· Web viewWhat is a complete lesson? (p.41) What are some options for teachers when using...

Week 1

Schedule – Introductions and course overview

Icebreakers

1. Icebreaker – Find Someone Who 2. Analyze icebreaker: Why is this kind of activity good on the first day?3. Other icebreakers 4. Get to know your professor

Remembering names

1. Alphabetical line-up and name chain2. Video or photo (*optional)3. Me cards4. Contact list5. Other name-remembering activities

Syllabus

1. Website2. Contact information3. Course description4. Materials5. Assessment criteria6. Semester schedule

Teaching and learning discussion

1. What are the qualities of a good teacher?2. Who was the best teacher I’ve ever had? Why did this person have such an impact on me?3. What kind of teacher am I (or do I want to be)? 4. What are (or will be) my strengths as a language teacher? What do I (think I) need to work on?5. What are (or do I think will be) the most rewarding aspects of teaching for me? 6. What are the best ways to learn a language? 7. What is the most effective language learning environment for me? 8. What motivates me when I am learning a new language? What factors tend to lower my motivation?9. Which English language classes have I enjoyed and benefitted from the most over the years? Why? 10. Which English language classes have not helped or benefitted me over the years? Why?

First day of class

Visit the classroom before the first meeting Build a sense of community in the classroom Start getting to know your students’ names Address students’ concerns Deal with administrative matters Set the tone for the rest of the class/course (i.e. establish a cooperative and respectful classroom atmosphere) Make the class time worthwhile Expect some awkwardness

Homework – Due Week 2

Read or scan LT 1-4, 6 (pp.11-78, 109-121) and handwrite or type your answers on a separate sheet of paper. This is a double required reading assignment (40 points).

1. How does Scrivener describe the act of teaching? (p.10)2. What is a teacher for? (pp.15-17)3. Why does T (teaching) not equal L (learning)? (pp.17-18)4. What can teachers create? (p.18)5. Beyond explanations, what do learners seem to need? (p.19)6. What is the experiential learning cycle? What impact does it have on language teaching? (pp.20-22)7. What kind of teacher creates conditions in which a great deal of learning is likely to take place? (p.22)8. How important do you think rapport is? (pp.22-23)9. Task 7 (p.23)10. In order to create an effective learning environment, what three core teacher characteristics are needed (according to

American psychologist Carl Rogers)? (p.24)11. According to Adrian Underhill, what are three broad categories of teaching styles? (pp.25-26) 12. What are some key hints when planning your first lessons? (pp.34-35)13. What are some key hints when teaching your first lessons (pp.35-37)14. What are some key hints for starting to teach better? (p.37)15. What is an activity or task? What are some examples of these? (p.41)16. To make sure that students are genuinely engaged, what must teachers do? (p.41)17. What is a complete lesson? (p.41)18. What are some options for teachers when using coursebook material (arrangements and running an activity)? (pp.42-43)19. What are the six steps of the activity route map? (pp.44-46)20. What is the general rule about planning? (p.109)21. What are some general areas to think about when planning? + Task 63 (pp.109-110)22. What are important considerations for a lesson plan? (pp.110-111)23. What is a key test to see whether your lesson plan is okay or not? (p.121)24. What are some learner differences? Why do we need to consider these (especially in terms of motivation)? (p.63)25. What are multiple intelligences? Why are these important? (p.64)26. What are some common level structures in schools? (p.66) What accounts for mixed-level classes? (pp.67-68) What is an

important conclusion about level? (p.69)27. Task 37-38 (pp.69-71)28. Task 39 (pp.72-74)29. What is teaching primarily an act of? What do unsuccessful teachers do? (p.74)30. Why is it hard to tune in? (p.75)31. Why do some teachers avoid feedback? (pp.75-76)32. What are some starting points for getting useful feedback? (p.77)

Week 2

Schedule – Classrooms at work/Starting out/Classroom activities/Who are the learners?/Planning lessons [LT 1-4, 6]

1. Discuss LT 1-4, 6 homework questions

2. Activity route map practice

Before the lesson Lead-in/Prepare Set up the activity Run the activity Close the activity Post activity


Read LT 7 (pp.146-169) and handwrite or type your answers on a separate sheet of paper. This is a single required reading assignment (20 points).

1. What are some ways to organize a regular discussion lesson or conversation class? (pp.146-147)2. What is needed for a good discussion to happen? (p.149)3. What are four common groupings for discussions? (p.149)4. What are a few ways to get a good discussion going? (pp.150-151)5. What is an information gap? (p.152)6. What is the aim of a communicative activity in class? (p.152)7. What are some common communicative activities? (pp.153-155)8. How do you organize learners in speaking tasks? (p.155)9. What are two benefits of role-play cards? (p.156)10. What are some role-play guidelines? (p.158)11. What is the difference between role-play and real-play? (p.158)12. What is a simulation? (p.159)13. What are some ideas for correction work after a fluency activity? (pp.161-162)14. What does scaffolding mean? (p.162)15. What are some scaffolding techniques? (p.162)16. What is a genre? Why is it important? (pp.163-166)

Week 3

Schedule – Speaking 1 [LT 7]

1. Teaching speaking overview (PPT)

2. Discuss LT 7 homework questions

3. Activities

Controlled conversations – Focus on speaking strategies (“Conversation Strategies” and “Discussion Strategies”)

Information gaps – Complete a task by obtaining missing information – e.g. filling the gaps in a schedule > similar but with different missing details; features of grammar and vocabulary that are practiced are determined by the content of the pictures and the items that are missing or different (can/can’t and does/doesn’t)

Jigsaws – More elaborate information gap activities that can be done with several partners; 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, photos from a set that tell a story, sentences from a written narrative, or a tape recording of a conversation (comic strip)*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, eliciting what they already know and supplementing what they are able to produce themselves.

Scripted dialogues and drama – 1st time perform at regular speed, 2nd time perform in slow-motion – hand gestures, facial expressions, body movements, and speech > helps students focus on their pronunciation, and 3rd time perform at high speed > boosts fluency and confidence (A Three-Act Play)

Logic puzzles – Tasks involving negotiation to solve something; gets students to repeat and review facts, restate them, paraphrase to check for understanding, ask questions, and make negative statements (What’s the explanation)

Picture-based activities (“Lexicarry” – for questions below + LT 334-336 and MSNBC’s Week in Pictures)a. Describe the pictures. What is happening (present continuous)?b. What happened (simple past)?c. What will happen (future)?d. Add descriptions with adjectives and adverbs (any tense).e. Use alternative words and expressions.f. Make questions and negative statements.g. Personalize it (communicative): What time do you usually go to bed? What do you usually do before you go to bed?

Is it easy for you to fall asleep? Do you usually snore? What was the best or strangest dream you’ve ever had? When was the last time you had a nightmare? Have you ever walked in your sleep? Have you ever suffered from insomnia?

Role plays (“Conversation Inspirations”) Ways: Pair or group work practice Monitor for mistakes (e.g. grammar, lexis, pronunciation, etc.) Prepare, rehearse and perform Hot seats (improvise in the moment)Tips: Prepare carefully: Introduce activity by describing the situation and making sure that all students understand it Set a goal or outcome: Be sure the students understand what the product of the role play should be. Demonstrate: Model with a student to be explicit about what is expected of everyone. Brainstorm: Before you start the role play, have students brainstorm as a class to predict what vocabulary,

grammar, and idiomatic expressions they might use. Give students time to prepare: Let them work individually to outline their ideas and the language they will need. 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. 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. Do topical follow-up: Have students report to the class on the outcome of their role plays. Do linguistic follow-up: After the role play is over, give feedback on grammar or pronunciation problems you heard.

Storytelling (Storytelling with pictures)Stories: Are motivating and interesting Can promote communication Provides a context to hold students’ attention Are an enormous language and cultural treasure trove Help create a lively atmosphere and real life environment that encourages students to talk and discuss with each

other; they will be so engrossed with the plot and individual scenes that they will tend to forget about themselves and consequently relieve any anxiety they might have, thus becoming more confident to express themselves spontaneously and creatively

Surveys (What’s your opinion?)How to: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. Extend with a discussion about interesting things that came up while doing the survey.

Conversation questions (Question Box – sentence strips/rotate partners > inner/outer circle)Sources: http://iteslj.org/questions/ http://teflpedia.com/Category:Conversation_questions http://www.esldiscussions.com/Tips: Prepare the students: Give them input (both topical information and language forms) so that they will have

something to say and the language with which to say it. Offer choices: Let students suggest the topic for discussion or choose from several options. Discussion does not

always have to be about serious issues. Students are likely to be more motivated to participate if the topic is television programs, plans for a vacation, news about mutual friends, etc.. Weighty topics like how to combat pollution are not as engaging and place heavy demands on students' linguistic competence.

Set a goal or outcome: This can be a group product, such as a letter to the editor, or individual reports on the views of others in the group.

Use small groups instead of whole-class discussion: Large groups can make participation difficult. Keep it short: Give students a defined period of time for discussion (e.g. 10 minutes). Allow them to stop sooner if

they run out of things to say. Allow students to participate in their own way: Not every student will feel comfortable talking about every topic; do

not expect all of them to contribute equally to the conversation. Do topical follow-up: Have students report to the class on the results of their discussion. Do linguistic follow-up: After the discussion is over, give feedback on grammar or pronunciation problems you have

heard.

Week 4

Schedule – Speaking 2

1. Activities

Fillers (“Five-Minute Activities”)You may sometimes need:1. A quick warm-up for the beginning of your lesson to get students into the right mood for learning2. An idea for a brief vocabulary review before starting a new text3. A light filler to provide relief after a period of intense effort and concentration4. A brief orientation activity to prepare a change of mood or topic5. A game or amusing item to round off the lesson with a smileActivities: Controversial statements General knowledge How many things can you think of that . . . ? It was the way she said it Sentence starters

Pyramid discussions – A speaking activity where learners form progressively larger groups (1 > 2 > 4 > 8 > 16 . . .) as they carry out a speaking task, which normally requires each grouping to reach agreement before joining another group. (Men and women can’t be just friends.)

Simulations (The Bomb Shelter)Benefits:1. 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.

2. Increase student (and teacher) motivation.3. Dismantle the normal teacher-student relationship so that students take control of their own destiny within the

simulation, leading towards "declassrooming" the classroom. 4. Help the learner confront and identify with the target culture. 5. Reduce anxiety levels.6. Allow teachers to monitor the participants’ progress unobtrusively.

Debates (procedure, tips, topics, lexis)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.

Presentations (basic elements, how to – www.howcast.com, and personal experience/most embarrassing moment)Benefits: Provide a forum in which to speak about a topic of interest Assists students to speak on a topic with a beginning, middle and ending Gives students an opportunity to listen to others besides the teacher, and to different accents and speech styles Provides opportunities for learning how to use teaching aids and modern technology such as PowerPoint Forces students to find creative ways to attract an audience Helps build self-confidence while speaking in a new languageIdeas for short presentations: 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, strange animal, man-

made wonders of the world, 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.



1. What are some pronunciation ideas for teachers? (pp.284-285)2. What are some starting points for teaching pronunciation? (p.286)3. What are phonemes? (p.287)4. What are some general ideas for working with phonemes? (pp.288-289)5. Why is word stress important? (p.289)6. What is prominence? Tone units? Tonic syllable/nucleus? (p.290)7. What does stress typically mark out? (p.291)8. What are some ways of demonstrating patterns of prominence? (p.291)9. What is intonation? Why is it important? (p.295)10. What are some ideas for working on intonation? (pp.295-296)

Week 5

Schedule – Pronunciation [LT 13]

1. Teaching pronunciation overview (PPT)


3. Pronunciation books and activities

“Pronunciation Games” Making tracks (counting syllables) Stress dice (stress patterns in adjectives) Chinese chequers (when and when not to add a syllable in ed and s/es inflections) Pronunciation journey (minimal pairs)

“Basics in Pronunciation” Vowel contrasts Consonant contrasts

4. Running dictation

5. Activity route map

Review (1 Before the lesson > 2 Lead-in/Prepare > 3 Set up > 4 Run > Close > 6 Post activity) Student example Homework assignment

Homework 1 – Due Week 6

Create (not copy from any source) one speaking activity – 30-60 minutes long – that a teacher could use in a classroom without any additional explanation from you. It can include any of the other three skills, but speaking has to be the primary focus. To do this, download the “activity form” (www.scottsclasses.com – “4 skills”) and use Arial 9-point font to type in your detailed information and instructions. You are limited to one page (no attachments), so also be simple, clear, and concise. Follow the student examples, and check these books for ideas and inspiration:

“Conversation” by Rob Nolasco (Oxford) “New Ways in Teaching Speaking” by Kathleen M. Bailey and Lance Savage, Editors (TESOL) “Keep Talking” by Friederike Klippel (Oxford) “Conversation Starters” by Sue Fenton (Madame Fifi) “Zero Prep for Beginners” (Chapter 2) by Laurel Pollard, Natalie Hess and Jan Herron (Alta Book Center Publishers) “Zero Prep” (Chapter 3) by Laurel Pollard and Natalie Hess (Alta Book Center Publishers)



1. Writing work in the classroom falls on a continuum of how much restriction, help and control is offered. What are the 5 methods that comprise this continuum? (p.193)

2. How can a student learn to become a better writer? How can teachers help in this process? (p.194)3. What is a typical route for classroom work on helping students to write? (pp.194-195)4. What are some examples of (authentic) real-world writing tasks? (p.196)5. What are some ways to generate ideas for writing? (pp.197-199)6. What are some ideas for helping writing? (pp.199-200)7. What are two things to keep in mind when responding to writing? (pp.200-201)8. What are some variations on traditional teacher marking? (pp.202-203) 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)

Week 6

Schedule – Writing 1 [LT 9]

1. Teaching writing overview (PPT)


3. Writing process

Choose and specify/narrow your topic Prewriting (generate ideas, select/discard, and outline) Drafting (first draft) Sharing (peer review) Revising (format, structure/organization, logic, and sentence style) Editing (grammar, spelling, punctuation, and mechanics) Publishing (final draft) Assessing (check what you did well and what you have to do better the next time you write)

4. Basic paragraphs

Topic sentence (topic + controlling idea) Supporting sentences (support the topic sentence) Minor details (support the supporting sentences) Transition signals (words or phrases that help readers move from one point to the next in your paragraph – e.g. First.

Second, Finally . . . To begin with, Then, After that) Concluding sentence (restates the topic sentence in a new/refreshing way, makes an interesting final observation, or

ends with a prediction, suggestion, or quotation – *optional)

Week 7

Schedule – Writing 2

1. Journal writing (PPT)

Daily Secret Friend

2. Activities (“Writing”)

Asking for and giving advice Jigsaw story writing Working from opening sentences Using journalist questions Writing a biography Writing a book review Time sequencing in a story Working with language using dictogloss




Create (not copy from any source) one writing activity – 30-60 minutes long – that a teacher could use in a classroom without any additional explanation from you. It can include any of the other three skills, but writing has to be the primary focus. To do this, download the “activity form” (www.scottsclasses.com – “4 skills”) and use Arial 9-point font to type in your detailed information and instructions. You are limited to one page (no attachments), so also be simple, clear, and concise. Follow the student examples, and check these books for ideas and inspiration:

“Writing” by Tricia Hedges (Oxford) “New Ways in Teaching Writing” by Ronald V. White, Editor (TESOL) “Zero Prep for Beginners” (Chapter 4) by Laurel Pollard, Natalie Hess and Jan Herron (Alta Book Center Publishers) “Zero Prep” (Chapter 5) by Laurel Pollard and Natalie Hess (Alta Book Center Publishers)

Websites:

Teachervision (http://www.teachervision.fen.com/lesson-plan/resource/5775.html?detoured=1) Scholastic (http://www2.scholastic.com/browse/lessonplans.jsp)


Read LT 10 (pp.206-225) and LT 12 (pp.252-283) and handwrite or type your answers on a separate sheet of paper. This is a double required reading assignment (40 points).1. What steps can you take to brush up on a grammar item before teaching it? (p.206)2. What is grammar concerned with? (p.207) [*form – meaning – use]3. What are the most commonly studied tenses and verb forms? (p.210)4. When teaching verbs, what do you need to make sure to do? (p.210)5. What’s an important grammatical distinction with English nouns? (p.210)6. What advice does Scrivener give about teaching grammar (“where to go from here”)? (pp.214-215)7. When a student asks you the meaning of a word, how can you help him/her understand it? (p.215)8. When is the meaning of words often clearest? (p.217)9. What are concept questions? How are they helpful in explaining a grammatical item? (pp.219-221)10. What are the reasons for being so clear about meaning? (p.221)11. Why is it important for students to understand context? (p.222)12. What do learners have to do to make a new grammatical item part of their own personal stock of language? (p.254)13. What is the real learning experience for students learning grammar? (p.255)

14. What are some factors that can vary a drill? (pp.256-257, 258-259)15. What are substitution drills? Transformation drills? True sentences? (pp.257-258)16. What are some possible feedback strategies? (p.260)17. What are elicited dialogues? (p.262)18. What are some grammar practice activities and games? (pp.263-265)19. What is clarification? What are three general categories? (p.265)20. What should teachers do when giving explanations? (p.267)

Week 8

Schedule – Grammar [LT 10 and 12]

1. Teaching grammar overview (PPT)

2. Discuss LT 10 and 12

3. Unit from “Grammar Dimensions 1”

4. Activities (“Primary Grammar Box,” “Games for Grammar Practice,” and “The Grammar Activity Book”)

Read all about it! Film frenzy Looking for a flatmate Time and again Sweet memories Watch your step Let’s go together Grown ups


Read LT 8 (pp.170-184) and handwrite or type your answers on a separate sheet of paper. This is a single required reading assignment (20 points).1. What are some challenges students face when listening in English? (p.170)2. What was Scrivener’s experience with listening tasks when he was learning languages? (p.171)3. How can you turn an exercise from a memory test to a listening task? (p.172)4. What are two different types of listening? (p.173)5. What’s important to remember when you ask students to complete a task? (p.173)6. What is the task-feedback cycle? (p.174)7. How can teachers make sure that a lesson is genuinely useful for students? (p.175)8. What is the guideline when doing a listening task? (p.176)9. What are some guidelines for listening work in class? (pp.176-177)10. What is the difference between top-down and bottom-up listening? (pp.178-179)11. What are some factors that help you listen? (p.179)12. What is a possible route map for a listening lesson? (p.181)

Week 9

Schedule – Listening 1 [LT 8]

1. Teaching listening overview (PPT)


3. Listening Strategies (“Take On Listening 1”)

Using what you already know Scanning for the main idea Scanning for important points Inferencing (making intelligent guesses) Scanning for specific pieces of information Using context clues Using structure and intonation clues

4. PDP listening lesson – Superpowers (“This American Life”)P1 Pre-listening discussion (activate background knowledge and arouse interest in the topic)P2 Vocabulary preview (give students an opportunity to collectively share their knowledge about challenging lexical items)P3 Listening overview (provide a context and set a purpose for listening)D1 Cloze (draw attention to challenging lexical items in order to help improve listening comprehension)D2 Sequencing (to help understand how the text is organized)D3 Details (recall important details in the text)D4 Summarize (reduce text to its bare essentials in order to get the main ideas)P1 Create and present (extension activity)P2 Write a story (extension activity)

Week 10

Schedule – Listening 2

1. Music overview (PPT)

2. Activities (“Music and Song”)

Starting with music Background music Music (introduction) cards Music questionnaires Film Music Who am I? Text completion and construction Star reports Music journal Pop songs: discussion How would you describe this song? What makes a good video Using Songs in the Classroom [38 activities] + Using Music in the Adult ESL Classroom [more activities]

3. TV shows and movies

Guidelines “Reaper”




Create (not copy from any source) one listening activity – 30-60 minutes long – that a teacher could use in a classroom without any additional explanation from you. It can include any of the other three skills, but listening has to be the primary focus. To do this, download the “activity form” (www.scottsclasses.com – “4 skills”) and use Arial 9-point font to type in your detailed information and instructions. You are limited to one page (no attachments), so also be simple, clear, and concise. Follow the student examples, and check these books for ideas and inspiration:

“Music and Song” by Tim Murphey (Oxford) “Listening” by Goodith White (Oxford) “New Ways in Teaching Listening” by David Nunan and Linsay Miller, Editors (TESOL) “Zero Prep for Beginners” (Chapter 1) by Laurel Pollard, Natalie Hess and Jan Herron (Alta Book Center Publishers) “Zero Prep” (Chapter 2) by Laurel Pollard and Natalie Hess (Alta Book Center Publishers)

Week 11

Schedule – Reading 1

1. Teaching reading overview (PPT)

2. Intensive reading (“More Reading Power”)

Previewing Scanning Skimming Understanding main ideas Context clues Summarizing

3. PDP reading lesson – It Happened By Accident (“Ready to Read More”)

P1 Before you read (writing and speaking)P2 Vocabulary preview (speaking)P3 Set a purpose (reading and writing)D1 As you read – chart (reading and writing)P1 Check your comprehension – true or false (speaking)P2 Identify main ideas (reading and writing)P3 Test your vocabulary (writing and speaking)P4 Summarizing (speaking)P5 Discussion questions (speaking)P6 Write a paragraph (writing)

4. 103 Things to Do Before/During/After Reading (“Reading Reminders”)

5. Extensive reading

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.

6. Extensive reading activities (“Extensive Reading Activities for Language Teaching”)

Instant Book Report One-Sentence Summaries Picture It

Week 12

Schedule – Reading 2

1. Newspapers (“Using Newspapers in the Classroom” and “Newspapers”)

Collecting (plan in advance and build a stash) Choosing (interesting, appropriate – knowledge and level) Organizing (sections, themes and topics, language skills – e.g. reading , language systems – e.g. vocabulary, level) Making accessible (PRE: read text before lesson, preview challenging vocabulary, summarize text, discuss topic or theme

to activate background knowledge, brainstorm, watch a video, predict and preview/DURING: add a gloss to deal with anticipated language problems, explain problem vocabulary as it arises, encourage students to understand overall meaning rather than every word)

Features (headlines, articles, photographs, advertisements, horoscopes, problems page letters, TV guides, comics, weather, whole newspaper)

Importance (general education value, never-ending supply) Three-Minute Warning – “Koreans Develop Robotic Plant” Completing a story

2. Graphic organizers (“The Big Book of Reproducible Graphic Organizers”)

Follow the Clues Story Board KWL What’s the Main Idea

3. Fiction (Rapunzel and Rumpelstiltskin – www.eastoftheweb.com) and non-fiction activities (newspaper articles)

Alphaboxes Keyword Strategies Story Reflections The Story Star The Two-Word Strategy Non-fiction Scaffold

4. Literature circles (The Frog Prince)

Discussion Director Artful Adventurer and Character Specialist Literary Luminary Connector Comprehension and Vocabulary Master




Create (not copy from any source) one reading activity – 30-60 minutes long – that a teacher could use in a classroom without any additional explanation from you. It can include any of the other three skills, but reading has to be the primary focus. To do this, download the “activity form” (www.scottsclasses.com – “4 skills”) and use Arial 9-point font to type in your detailed information and instructions. You are limited to one page (no attachments), so also be simple, clear, and concise. Follow the student examples, and check these books for ideas and inspiration:

Books: “Extensive Reading Activities for Teaching Language” by Julian Bamford and Richard Day, Editors (Cambridge) “Newspapers” by Peter Grundy (Oxford) “Using Newspapers in the Classroom” by Paul Sanderson (Cambridge) “New Ways in Teaching Reading” by Ronald V. White, Editor (TESOL) “Zero Prep for Beginners” (Chapter 3) by Laurel Pollard, Natalie Hess and Jan Herron (Alta Book Center Publishers) “Zero Prep” (Chapter 4) by Laurel Pollard and Natalie Hess (Alta Book Center Publishers)

Websites:

Teachers.Net (http://teachers.net/cgi-bin/lessons/sort.cgi?searchterm=Reading) Teachervision (http://www.teachervision.fen.com/reading/teacher-resources/33727.html) Scholastic (http://www2.scholastic.com/browse/lessonplans.jsp)


Read LT 5 (pp. 79-108) and handwrite or type your answers on a separate sheet of paper. This is a single reading assignment (20 points).

1. What does classroom management involve? What is the essential basic skill for classroom management? (p.80)2. Why is increasing your options important? In terms of options, how can you decide what’s best to do? (pp.81-83)3. How can you maximize student interaction in class? (p.86)4. What are some seating possibilities in class? (p.87-89)5. How can you get learners’ attention? (p.92) What is your role as a teacher once you’ve set up an activity? (pp.93-94)6. How are gestures useful? (p.95) How can you use the board well? (pp.96-97)7. What is eliciting? How does it help the teacher? What are the three steps? (pp.98-99)8. Why is intuition fundamental to teaching? How do we use intuition? (pp.102-103)9. What are some techniques that prevent learning? (pp.105-108)

Week 13

Schedule – Vocabulary, classroom management [LT 5], and microteaching preparation

1. Teaching vocabulary overview (PPT)

2. Vocabulary teaching techniques

Read and learn words in context (context clues) Word or topic webs (cluster/mind map) Associations (big) Categories – word families (food) Rank and sequence (small > medium > large) Flashcards (www.eslflashcards.com) Games (*see below) Illustrations, pictures, realia (banana) Collocations/Chunks (dangerous adversary)

Grammatical classifications (nouns, verbs) Prefixes, root words and suffixes (anti-bio-tic) Synonyms and antonyms (beautiful/ugly) Use word in a sentence Draw a picture Personal connection (how word relates to your life) Journal (http://kms.sdcoe.net/getvocal/89.html) Mnemonic devices (egregious > egg reach us) Use the dictionary (www.dictionary.com)

3. Vocabulary graphic organizers – “Voluminous Vocabulary”

Word Study (definition, synonyms, antonyms, sentence and picture) Guess and Check (context clues) Vocabulary Cube (analyze, define, apply, compare, argue, and associate)

4. Vocabulary games

Memory Madness Scattergories Outburst Taboo Boggle Word Hunt (“Vocabulary Games and Activities for Teachers”) Draw-Describe-Act Mad Libs


6. Microteaching preparation

Activity route map review (1 Before the lesson > 2 Lead-in/Prepare > 3 Set up > 4 Run > Close > 6 Post activity) Guidelines on giving effective explanations and instructions Assessment criteria

Weeks 14-16

Schedule

Microteaching (50 points)

***End of Week 16***

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

· Web viewWhat is a complete lesson? (p.41) What are some options for teachers when using...

Documents

Transcript of · Web viewWhat is a complete lesson? (p.41) What are some options for teachers when using...