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Week 1

Schedule – Introductions and course overview

Icebreakers (pp.55-58) 1. Icebreaker: “Find Someone Who” (“Find a friend who…”)2. Analyze icebreaker: Why helpful on the first day of class?

3. Other icebreakers (Education World website)4. Get to know your professor (e.g. questions)

Remembering names (pp.59-64) 1. Techniques for learning names2. Alphabetical line-up (A-Z) and name chain3. Video and/or class photo(s)

4. Me cards5. Place cards (names tents)6. Contact list

Letter to students (pp.65-68) This is a great way for your students to get to know you, as well as to start building rapport and developing positive relationships with them.

Class mural (pp.69-70)In addition to learning names, this ongoing project helps students know more about each other at a deeper level – which, in turn, will bring them closer together and help foster important social bonds.

Syllabus (p.3)1. Website2. Contact information3. Course description

4. Materials5. Assessment criteria6. Semester schedule

Practicum (Weeks 17-18)After successfully completing all five of your TESOL courses, you will move on to the final requirement of this program: Practicum (weeks 17 and 18). For this, you will have an opportunity teach the two lessons that you will develop in your Materials Design and Development course: EIF (productive skills – first week) and PDP (receptive skills – second week). For each lesson, you will be asked to teach (without compressing or abbreviating) for 20-25 minutes. In terms of assessment, you will be evaluated on the appropriacy of your teaching method (25%), the efficacy of your teaching technique (25%), the attractiveness of your attitude (25%), and the level of proficiency of your classroom and general English (25%). More details will be provided as the semester unfolds.

Learning and teaching discussion (for both experienced teachers and those who don’t have any teaching experience)1. How did you learn English? What effect did your English teachers and the way they taught have on you?2. What do you wish you could have changed about your English language learning experiences? Is there anything you wish you

could have done (or done better) that you weren’t able to (or didn’t have the desire to)?3. What do you think are the best ways to learn a language? What strategies have proven effective for you?4. What has been the most effective language learning environment for you? What environments haven’t been helpful? 5. What motivates you when you are learning a new language? What factors tend to lower your motivation?6. What are the qualities of a good teacher? What kind of teacher do you like?7. Who was the best teacher you’ve ever had? Why did this person have such an impact on you? 8. Who were some of the worst teachers you’ve ever had? Why were they so unsuccessful with you?9. What kind of teacher are you (do you want to be)? 10. What is your teaching philosophy and how does it (will it) influence your teaching? Why do you teach the way you do?11. What are (will be) your strengths as a language teacher? What are (do you think are) your limitations?12. How have you developed as a teacher since you started teaching?/How do you plan to improve your teaching abilities (after

this program is over)?

First day of class (pp.71) Visit the classroom before the first meeting Build a sense of community in the classroom (create a sense of belonging) Start getting to know your students’ names Address students’ concerns Deal with administrative matters Set the tone for the rest of the course (establish a safe, secure, respectful, and cooperative classroom atmosphere) Make the class time worthwhile Expect some awkwardness(“Tools for Teaching” by Barabra Gross Davis, Jossey-Bass)

Class contract (pp.72-73)This is an important agreement between you and the students on rules in the classroom, to include their rights and responsibilities. The purpose is to establish a framework for classroom work – to give some guidance on how to behave and to help you and the students deal with discipline problems.

Strategies for academic achievement (pp.74-76)This is a list of important study skills to help you succeed in the TESOL program. Please review and utilize as necessary throughout the semester.

Key concepts

Experiential learningExperiential learning is inductive, learner-centered, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learning to other contexts are critical factors of it. For this course and throughout the program, experiential learning plays an essential role as we want you to learn by doing, reflect on your experiences, and then effectively teach your students. This cycle of do > reflect > teach will help you readily retain what you learn and easily impart that to others. (*You will learn more about experiential learning from your “Learning Teaching” homework assignment this week.)

Teacher beliefsIn 1975, Dan Lortie coined the term “apprenticeship of observation” (your collective years as a student observing many different teachers) to describe the phenomenon that the majority of teachers teach very similarly to their own teachers (i.e. teachers teach the way they were taught). Lortie contends that many beliefs teachers hold about teaching originate from personal experiences as students. Some beliefs may derive from other personal experiences such as family traditions and values, social encounters, community participation, popular culture, teacher preparation, observing teachers, professional development, and scholarly literature. Teachers' beliefs exist on many levels from global to personal and serve as overarching frameworks for understanding and engaging with the world. They can be thought of as guiding principles teachers' hold to be true that serve as lenses through which new experiences can be understood. They are a part of teachers' identities. Beliefs, and their influence, tend to be unexamined by teachers because many are implicit, unarticulated, or unconscious. Failing to examine beliefs can have negative consequences as they guide practice and priorities, determined what is ignored, influence decision making, and shape what types of interactions are valued. Fundamentally, teachers' beliefs shape their professional practice – and it’s why we, in part, examined them today.

Reflective teachingReflective teaching is the systematic process of collecting, recording and analyzing our thoughts and observations, as well as those of our students, and then going on to make classroom changes. You may begin a process of reflection in response to a particular problem that has arisen with one or more of your classes, or simply as a way of finding out more about your teaching. You may decide to focus on a particular class of students, or to look at a feature of your teaching. The first step is to gather information about what happens in the class. To do this, you can keep a teacher diary (i.e. after each lesson write about what happened – to include your reactions and feelings and those of your students), do peer observation, video record lessons, and get student feedback. While doing so, keep the focus on what you did well and what you need to work on. Once you have some information, think about patterns you observed, things you were previously unaware of, and anything you may have been surprised by. Talk to a colleague or friend about these things. Read up on different areas of teaching where you feel you could improve (i.e. turn challenges into strengths). And ask questions to your teachers and websites in an effort to get ideas from more knowledgeable others. Remember that reflective teaching is a cyclical process, because once you start to implement changes the reflective and evaluative cycle begins again. Consistently ask questions like these: What am I doing? Why am I doing it? How effective is it? How are the students responding? How can I do it better? As a result of your reflection, you may decide to do something differently, or you may just decide that what you are doing is the best way. And that is what professional development, as well as this program, is all about.

ScaffoldingScaffolding is the process of supporting learners while they acquire new skills. During scaffolded instruction, the teacher establishes with the learner a mutual understanding of the task and tailors assistance to a level just beyond that at which the learner can function independently. As the learner gradually masters the task, the scaffolded assistance diminishes and the learner becomes capable of doing what previously could be accomplished only with the assistance of the skilled partner. You will hear this term many times throughout the semester because it is an essential part of effective (classroom) teaching.

(continued) There are six different types of scaffolding that can be used independently or in conjunction with one another in an effort to provide a mesh of support: modeling (demonstration of the expected performance – clear examples of what is required), bridging (new understandings are built on previous understandings), contextualizing (new concepts are fleshed out in an effort to make explicit connections between them and limited or unknown knowledge), schema building (help see connections between what is known and new understandings – weave new information into pre-existing structures), re-presenting (alternate between different genres to help make sense of events or information – e.g. use a narrative to illustrate the process of something), and developing metacognition (help plan, monitor, and evaluate understanding – create awareness of how adequate understanding of something is).

SARS (Select > *Adapt* > Reject > Supplement)You will be exposed to many classroom activities in this course and throughout the program. As presented, you may feel that some do not or will not work for you – perhaps the level is too high or too low, it’s too complicated to implement, etc. Instead of rejecting these outright, think about how you can modify, change or adapt them in order to make them work in your (potential) teaching context(s). In fact, we will do this often in this course – that is, talk about how we can adapt activities for different ages, levels, and situations; to make them work for you in your classroom(s). Towards this end, you’re encouraged to make notes or jot down any ideas you have in the margins as we go through this packet (e.g. any problems that came up, suggestions for altering, thoughts for supplementing, reasons for being appropriate or inappropriate for your class, etc. – all of which will aid your memory later).

Language and cultureLanguage expresses, embodies, and symbolizes cultural reality (i.e. language and culture are inextricably linked). The words

people use when they communicate refer to a common, shared experience. They express facts, ideas, or events that are communicable because the participants in a communicative event share similar, identifiable knowledge about the world. What is communicated also reflects a point of view, belief, and attitude that are shared among the participants. Not only do members express experience, they also create it through language. Language is also a system of signs that has cultural value. Speakers identify themselves and others through their use of language. In other words, using language is a cultural act because the participants in a communicative event co-construct the very social rules that define them as members of a discourse community.

According to Pat Moran (School for International Training), there are four kinds of culture learning, or cultural knowings: knowing about (facts, data, or knowledge about products, practices, and perspectives of culture), knowing how (behaviors, actions, skills, saying, touching, standing, or other forms of ‘doing’), knowing why (the perceptions, beliefs, values, and attitudes that underlie or permeate all aspects of the culture), and knowing oneself (one’s own values, opinions, feelings, questions, reactions, thoughts, and ideas). These four stages are positioned on an iterative (repetitive) cycle that corresponds to the four orientations of the experiential learning cycle. Learners acquire personal information, develop cultural behaviors, discover cultural explanations, and then articulate personal responses to what they are learning.

While we don’t have a culture course in the TESOL program, the connection between language and culture will be repeatedly emphasized.

Homework – Due Week 2

Read LT 1-2 and 4 (pp.8-53 and 82-98) and highlight the answers in the text to the questions below. [25 points] 1. How does Scrivener describe the act of teaching? (p.8)2. What is rapport? How important is it? (pp.15-16)3. According to Carl Rogers, what three core teacher characteristics are needed in order to create an effective learning

environment? (pp.16-17)4. What are the three kinds of teachers? (pp.17-18)5. What is the experiential learning cycle? Why is it important? (pp.19-21)6. Why does T (teaching) not equal L (learning)? What can teachers create? (pp.21-23)7. What is a teacher for? (p.23)8. What are the five language systems (knowing)? (pp.24-25)9. What are the four language skills (doing)? What is the difference between receptive skills and productive skills? (p.26)

*The 12 methods and approaches listed on pages 31-33 will be covered in detail in your TESOL Methodology course.

10. What are some key hints when planning your first lessons? When starting to teach? Starting to teach better? (pp.33-36)11. What is an activity or task? What is a complete lesson? (p.37)12. What are some variations for running an activity? (p.39)13. What are the six stages of the activity route map? (pp.40-42)14. What are some individual learners differences? (p.84)15. What is the difference between external motivation and internal motivation? (p.84)16. What are the multiple intelligences? What are the sensory preferences? (p.85)17. What is needs analysis? Why is it important? How can we conduct it? (pp.90-94)18. What is teaching primarily an act of? What do unsuccessful teachers do? (pp.94-95)19. Why is it hard to tune in? Why do some teachers avoid feedback? (p.95)20. What are some starting points for getting useful feedback? (p.97)

Recommending reading: Reference materials packet (*for #1 only – #2-4 are here in the main course packet)

1. As a follow-up to our learning and teaching discussion today, read or look over the following documents in “Learning and teaching” (pp.3-18): Functions of the teacher in the English language lesson Effective English teachers (Good language-teaching characteristics) The ten elements of effective instruction Teacher questions (*for thinking, understanding, preparing, reflecting, and developing) Good language learners Language learning process Taxonomy of areas affecting learning Significant implications of communicative language ability for teaching and learning Progression: Towards independent learning over time The four Cs of academic success The academic essentials Workplace literacies and expectations (*job performance) Foundations of success (*in all areas of life)

2. Read the six key concepts on the previous pages as they are prominent features not only in the TELS 1 and 2 course but also throughout the entire program.

3. Look over “Five Competency Areas for Language Teachers in the HUFS TESOL Certificate Program” in order to see how our program is strongly unified (pp.7-11).

4. Look over “Learning Outcomes for Language Teachers in the TELS 1 and 2 Course,” which is a detailed outline of learning outcomes for this course – what you will learn and be able to do by the end of the semester (pp.15-20).

*While there are no questions to answer, all of this will serve as important reference material throughout the course – which you are encouraged to come back to time and time again as needed.

Week 2

Schedule – Learning and teaching

1. Learning and teaching – LT 1-2 and 4 discussion (theory)

2. Activity route map (practical application) (pp.79-84) Model activity Analysis Framework Planning outline for a lesson Practice


Read LT 9 (pp.211-234) and highlight the answers in the text to the questions below. [25 points]1. What is needed for a good discussion to happen? (p.211)2. How can teachers organize their speaking lessons better? (pp.211-212)3. What are a few ways to get a good discussion going? (pp.214-215)4. What are some common communicative activities? (pp.218-219)5. What is role-play? What are some guidelines for running a role-play? (pp.220-222)6. What is real-play? What is the most useful tool for real play? (pp.222-223)7. What is a simulation? (p.224)8. Accuracy or fluency – which one should we focus on? How do you run a fluency activity? What are some ideas for correction

work after a fluency activity? (pp.224-226)9. What does scaffolding mean (*review)? What are some scaffolding techniques? (p.227)10. What is a genre? Why is it important? (pp.228-231)

Recommended reading: Reference materials packet

Read the following documents at the beginning of “Speaking” (pp.21-44): Thinking about your experiences in learning to speak a second language (*Reflect by answering the ten questions.) The teaching-speaking cycle and how the teaching-speaking cycle supports L2 speaking development Three key features of learners’ speech Four categories of core speaking skills Typical features of spoken and written text production Sources of anxiety Interaction patterns in the lesson Techniques for organizing pair and group work Starting and sustaining the discussion Ten methods to get participation at any time Ten tips when facilitating discussions Overview of discussion techniques Joining the conversation: Questions and comments to help you participate in academic discussions Communication strategies for second language speaking Class discussion rubric Oral and written correction Speaking diary

*While there are no questions to answer, all of this will serve as important reference material throughout this section of the course – which you are encouraged to come back to time and time again as needed.

Week 3

Schedule – Speaking 1

1. Principles for teaching speaking – LT 9 (p.) discussion and PPT overview (theory)

2. Speaking activities 1 (practical application) (pp.87-121)

*Recommended levels (e.g. [All]) are indicated for each type of activity – topic or task – over the next three weeks, but always think about how you can modify, change or adapt each one to fit your teaching or future teaching context(s). In other words, if necessary, how can you make these activities easier, more challenging, more culturally appropriate, more interesting or motivating, etc. for your students or future students? Also, although each of the four skills in this course are presented separately (to make them easier to study), in a real classroom there is a lot of integration of multiple skills – which can provide many teaching opportunities for you. For example, a speaking activity obviously requires listening, and could be based on a text (e.g. newspaper article), as well as involve or extend to writing and/or grammar. It depends on how much you want to milk the learning situation.

Brainstorming and mind mapping : [All] In many lesson plan frameworks, brainstorming or mind mapping (on paper or the WB) is one of the most common collaborative speaking tasks done at the beginning of a lesson. It is typically used to generate ideas and check students’ background knowledge about a subject. [*Exercise: Movies]

Predicting : [All] In addition to brainstorming or mind mapping (and warm-up questions), predicting is also one of the most common speaking tasks done at the beginning of a lesson. Common ways to predict include using the topic, the title of the text, or pictures (to include captions) to guess what the lesson will be about. [*Exercise: Newspaper article]

Controlled conversations : [Low-intermediate to intermediate] Through pair or small group practice, students can develop strategic conversation skills that help them keep interaction going until its natural/desired conclusion (which includes negotiation for meaning) – an important everyday conversation skill. (*See “Conversation Strategies” by David Kehe and Peggy Dustin Kehe, Pro Lingua Associates for good examples of these – to include “Keeping or Killing the Conversation.” Each unit starts with controlled practice, and then moves into semi-controlled practice and later free practice – gradually releasing responsibility for learning from teacher to students.)

Information gaps : [Elementary to intermediate] Students complete a task by obtaining missing information from their partner. The features of grammar and vocabulary that are practiced are determined by the content of the pictures and the items that are missing or different (e.g. can/can’t and does/doesn’t from “English Firsthand 1” by Marc Helgesen, Steven Brown, and Thomas Mandeville, Pearson/Longman; “Beach scene” – present continuous to describe pictures from “Primary Communication Box” by Caroline Nixon and Michael Tomlinson, Cambridge University Press).

Jigsaws : [Elementary to intermediate] These are more elaborate information gap activities that can be done with several partners – both of which give students lots of controlled practice of the target language. Each partner has one or a few pieces of the "puzzle," and the partners must cooperate to fit all the pieces into a whole picture (e.g. a comic strip – “Made in China,” photos from a set that tell a story, or sentences from a written narrative). With information gap and jigsaw activities, teachers need to be conscious of the language demands they place on their students. If an activity calls for language your students have not already practiced, you can brainstorm with them when setting up the activity to preview the language they will need, elicit what they already know, and supplement what they are able to produce themselves.

Picture-based activities : [All] There are many reasons for using pictures in language lessons. Pictures provide something to talk about, offer visual support for learning, add color and interest to discussions, and promote creative and critical thinking among other things. They are particularly useful for speaking tasks that incorporate vocabulary and grammar practice. (*A useful resource for this is “Lexicarry: Pictures for Language Learning” by Patrick R. Moran, Pro Lingua Associates.) a. Identify the language that is represented by the picture(s) and describe it/them in as much detail as you can. b. Use different verb tenses to describe the picture(s) (e.g. present continuous, past simple, future simple, etc.).c. Add descriptions with adjectives and adverbs (any tense).d. Use alternative words and expressions.e. Make questions and negative statements.f. Create conversations/dialogues or stories using the picture(s).g. Do actions as you talk about the picture(s).h. Personalize the picture(s).

Storytelling : [Low-intermediate to advanced] Storytelling fosters creative thinking, and helps students express ideas in the format of beginning, middle/development, and ending, including the characters and setting a story has to have. (*There are three examples in the packet. “Storytelling with Pictures” comes from “New Ways in Teaching Speaking” by Kathleen M. Bailey and Lance Savage, New Ways in TESOL Series. “The Three Little Pigs” comes from “Storytelling with Children” by Andrew Wright, Oxford University Press, which is a great source of storytelling activities. “Chain Stories” come from “Conversation Inspirations” by Nancy Ellen Zelman, Pro Lingua Associates. “Rory’s Story Cubes” – www.storycubes.com – is another terrific storytelling resource > There’s even an iPhone app!)

Drills [Elementary to low-intermediate] Substitution (substitute one word for another), transformational (take information and convert or change – sentence or question), and functional-situational (learners repeat a question or statement form for different situations) are terrific controlled practice exercises for lower level students – all of which will be covered when we learn about how to teach grammar (largely in communicative ways).

Role-play : [Low-intermediate to advanced] Role-play has many benefits in the classroom, to include teaching empathy, simulating authentic language experiences, providing a memorable learning experience, decreasing student inhibitions, increasing motivation and self-esteem, and building confidence. Role-play is good for communication skills, fluency, grammar, as an assessment tool, and for teaching culture. In the classroom, you can listen to a passage or dialogue (to include checking comprehension and reviewing lexis, grammar, and pronunciation) and then practice, personalize, and perform it. [*Exercise: Travel agency] You can also read a text, discuss the main events, create a dialogue to represent the events, perform the role-play, and then get feedback on it. [*Exercise: Letter to mom] Video and role-play is yet another possibility. For this, students watch an authentic clip of a target situation, discuss it as a class, practice with the script, personalize, and then perform [*Exercise: Dubbing – “Friends” > Season 5, Episode 14]. Finally, below are some steps for working with role-play situations. [*Exercise: Advice]1. Prepare carefully: Introduce activity by describing the situation and making sure that all students understand it 2. Set a goal or outcome: Be sure the students understand what the product of the role-play should be. 3. Demonstrate: Model with a student to be explicit about what is expected of everyone. 4. Brainstorm: Before you start the role-play, have students brainstorm as a class to predict what vocabulary, grammar,

and idiomatic expressions they might use.5. Give students time to prepare: Let them work individually to outline their ideas and the language they will need.6. Be present as a resource, not a monitor: Stay in communicative mode to answer students' questions; do not correct

their pronunciation or grammar unless they specifically ask you about it. 7. Allow students to work at their own levels: Each student has individual language skills, an individual approach to

working in groups, and a specific role to play in the activity. 8. Do topical follow-up: Have students report to the class on the outcome of their role-play. 9. Do linguistic follow-up: After the role-play is over, give feedback on grammar or pronunciation problems you heard. (*A terrific resource book for role-play is “Role Play” by Gillian Porter Ladousse, Oxford University Press, which is where “Roll-a-role” comes from. And both “Conversation Inspirations” by Nancy Ellen Zelman, Pro Lingua Associates, which is where “Advice comes from, and “Conversation Starters” by Sue Fenton, Madame Fifi Publications, which is where “Interrogatives” comes from, have myriad role-play situations.)

Real play : [Low-intermediate to advanced] For these, situations and one or more of the characters are drawn from the student’s world, which allows them to practice language they need in their own lives. (*On page 223 of “Learning Teaching,” Jim Scrivener provides a useful blank framework and follow-up form.)

Dialogues : [All] Dialogues are models for real-life interaction/day-to-day talk and thus serve as a rich source of language input and a way of structuring language practice (i.e. output). (*An excellent resource for these is “Dialogue Activities” by Nick Bilbrough, Cambridge University Press, which is where “Dialogue Rebuilding” comes from.)

Drama : [All] Drama integrates language skills in a natural way (to include both verbal and non-verbal aspects of communication), contextualizes language, draws upon cognitive and affective domains (to include fostering self-awareness, self-esteem, confidence, and motivation), and leads to a transfer of responsibility from teacher to students. (*A great source for many drama activities is “Drama Techniques” by Alan Maley and Alan Duff, Cambridge University Press, which is where “Working on words” comes from.)

Homework 1 – Due Week 4

(1) Bring a small object that is personally meaningful to you – something that is unique (e.g. an item you picked up while traveling abroad – not an everyday item like a cell phone). (2) Be able to talk about a news item (i.e. the main point and a few key details) that is interesting to you – something you read in a newspaper or a magazine, watched on TV, or heard on the radio.


Follow the instructions for “Personal Experience Storytelling” or “The Most Embarrassing Moment Speech” (i.e. one of these – not both) and be prepared to give a 3-minute presentation in small groups or pairs. Make sure to practice a little so that you don’t rely on your notes too much!

Week 4


Speaking activities 2 (practical application) (pp.122-152) Fillers : [All] You may sometimes need a quick warm-up for the beginning of your lesson to get students into the right mood

for learning, an idea for a brief vocabulary review before starting a new text, a light filler to provide relief after a period of intense effort and concentration, a brief orientation activity to prepare a change of mood or topic, or a game or amusing item to round off the lesson with a smile. (*A wonderful resource for these are “Five-Minute Activities” by Penny Ur and Andrew Wright, Cambridge University Press, which is where “Sentence starters” comes from. “Special places” and “Like, dislike, or neutral” come from “Teaching Large Multilevel Classes” by Natalie Hess, Cambridge University Press.)

Show-and-tell : [Low-intermediate to advanced] Show-and-tell provides an opportunity for personalization and to talk about things that are personally interesting to you, which results is very motivating language practice. (*“Show-and-tell” and “Did you read about…?” are from “How to Teach Speaking” by Scott Thornbury, Longman.)

Presentations : [Low-intermediate to advanced] Presentations provide a forum in which to speak about a topic of interest, help students speak on a topic with a beginning/middle/end, give students an opportunity to listen to others besides the teacher and to different accents and speech styles, create opportunities for learning how to use teaching aids and modern technology such as PowerPoint, force students to find creative ways to attract an audience, and help build self-confidence while speaking in a new language.Ideas for short presentations: Demonstrate a process. Students demonstrate how to do something step-by-step (e.g. how to tie a tie, how to use a

camera, how to juggle, etc.). Check www.howcast.com for an abundance of ideas. Hand out magazine pictures. The teacher can pre-cut a selection of interesting ones to suit the age and ability of the

students. Students have 5-10 minutes to prepare to speak about the pictures, and then give the presentation. For homework, students look up information about a given topic (e.g. a famous person, animal, etc.). In the lesson,

each student speaks formally about his or her topic. Summary of a news item. As a homework assignment, students have to read a news article either in a newspaper or on

the Internet. The assignment is for speakers to tell the class about the news article.(*”Personal Experience Storytelling” and “The Most Embarrassing Moment Speech” both come from “The Complete Book of Speech Communication” by Carol Marrs, Brooklyn Publishers. “Three minute talks” is from “Teaching Large Multilevel Classes” by Natalie Hess, Cambridge University Press.)

Surveys : [Low-intermediate to advanced] Surveys allow for work in many language skill areas (e.g. lexis, grammar, writing, etc.), but are particularly useful for fostering social interaction. Below are some steps for working with surveys.1. Introduce surveys by going over an example (show how to construct and implement one).2. Either design or have your students design a survey based on things everyone seems to have an opinion about.3. Either pre-teach useful lexis or provide lexis assistance as students are creating their survey.4. Read over the surveys before starting to help with pronunciation and clarify any necessary details.5. Have the students respond to the survey first (for comparison with their classmates later).6. Have students mingle and survey classmates.7. Tabulate and present results. 8. Discuss any interesting things that came up while doing the survey.

Interviews : [Low-intermediate to advanced] Interviewing expatriates is a great way to get students to use English in an authentic way. Give them a task (e.g. ask people what they like most about living in Korea or Seoul) and have them interview 3-5 people around town. To prove they did the assignment, have the students record each interaction with their cell phones. You could also bring in a “mystery guest” (e.g. a friend or colleague) for students to interview.

Situations/Simulations : [Low-intermediate to advanced] Simulations provide a way of creating a rich communicative environment (a representation of reality) where students actively become a part of some real-world system and function according to predetermined roles as members of that group, increase student motivation, help the learner confront and identify with the target culture, reduce anxiety levels, and allow teachers to monitor the participants’ progress unobtrusively. (*”Stranded on a Deserted Island” and “Sinking Ship” are two activities I adapted from a friend. “Survival: A Simulation Game” comes from the website – http://wilderdom.com/games/descriptions/SurvivalScenarios.html)

Debates : [Intermediate to advanced] Debate is an excellent activity for language learning because it engages students in a variety of cognitive and linguistic ways. In addition to providing meaningful speaking practice, debate is also highly effective for developing argumentation skills for persuasive speech. Moreover, debate is an important educational tool for learning analytic thinking skills and for forcing self-conscious reflection on the validity of one's ideas.

Conversation questions : [All] To facilitate communication both in and outside the classroom, there is arguably no better tool than conversation questions. The mother lode of conversation questions can be found at the Internet TESL journal website – a site that is constantly being expanded. Teflpedia and ESL Discussions are two other sources worth checking out.Sources: http://iteslj.org/questions/ http://teflpedia.com/Category:Conversation_questions http://www.esldiscussions.com/Possibilities: Topic-based Random – “Question Box” Ranking Pyramid Fishbowl (“The aquarium”)(*A useful resource for conversation practice is “In My Opinion” by Phil Keegan, Pro Lingua Associates, which is where “What do you think?” comes from. “Chat about” comes from “Primary Communication Box” by Caroline Nixon and Michael Tomlinson, Cambridge University Press. “Most amazing places you’ve ever travel to” is a ranking task I devised. “The aquarium” is from “Teaching Large Multilevel Classes” by Natalie Hess, Cambridge University Press.)

Newspaper or magazine articles : [Low-intermediate to advanced] These are terrific sources of authentic language and current issues that generate a lot of meaningful discussion. (*The newspaper article/discussion about Korea’s heavy drinking culture is based on an article from the Chosun Ilbo. Need more ideas? Check: “Newspapers” by Peter Grundy, Oxford University Press and “Using Newspapers in the Classroom” by Paul Sanderson, Cambridge University Press. For news sites, check “Newspapers and news” on the “Links” page on my website.)

Culture : [Intermediate to advanced] When teaching a language we also teach culture. Communicative activities can give students a chance to share ideas, opinions, and experiences about the commonly held traditions, values and ways of behaving of particular communities. (*“Culture Shock” is from “Conversation” by Rob Nolasco and Lois Arthur, Oxford University Press)

Experiential activities : [All] Learning by doing is always effective. If your topic is food, bring some food to class or take your students to a restaurant around town (e.g. make them order their meal in English). Field trips are another great way to go out and experience something in the community.


None

Week 5


1. Pronunciation activities (practical application) (pp.153-164)As Scrivener rightly points, pronunciation can be an overlooked area of language teaching – but it is an important area of classroom work (as you want students to be able to pronounce words correctly and clearly for effective communication), and can prove to be quite enjoyable if you select the right activities. Try to focus on sounds (vowels, vowel length – long and short, consonants, consonant clusters), syllables, rhythm, word stress, intonation, and tonic words (what you want to emphasize – word or syllable). The following are principles you can adopt for teaching pronunciation: plan (be aware of likely difficulties or diagnose them and prepare activities that will focus on these problems), react to opportunities (look for opportunities to teach and practice pronunciation as they arise in the classroom – unplanned moments), develop general techniques for modeling and correcting (model > choral repetition > individual repetition), develop a set of activities for recurring problems, use a variety of activities (developing awareness, focused explanations, context, games, etc.), and recycle activities (to recall and reinforce). (*A good series for pronunciation work is “Basics in Pronunciation” and “Focus on Pronunciation” by Linda Lane, Longman, where “Consonant Contrasts” and “Vowel Contrasts” come from. A fun activity book is “Pronunciation Games” by Mark Hancock, Cambridge University Press, where “Pronunciation Journey,” “Making Tracks,” and “Stress Dice” all come from.)

2. Activity route map > Pronunciation (example) (pp.165-166)

3. Activity route map > Speaking (practical application) (pp.167-171)

4. Activity route map > Student speaking examples – x3 (pp.172-175)

5. Reflection paper > Student examples – x2 (pp.176-179)


Read LT 9 (pp.234-248) and highlight the answers in the text to the questions below. [25 points]1. Writing work in the classroom falls on a continuum of how much restriction, help and control is offered. What are the five

methods that comprise this continuum? (p.235)2. How can a student learn to become a better writer? How can teachers help in this process? (p.236)3. What is a typical route for classroom work on helping students to write? (p.237)4. What are some examples of (authentic) real-world writing tasks? (pp.238-239)5. What are some ways to generate ideas for writing? (pp.239-241)6. What are some ideas for helping writing? (pp.241-242)7. What are two things to keep in mind when responding to writing? What are some key strategies for this? (pp.243-244)8. What are some variations on traditional teacher marking? (p.245) 9. How much teacher feedback on written work would you ideally like to have? Would you prefer correction symbols (which

encourage you to self-correct) or would you like the teacher to correct all of your errors for you? (*opinion)


Write a reflection paper about speaking and pronunciation. Address one or more of the following questions: What did you learn? Do you feel like you can teach speaking and pronunciation more effectively now than before starting this section of the

course? What did you enjoy, appreciate, and/or find the most helpful about this section of the course? What specific activities did you like best? Least? Why? What will you try to use or SARS in your classroom(s)? What would you like to spend more time on for this section of the course? Less time on? What, if anything, did you not like about this section of the course? Was there anything that hindered your learning? Do you have any suggestions or advice for me – specifically about how to improve this section of the course? What connections can you make to other courses in the TESOL program? How are your thoughts about learning and teaching changing or evolving? Additional comments are also welcome


Create (not copy from any source) one speaking activity – approximately 30 minutes long. It can include any of the other three skills (listening, reading, writing), but speaking or pronunciation has to be the primary focus. To do this, download the “activity form” and use Arial 9-point font to type in your detailed information and instructions. You are limited to two pages (with one or two attachments as necessary only), so also be simple, clear, and concise. Follow the course packet example, and check these books for ideas and inspiration: “Simple Speaking Activities” by Jill Hadfield and Charles Hadfield (Oxford University Press) “Conversation” by Rob Nolasco (Oxford University Press) “New Ways in Teaching Speaking” by Kathleen M. Bailey and Lance Savage, Editors (New Ways in TESOL Series) “Role Play” by Gillian Porter Ladousse (Oxford University Press) “Teaching Large Multilevel Classes” by Natalie Hess (Cambridge University Press) “Pronunciation Games” by Mark Hancock (Cambridge University Press)


Read the following documents at the beginning of “Writing (Grammar)” (pp.47-59): Elements of effective writing instruction Identifying students’ phase of interest for writing Writing FODP (Focus > Organization > Development > Purpose) What skills do good writers demonstrate? Beginner writing tasks Tasks that promote fluent writing Types of writing Types of texts Writing outside of school Forms and functions: The sentences Patterns and purposes: The moves that matter in academic writing


Week 6

Schedule – Writing 1

1. Principles for teaching writing – LT 9 (p.234-248) discussion and PPT overview (theory)

2. Writing process – paragraphs and essays (practical application) Choose and narrow your topic Prewriting Drafting Sharing Revising Editing Publishing Assessing (*rubrics)

3. Paragraphs [Low-intermediate to intermediate] (pp.183-204) Topic sentence Supporting sentences Minor details Transition signals Concluding sentence

Note: For students at the elementary level, here is a list of items you could focus on before the basic paragraph structure: Grammar (e.g. subjects and verbs, tenses, pronouns, adjectives and adverbs, articles, prepositions, conjunctions, etc.) Simple sentences Punctuation Capitalization Spelling

4. Student feedback (pp.205-211) Correction symbols Revising and editing exercises

*Here is a list of recommended academic writing textbooks (for low-intermediate to intermediate level students): “Great Sentences for Great Paragraphs” by Keith Folse, April Muchmore-Vokoun, Elena Vestri Solomun, Houghton Mifflin “Great Paragraphs” by Keith Folse, April Muchmore-Vokoun, Elena Vestri Solomun, Houghton Mifflin Company “Great Essays” by Keith Folse, April Muchmore-Vokoun, Elena Vestri Solomun, Houghton Mifflin Company “Introduction to Academic Writing” by Alice Oshima and Ann Hogue, Longman “First Steps in Academic Writing” by Ann Hogue, Longman “Writing Academic English” by Alice Oshima and Ann Hogue, Longman “Ready to Write More: From Paragraph to Essay” by Karen Blanchard and Christine Root, Longman “Developing Composition Skills” by Mary K. Ruetten, Heinle “Refining Composition Skills” by Regina L. Smalley, Mary K. Reuten, Joann Rishel Kozyrez, Heinle

*Here is a list of recommended grammar textbooks (for low-intermediate to intermediate level students): “Grammar Dimensions 1” by Victoria Badalamenti and Carolyn Henner-Stanchina, Thomson “Grammar Dimensions 2” by Heidi Riggenbach and Virginia Samuda, Thomson “Grammar Dimensions 3” by Stephen H. Thewlis, Thomson “Grammar Dimensions 4” by Jan Frodesen and Janet Eyring, Thomson “Basic English Grammar” by Betty Schrampfer Azar, Longman “Fundamentals of English Grammar” by Betty Schrampfer Azar, Longman


Prepare a book review – handwritten or typed. Do this by answering all of the questions from “Writing a book review” (p.230) about one of your favorite novels or short stories – not a non-fiction text.

Week 7

Schedule – Writing 2

1. Writing activities (practical application) (pp.212-230)*The suggested levels below may differ from what is stated in the course packet. This is a result of classroom experience with these activities. Moreover, you will notice that many of the activities are for low-intermediate or intermediate students and up. The reason for this is students at the elementary level need more work on the basics (*see last week) before being asked to produce language in more detailed and creative ways. And, as always, think about you can modify, change or adapt each one! Write before you talk [Low-intermediate to advanced] Using visuals to focus descriptions [All] Incident report [Intermediate to advanced] Advert defacement therapy [Intermediate to advanced] Plot construction [Intermediate to advanced] Working from opening sentences [Low-intermediate to advanced] Jigsaw story writing [Low-intermediate to advanced] Cartoon story [Low-intermediate to advanced] Comic strips [Low-intermediate to advanced] Time sequencing in a story [Low-intermediate to advanced] Writing a book review [Low-intermediate to advanced](“Writing” by Tricia Hedge, Oxford University Press and “Teaching Large Multilevel Classes” By Natalie Hess, Cambridge University Press)

2. Activity route map > Writing (practical application) (pp.231-234)


Read LT 5 (pp.99-122) and LT 7 (pp.156-184) and highlight the answers in the text to the questions below. [25 points]1. What are some things you can do to understand a grammar item well before teaching it? (pp.99, 106-107)2. What do learners have to do to make a new grammatical item part of their own personal stock of language? (p.158)3. How can teachers avoid over-long, unhelpful explanations when teaching grammar? (p.165)4. What is guided discovery? What is the teacher’s role? What is the key technique? (pp.166-168)5. What is the real learning experience for students learning grammar? (p.169)6. How can you give students intensive oral or written practice of specific language points? (p.169)7. Why drill? What are some factors that can vary a drill? (pp.170-172)8. What are substitution drills? Transformation drills? True sentences? Written exercises? Elicited dialogues? (pp.173-176)9. What are some grammar practice activities and games? (pp.177-179)


Read or review the following documents at the beginning of the grammar section (pp.63-82): Key grammatical terminology Grammar tenses (simple, progressive, perfect, perfect progressive) 16 grammar items to teach (*according to research) Presenting grammar – explanations Grammar practice – consolidating and automatizing grammatical knowledge Grammar assessment


Week 8

Schedule – Writing 3 (Grammar)

1. Principles for teaching grammar – LT 5 (pp.99-122) and LT 7 (pp.156-184) discussion and PPT overview (theory)

2. Grammar lesson framework 1 – PPP > Presentation, Practice, Production (practical application) (pp.235-238)

3. Grammar lesson framework 2– TBL > Task-based learning (practical application) (pp.239-241)

4. “Teaching English Grammar: What to Teach and How to Teach it” (Jim Scrivener, MacMillan Books for Teachers) (pp.242-246)

5. Activity route map > Grammar (practical application) (pp.247-248)

6. Activity route map > Student writing or grammar examples – x3 (pp.249-252)



Read LT 10 (pp.249-263) and highlight the answers in the text to the questions below. [25 points]1. What are some challenges students face when listening in English? (p.249)2. What goals should teachers strive for when teaching listening? (p.251)3. What are some guidelines for listening work in class? (pp.255-256)4. What is the difference between top-down and bottom-up listening? (pp.257-258)


Write a reflection paper about writing and grammar. Address one or more of the following questions: What did you learn? Do you feel like you can teach writing and grammar more effectively now than before starting this section of the course? What did you enjoy, appreciate, and/or find the most helpful about this section of the course? What specific activities did you like best? Least? Why? What will you try to use or SARS in your classroom(s)? What would you like to spend more time on for this section of the course? Less time on? What, if anything, did you not like about this section of the course? Was there anything that hindered your learning? Do you have any suggestions or advice for me – specifically about how to improve this section of the course? What connections can you make to other courses in the TESOL program? How are your thoughts about learning and teaching changing or evolving? Additional comments are also welcome


Create (not copy from any source) one writing or grammar activity – approximately 30 minutes long. It can include any of the other three skills (speaking, listening, reading), but writing or grammar has to be the primary focus. To do this, download the “activity form” and use Arial 9-point font to type in your detailed information and instructions. You are limited to two pages (with one or two attachments as necessary only), so also be simple, clear, and concise. Follow the course packet example, and check these books for ideas and inspiration: “Simple Writing Activities” by Jill Hadfield and Charles Hadfield (Oxford University Press) “Writing” by Tricia Hedges (Oxford University Press) “New Ways in Teaching Writing” by Ronald V. White, Editor (New Ways in TESOL Series) “Oxford Basics – Teaching Grammar” by Jim Scrivener (Oxford University Press) “Grammar” by Scott Thornbury (Oxford University Press) “New Ways in Teaching Grammar” by Martha C. Pennington, Editor (New Ways in TESOL Series) “Games for Grammar Practice” by Maria Lucia Zaorob and Elizabeth Chin (Cambridge University Press) “The Grammar Activity Book” by Bob Obee (Cambridge University Press)


Read the following documents at the beginning of “Listening” (pp.85-101): Listening survey Core skills for listening comprehension Texts for listening practice based on authentic communicative events List of common listening tasks One-way listening tasks, responses, skills practiced, and task outcomes Interactive listening tasks – listener responses, skills practiced, and listening outcomes Identifying listening problems A good listener Strategies for L2 listening comprehension with examples from learners


Week 9

Schedule – Listening 1

1. Principles for teaching listening – LT 8 (p.249-263) discussion and PPT overview (theory)

2. PDP lesson – “Superpowers” (practical application – radio broadcast > “This American Life”) (pp.259-262)

3. PDP activities – “Curb Your Enthusiasm” (practical application – TV show > HBO) (pp.263-267)Pre-listening skills and activities Other pre-listening activities Brainstorming Warm-up questions Visuals Listing, ordering, rating, categorizing Realia Create anticipation guides (statements – agree or disagree) Prediction Check cultural knowledge or provide cultural information Lexis Set a purpose (e.g. curiosities students may have)During/While-listening skills and activities Other during/while-listening activities Main idea Fill out a graphic organizer Details Do a cloze exercise Inferences Write section summaries Participate actively Complete an outline Note-taking Retell what you listed to Dictation Put parts of the text in the correct order Listen and do Write titles and/or headingsPost-listening skills and activities Other post-listening activities Summarize Write about the topic Lexis review Perform a role play or do reader’s theater Discussion Debate Ranking Conduct a survey Creative response Make a presentation Extension project Do a (research) project

Homework – Due Week 10 None

Week 10


1. TV shows and movies (practical application) (pp.268-272) Reasons Guidelines Activities “Reaper”

2. Reading a film or television show (practical application) (p.273)

3. Film questions (practical application) (pp.274-277)

4. Listening activities (practical application) (pp.278-307)*Suggested levels are noted in parentheses, but think about how you can modify, change or adapt each one. Also, the activities are organized according to the four learning styles, which you need to appeal to. Finally, the first three activities have a three-part structure – just like the activity route map. Feelings [Low-intermediate] {“Simple Listening Activities” by Jill Hadfield and Charles Hadfield, Oxford University Press) In town [low-intermediate] {“Simple Listening Activities” by Jill Hadfield and Charles Hadfield, Oxford University Press) Housework [low-intermediate] {“Simple Listening Activities” by Jill Hadfield and Charles Hadfield, Oxford University Press) Listen and do – Kinesthetic [All] (“Young Learners” by Sarah Phillips, Oxford University Press) Mime what happens – Kinesthetic [All] (“500 Activities for the Primary Classroom” by Carol Read, Macmillan) Using a story-book – Kinesthetic and visual [All] (“Young Learners” by Sarah Phillips, Oxford University Press) Using a video – kinesthetic and visual [All] (“Young Learners” by Sarah Phillips, Oxford University Press) Simon says – Kinesthetic [All] (“Young Learners” by Sarah Phillips, Oxford University Press) Robot game – kinesthetic [All] (“Young Learners” by Sarah Phillips, Oxford University Press) True or false? – Auditory and kinesthetic [All] (“500 Activities for the Primary Classroom” by Carol Read, Macmillan) Visualization – Visual (“500 Activities for the Primary Classroom” by Carol Read, Macmillan) Draw me a story – Visual [All] (“Time for Talking” by Elizabeth Love & Sue Reilly, Longman) Shapes galore – Tactile [All] (“Time for Talking” by Elizabeth Love & Sue Reilly, Longman) Confirmation questions – Tactile [All] (“Conversation Strategies” by David and Peggy Dustin Kehe, Pro Lingua Associates) Dictogloss – Auditory [Low-intermediate to advanced] [All] (“Grammar” by Scott Thornbury, Oxford University Press) The teacher is a cassette player – Auditory [All] (“Young Learners” by Sarah Phillips, Oxford University Press) Running dictation – Auditory and kinesthetic [All]

3. Listening tasks (pp.308-311)This very good and useful list comes from “Practical English Language Teaching: Listening” by Marc Helgesen and Steven Brown, McGraw-Hill


None

Week 11


1. Music activities (practical application) (pp.312-334)*In parentheses are suggested levels – but think about how you can modify, change or adapt each one. Starting with music [All] Background music [All] Musical introduction cards [All] Music questionnaires [Low-intermediate to advanced] I like it [All] Musical reactions [Low-intermediate to advanced] Film Music [Low-intermediate to advanced] Text completion and construction [All] Star reports [Intermediate to advanced] Soundtrack of my life [intermediate to advanced] Rewriting song lyrics [Low-intermediate to advanced] Album artwork [All] Music journal [Low-intermediate to advanced] Pop songs: discussion [Intermediate to advanced] How would you describe this song? [Low-intermediate to advanced] What makes a good video [Low-intermediate to advanced] Making the most of a video [All](Most of the activities are from ”Music and Song” by Tim Murphey, Oxford University Press)

2. Music resources (pp.335-341) Reasons for using songs in language teaching Using songs in the classroom [36 activities] Using music in the adult ESL classroom [activities – listening and oral, reading and writing, vocabulary, and culture] Useful language for the music classroom

3. Activity route map > Listening (practical application) (pp.342-344)

4. Activity route map > Student listening examples – x3 (pp.345-350)



Create (not copy from any source) one listening activity – approximately 30 minutes long. It can include any of the other three skills (speaking, reading, writing), but listening has to be the primary focus. To do this, download the “activity form” and use Arial 9-point font to type in your detailed information and instructions. You are limited to two pages (with one or two attachments as necessary only), so also be simple, clear, and concise. Follow the course packet example, and check these books for ideas and inspiration: “Simple Listening Activities” by Jill Hadfield and Charles Hadfield (Oxford University Press) “Music and Song” by Tim Murphey (Oxford University Press) “Listening” by Goodith White (Oxford University Press) “New Ways in Teaching Listening” by David Nunan and Linsay Miller, Editors (New Ways in TESOL Series)


Read LT 10 (pp.263-270) and highlight the answers in the text to the questions below. [25 points]1. What is the difference between intensive reading and extensive reading? (p.264)2. What is the difference between skimming and scanning? (p.265)3. What is the difference between top-down and bottom-up reading? (*review)4. What is a possible route map for a top-down reading lesson? (p.267)5. What are some specific ideas for reading tasks? (pp.267-268)6. What are the benefits of extensive reading? (p.268)7. What are some extensive reading activities? (p.270)


Write a 2-page (maximum) reflection paper (A4, typed, double-space) about listening. Address one or more of the following questions: What did you learn? Do you feel like you can teach listening more effectively now than before starting this section of the course? What did you enjoy, appreciate, and/or find the most helpful about this section of the course? What specific activities did you like best? Least? Why? What will you try to use or SARS in your classroom(s)? What would you like to spend more time on for this section of the course? Less time on? What, if anything, did you not like about this section of the course? Was there anything that hindered your learning? Do you have any suggestions or advice for me – specifically about how to improve this section of the course? Additional comments are also welcome


Read the following documents at the beginning of “Reading (Lexis)” (pp.105-206):Reading (pp.105-179) Reading process self-evaluation Reading survey: what, why, how, and when do you read? The process of understanding and thinking about what we read Teach by design Stop and reflect periodically Create the conditions for effective learning Types of text The elements of a text Choose texts wisely Choosing books for beginning readers Fluent reading Effective vs. ineffective readers Struggling readers – help them to help themselves Be a model reader General standards for reading in all subject areas

Cognitive reading strategies List of different reading strategies Overview of reading strategies and essential skills Use questions to support reading Teach students how to ask for help Questions readers should always ask of any type of text Questions I can ask myself as I read Use graphic organizers The shapes of thought – tools for writers and readers Four R Notes Cornell note-taking form Interactive reading KWL organizer Story structure Bookmark – Reading: Think about it! Bookmark – Reading reminders Sentence frames – helping students discuss, read, and write about texts Reading – think about it The book of ideas Overview of informational texts Good readers of informational text Read textbooks Preparing an informational retell Read expository texts Retelling expository texts Nonfiction scaffold Read essays Read images Summarize and paraphrase Keep a learning log Summary of reading assessments Assessing comprehension instruction in your classroom

Fiction (pp.183-206) Overview of reading fiction Glossary of literary terms Ask questions to understand stories Stems to start a discussion Invitations to deeper conversation Questions for students to ask each other about books Questions for students to ask each other about being a reader Group discussion rating

Most commonly taught titles in grades 9-11

103 things to do before/during/after reading

60 content reading strategies and activities


Week 12

Schedule – Reading 1

1. Principles for teaching reading – LT 10 (p.263-270) discussion and PPT overview (theory)

2. PDP activities – “Big Talkers” (practical application) (pp.357-365)Pre-reading activities

Rank Mind map Flashcards Wordsplash Visualize Warm-up questions

Quiz Vocabulary KWL Preview and predict Set a purpose

During/While-reading activities KWL Symbols Jigsaw reading Context clues Task reading Skimming Scanning

Outline Summarize Visualize and draw Inferences Ask questions Make connections Synthesize

Post-listening activities KWL Debate Interview/Survey Response journal Apply to broader context and presentation

Research and poster Movie idea News story Comic strip Reflect on reading strategies

(“Ready to Read More” by Karen Blanchard and Christine Root, Pearson)


1. Be able to clearly summarize the plot of one of your favorite fiction books or short stories.2. Read “Rapunzel” (pp.390-392), “Rumpelstiltskin” (pp.393-395), and “The Frog Prince” (pp.396-398)

Week 13

Schedule – Reading 2

1. Graded readers and extensive reading (theory) (pp.366-367)

2. Extensive reading principles (theory) (pp.368) The reading material is easy. A variety of reading material on wide range of topics is available. Learners choose what they want to read. Learners read as much as possible. The reading speed is usually faster than slower. The reading purpose is for pleasure, information, and understanding. Reading is individual and silent. Reading is its own reward. The teacher orients and guides the students. The teacher is a role model of a reader.

3. Extensive reading benefits Faster, more fluent reading (speed and proficiency) Greater vocabulary acquisition and familiarity (different contexts) Better understanding of how language works and is used (sentences > paragraphs > whole texts) Better writing skills (patterns of language) Improved confidence and motivation (bridge/midway stage) Greater independent learning (use skills and strategies alone) More positive attitude to the foreign language (wide diversity of stories)

4. Establishing an extensive reading program (pp.369-377)

5. Extensive reading activities (practical application) (pp.378-389) Exploring personal reading histories [Low-intermediate to advanced] Reading and you questionnaire [All] Book review [All] Instant Book Report [All] 4-3-2 Technique [Low-intermediate to advanced] One-Sentence Summaries [Low-intermediate to advanced] My favorite passage [Low-intermediate to advanced] Getting personal [Low-intermediate to advanced] Vocabulary journal [All](“Extensive Reading Activities for Language Teaching” by Julian Bamford and Richard Day, Cambridge University Press)

6. Fiction activities – “Rapunzel” and “Rumpelstiltskin” (practical application) (pp.390-436)*www.eastoftheweb.com > short stories > children’s > classic stories > rating/author/date added/length Partner read and think [All] My partner said [All] I remember [All] Say something [All] Alpha antics [All] Alphaboxes: A reflective strategy [All] Two-word strategy [Low-intermediate to advanced] The character and me [Low-intermediate to advanced] Book commercials [Low-intermediate to advanced] Maybe [Low-intermediate to advanced] Preparing for a retell [Low-intermediate to advanced]

Team retelling [Low-intermediate to advanced] If I were the author [Low-intermediate to advanced] Interactive journals [Low-intermediate to advanced] Story scaffold [Low-intermediate to advanced] Story Reflections [All] Coding strategy [All] Focusing on important ideas [Low-intermediate to advanced] Sum it up [Low-intermediate to advanced] Drawing conclusions [Low-intermediate to advanced](“Revisit, Reflect, Retell” by Linda Hoyt, Heinemann)

7. Literature circles – “The Frog Prince” [Low-intermediate to advanced] (pp.437-439)*Overview/How to, twelve ingredients, and scoring guide Comprehension master Discussion Director Literary Luminary Connector Summarizer(Google: literature circles, literature circles worksheets, literature circles roles, literature circles handouts, literature circles activities, literature circles lesson plans, literature circles jobs > web + images)

8. Activity route map > Reading (practical application) (pp.440-444)


Create (not copy from any source) one reading activity – approximately 30 minutes long. It can include any of the other three skills (speaking, listening, writing), but reading has to be the primary focus. To do this, download the “activity form” and use Arial 9-point font to type in your detailed information and instructions. You are limited to two pages (with one or two attachments as necessary only), so also be simple, clear, and concise. Follow the course packet example, and check these books for ideas and inspiration: “Extensive Reading Activities for Teaching Language” by Julian Bamford and Richard Day (Cambridge University Press) “Simple Reading Activities” by Jill Hadfield and Charles Hadfield (Oxford University Press) “New Ways in Teaching Reading” by Ronald V. White, Editor (New Ways in TESOL Series)


Read LT 8 (pp.185-210) and highlight the answers in the text to the questions below. [25 points]1. What is the difference between lexis, vocabulary, and grammar? (p.186)2. What are some possible presentation techniques for lexis? (pp.189-190)3. What are some lexical practice activities and games? (pp.191-193)4. What are some common pre-teaching tasks for lexis? (p.195)5. How can teachers deal with lexis during reading and after the first phase of it? (pp.196-197)6. How can teachers help students remember lexical items? (pp.198-205)7. What are some things students can know about a lexical item? (pp.206-207)8. How can we help student process lexis at a deeper level? (pp.208-210)


Read LT 3 (pp.54-81) and highlight the answers in the text to the questions below. [25 points]1. What are the common classroom management areas? What does classroom management involve? (p.54-55)2. What influences and informs your decisions between different options? (p.57)3. How can you maximize student interaction in class? (p.60)4. What are some strategies for getting learner’s attention? (p.67)5. What is your role while students do an activity? (p.68)6. How are gestures helpful in the classroom? (p.69)7. How can you use the board effectively? (pp.71-73)8. What does ‘eliciting’ mean? How is it helpful for teachers? What are three ways to do it? (p.73)9. What are some popular techniques for preventing learning? (pp.75-78)10. How is intuition fundamental to teaching? (pp.78-81)


Write a 2-page (maximum) reflection paper (A4, typed, double-space) about reading (to include vocabulary – next week). Address one or more of the following questions: What did you learn? Do you feel like you can teach listening more effectively now than before starting this section of the course? What did you enjoy, appreciate, and/or find the most helpful about this section of the course? What specific activities did you like best? Least? Why? What will you try to use or SARS in your classroom(s)? What would you like to spend more time on for this section of the course? Less time on? What, if anything, did you not like about this section of the course? Was there anything that hindered your learning? Do you have any suggestions or advice for me – specifically about how to improve this section of the course? Additional comments are also welcome

Week 14

Schedule – Reading 3 (Lexis)

1. Principles for teaching lexis – LT 8 (p.185-210) discussion and PPT overview (theory)

2. Lexis techniques – ensure understanding of meaning and optimize impact (practical application) (pp.445-451) Associations (small)

Brainstorming (animals)

Categories (food)

Collocations (take a break, save money)

Concept questions (building – Is it tall? Large?)

Connecting (relate new word to others – bicycle)

Connotations (skinny vs. slim) or nuance (patriot)

Context clues (six common types)

Dictionary (syllables, stress, pronunciation)

Display in the classroom (word walls)

Draw a picture or visualize (link item + image)

Finger Method (associate items with fingers – sets)

Flashcards (link word + image)

Games (play with words – wordsearch, crosswords)

Grammatical classifications (nouns, verbs)

Grouping (by color, function – school supplies)

Idioms (face the music, throw in the towel)

Journal (“Word Study” and “Vocabulary Square”)

Keyword Method (link sound + image – ma-ni/a lot)

Lists (word and definition – limit and review often)

Loci Method (image + location link – room)

Mime and gesture (link word + action)

Mnemonic devices (egregious > egg reach us)

Mobile phones or tablets (lists and/or pictures)

Multiple meanings (cool)

Narrative chain (create a story using new words)

Paired expressions (up and down, off and on)

Peg Method (memory system – numbers)

Personal connection (how word relates to your life)

Phrasal verbs (hold on, take off)

Pictures (describe in as much detail as possible)

Prefixes, root words and suffixes (anti-bio-tic)

Proverbs (Honesty is the best policy)

Rank and sequence (small > medium > large)

Realia (durian)

Review (end of lesson, week, or unit of study)

Small cards or pieces of paper (carry or affix/tape)

Synonyms and antonyms (beautiful)

Tests (validity and reliability)

Visuals – pictures and illustrations (gerbera)

Word families (electricity, electrical, electrician)

Word in a sentence (personalize if possible)

Word of the day (online dictionaries)

Word or topic webs (mind maps – colors)

*Google: common (+) collocations, idioms, phrasal verbs, prefixes/root words/suffixes, proverbs, etc. for lists.

(“Vocabulary Activities” by Penny Ur, Cambridge University Press)

3. Formats for testing vocabulary (practical application) Translation – L2 > L1 (e.g. serious > ________ ) Synonym matching (e.g. firm > a. deep b. hard c. warm d. clean) Fill in the blanks (e.g. A ________ is a large cat with stripes that lives in the jungle.) Identifying meaning (e.g. chronic means . . . a. lasting a long time b. dissatisfied c. to greatly decrease d. effective) Matching (e.g. 1. champion 2. policeman 3. writer > a. officer of the law b. composes novels c. winner of a sporting

event) Checklist tests – lists of words (e.g. = know very well, = know, ? = not sure, X = don’t know) Word associates test – target word is followed by eight options, four of which have some relationship to the target

word and four of which do not (e.g. sudden > beautiful, quick, surprising, thirsty, change, doctor, noise, school) Make a sentence with the target word – personalize if possible (e.g. scrumptious > The steak with mint sauce that I

had at the Bulgarian restaurant on Saturday was scrumptious!) Sentence completion (e.g. terrifying > One of the most terrifying experiences I ever had was . . . ) Draw a picture or identify what is in a picture (e.g. picture of a living room with many items in it) Cloze test – make blanks for target words in a text (include a word bank or multiple choice for each blank) Embed in text – explain what the target words mean in context (e.g. The word deliberately in line four of the passage

means . . . a. preferably b. noticeably c. intentionally d. absolutely) Know about the word (e.g. meaning, what it collocates with, what would be an appropriate or inappropriate context

of use, what other words they know from the same family, etc.) Read aloud (to check if students can pronounce words correctly)

4. Lexical (board) games (practical application) (pp.452-473)Using lexical board games in the language classroom is an effective, low-anxiety, and fun way for students to learn and practice new words and real world communication skills. To ensure success: (1) allow for creativity, (2) use as a learning tool, (3) make it fun and interesting, and (4) develop a good set of rules that are easily enforceable. Afterwards, reflect on what went well and what didn't, what you will continue to do in the future and what you won’t, and what you would like to add/delete/change the next time you play. Scrabble Upwords Bananagrams Scrabble Slam Catch Phrase Taboo Balderdah

Jenga I-Spy Books Memory Madness Scattergories Boggle (*websites) Jeopardy Categories

Word hunt Word sets Ladders Pictionary Word games Mad Libs

There are so many board games to try out, but always think about the educational value first: Wikipedia : http://en.wikipedia.org/wiki/List_of_board_games (list of many board games on the market today) Google images : board games esl (many games to print out or use for inspiration in creating your own) Amazon, Toys “R” Us, and G-market : places to buy all games listed above

5. Activity route map > Lexis (example) (pp.474-475)

6. Activity route map > Student reading examples – x3 (pp.476-481)


8. Microteaching preparation (pp.487-495) Overview Criteria Forms Time

Procedure Assessment Example videos and feedback Order

Homework – Due Weeks 15-16

Thoroughly prepare for your microteaching demonstration. (50 points)

Weeks 15-16

Schedule – Microteaching

Demonstrations

***End of Week 16***You’ve made it to the end of the semester. Congratulations! Now on to the practicum . . . Good luck!

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