world in order to facilitate the second language teaching process and now we have some streams and approaches that are widely accepted and systemised. Teaching English as a second language involves a continuous analysis of one’s own work, the experiences of other teachers and the search for new means to improve teaching. Until recently, there still exist some flaws in the way English as a secong language is still being taught.
    In a way to improve the methodology in teaching English, this essay looks into a new teaching methodology whose task is to enhance the process of teaching English by empowering and facilitating teachers to work proficiently. When teaching a foreign language a teacher must think about the specific qualities offered to students of a certain mother tongue. That means that the methodology of teaching English has to take into account the problems posed by the English language for the students who will learn it. 
    The methodology of teaching English stands in relation with several challenges or problems:
1.What to teach? That means the amount of knowledge, skills and habits that students have to obtain within the process of learning the language.
2.What are the aims of teaching? When a teacher is sure of the aim of teaching, he/she will
have the easiness of reaching the intended goal.
3.How to teach? In this case one can call to mind the principles upon which teaching of English is based, the means, methods, fashion and tactics used in teaching in order to achieve the required final completion.     
    In relation to creating a new teaching method that would achieve a change in the  English teaching profession, I have designed the IPA Method. This method relies on three parameters: Individualise, Practice and Achieve.
The methodology has the intention of impacting lessons that communicate new knowledge. The concept refers to the belief that any language teaching program should pursue an individualised set of goals within a particular context. In order to do this students should be able to learn L2 using target language that would enable them communicate automatically giving special emphasis to the fact that they should enjoy the learning experience and with major emphasis on listening and speaking skills.
The individualise parameter refers to classroom practices of teaching which recognizes the uniqueness of each student or group of students under a category and as such provide an adequate guidance.
The practice parameter refers to the general theory of practice which should be generated by the practitioners with  considered partnership with learners.
The Achievement parameter can only be possible if the objectives and outcomes go hand in hand with the needs and goals of the learners.
    The objective and goals of this methodolody is to enhance the effective communication needs of the students with the same objectives in mind but with major emphasis on listening and speaking skills. Students will basically learn how to use language and not study it ie by means of inductive teaching. This method will prioritize the Listening and Speaking skills through a practical approach. This will enable the students gain confidence to start  speaking English from the beginning without the use of L1 so as to create a natural setting for students to learn comfortably and in a fun way.
    The IPA approach notes that learners have different reasons for learning and each reason for learning should be made clear at the beginning of the course. Irrespective of whatever needs that a teacher has to deal with, a teacher under this approach should be aware that an individualized approach is needed for the different types of leaners which would require different teaching styles. The teachers under this approach are especially interested in differences among language learners as it enables them to find a way to make all of their students successful irrespective of their differences in emotions, language aptitude,learning styles and their age. Therefore, they have to consider the types of teaching tools to be used for either a Visual, Auditory or Kinesthetic learner to create an efficient teaching-learning process. It would also be very important to also consider and learn how to deal with the different personalities that might be encountered and try to design a means to encourage class participation irrespective of the type of student. Motivation is another great factor to be considered and to be dealt with by the teacher as this is what keeps students coming to class as well as engaging in practice outside the classroom.  An ESL teacher would have to use different ways to motivate and keepup their interest in class activities. Examples of motivating techniques under the IPA approach would be fun engaging activities, praising the students and building a postive rapport wih the students. 
    The IPA method will try to focuss on learners whose needs and goals coincide with that of the approach ie to effectively  communicate orally. Having said that, it will lay more emphasis listening and speaking macro skills as well as on the micro skills like vocabulary, structures and pronounciation. This is because, it is important for students to learn the structures and vocabulary of the English language in order to interpret the language. With this in mind, priority will be given to listening and speaking skills through a practical approach.
    The course would be organized using  tasks- based units which will be based upon real life situations or topics. This structure aims at the learners communicative ability by means of classroom practice where the students acquire the language effortlessly by learning vocabulary, structue and pronounciation through activities eg units about Greetings/ Salutations, time telling, types of foods, family types and settings, finding places, basic requests etc.  A typical example of how a class would be structured:

Sample Activity for P3 Adults:

Type of Activity Objective(s) Brief Description of Activity Timing
Introductory questions To get students to think in L2 and adapt to the class ahead. Asking few questions that require short answers. 5 mins


To get students to learn how to use simple past verbs.

Introduce SS to simple past verbs using examples.

Make SS form sample sentences using action verb picture attachments, so as to get them to freely use it on their own.

Ask SS to give a brief account of what happened yesterday using simple past verbs.

15 mins



To ensure that students learn to pronounce and practice the target languages.

Target Languages:

Good Morning/day

Good Afternoon

Good Evening

Good Night

Introduce different ways of greeting to SS with respect to time reference.

Ask SS to tell the time with the aid of different pictorial attachments that depict time reference.

Get SS to tell each other what they do daily with respect to different time reference.

15 mins
Types of transportation To enable students know the different transport systems using the target language.

Introduce brief text (To be read)

Explain the different types to SS

Describe a type of transport system and ask them to name the type.

Ask SS to tell which ones they use daily (ie getting them to inductively practice and produce sentences using the TL).


10 mins
Wrap up Questions Helps to check for comprehension of all target languages.

Ask SS for meanings of a few TL.

Ask SS to make sentences using TL or using CCQ.

5 min

Activity tools: This will depend on students prior knowledge, but the main tools  would be to use both auditory tools and visual attachments of pictures depicting morning, noon and evening as well as the time references and vocabulary used in each case. The combination of teachng tools would enhance learning for the different learning styles available in class. Target language practice would be turn using role play activities that would gve the students the opportunity to practice the TL as if they were in the real world ie outside the classroom with the guidance of the teacher.
    This approach does imply that teachers would direct the class activities but with students acting as partners in the teaching-learning process. Interaction would be initiated by the teacher and students would follow up inductively on what has been introduced. students will also try to interact with themselves through activities with the aim of getting them to openly communicate and self correct while observation is being carried out. Teachers would also drill the students during oral activities and would manage students errors deciding when and how to correct sudents without damaging students self worth.
    Students under this approach, are expected to act as imitators as they follow the directives of their teacher and respond rapidlyly and accurately. They should also act as self managers as well as communicators as they assess their learning activities  and try to actively engage in oral activities that would help them learn to communicate.
     The fundamental form of instruction in every English teaching class is the lesson where each lesson has its own function. It helps the students with acquiring habits and abilities, with the capacity of understanding, speaking, reading and writing English. In order to achieve the objective of the approach along side considerations of learners needs and goals, students need to communicate as if they are in real life situations and would therefore be compelled to use only L2 and not L1 as this would set drawbacks for improvement in L2.
    In a way to check if course objective are being met with , students need to be assessed from time to time. Assessment would be carried out using the Formative and Summative forms of assessment but in a continous  manner through out the course so as to ascertain if students have achieved the necessary degree of proficiency and to help the teacher plan the course ahead, based on students feedbacks obtained through in- class  tasks such as activities, discussions etc.
    Having elaborated the basics upon which the IPA approach stands, it is still open for adjustments that can arise from teaching beginners and advanced students or teaching different age groups ie kids, teens and or adults. The IPA approach would make changes with respect to how the needs would  differ, learning stlyes and roles  of both teacher and learners would also differ as well as interactions between both the teacher and learners. Dealing with beginners and advanced learners will differ in the following ways: 
            Beginners VS Advanced learners
1) Teaching general vocabulary and structures vs advanced vocabulary and pronounciations in relation to expressing ideas, givin opinions, reporting events etc.
2)Drilled acivities with short, clear and simple instructions compared to the use of advanced language in advanced classes. Controlled practice vs practice free form activities.
3) More use of graded language with Beginners than advanced learners.
4)Class pace will be lengthy than that of the advanced learners class.
5) Use of more adapted materials vs more authentic materials.
6) Teacher will be forced to follow scripts unlike in the advanced class where they can improvise.
    Many of the techniques mentioned here apply to all levels. No matter the age or ability level a teacher is accessible to, the teacher under this approach should be able to create a fun learning atmosphere, accomodate different learning styles and have clear classroom management systems in place and aim to be a positive role model for learners. Teaching different age groups also imply extra adjustments:
Kids: A teacher should try to be clear and direct in speech using 1 or 2 simple word commands like sit up, repeat etc using a firmer tone when needed. The teacher should also incorporate animations  and be lively during activities as this tends to keep up the interest of the kids. Use TPR when necessary, short sharp games when necesary, change sitting arrangements from time to time,use gimmicks and also rewards.
Juniors: classes can e a bit frustrating with teens but a teacher should be well planned withclear structured activities, exposing learners to different cultures, useing effective classroom management skills, cater for different learning syles,take interests in students live outside classroom, be a positive role model nd use of motivation to encourage them in class and beyond class activities.
Teens/Adults: Teach boring stuffs using examples and letting them inductively get the function or purpose, Be a team leader and a role model, make yourself the object of humour as taking yurself too seriously can drive low interest, use grown up gimmicks, research their interests and get them moving when and if possible to drive away boredom or lack of interest.
    In conclusion, the IPA, as one of the various approaches or methods that have been put into practice, may however, have some flaws in one way or the other but in general, I think it will be successful to a reasonable limit.



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