Beruflich Dokumente
Kultur Dokumente
The only way students will learn to read, write, listen and speak English is through lots of practice.
Too much teacher talk deprives students of time to practice Listening to a teacher explain grammar explanations does as much good as listening to someone explain how to play the guitar In large discussions, usually only a few students will participate and the quiet students will never participate
Student-Centered Classrooms
Regardless of who you are teaching, be it primary school, middle school, or university students, the students should be doing most of the work in the classroom. How much learning can take place if a student is listening to a teacher lecture for 1 hours? Lets take a look.
Cone of Learning
We remember
Teaching
Learning
(Leveque, 1999-2000)
A teacher should be well-prepared for each class. If a teacher walks into the classroom, opens a book, and begins to read from the book, both the teacher and the students will be bored.
The students should be prepared to work while in the classroom, not simply listen while a teacher talks (or sleep while a teacher talks).
Communicative Approach
ALM
Sentence patterns are presented orally, in dialogues Each dialogue has drills: repetition, substitution, transformation This method follows the order: Presentation (teacher introduces dialogue) Practice (students mindlessly repeat, over and over and over) Production (maybe a written exercise like fill in the blank, match the word with the definition, etc.)
ALM
Cons
Pros Simple and direct Regular and predictable; students know what to expect Students quickly able to memorize dialogues Easy to control class
Teacher is at center stage the whole class Boring Students unable to function outside of the dialogue Doesnt allow creativity Promotes a lack of confidence since students are only familiar with the structures theyve practiced Provides no way of exploring the language; students dont know sentence patterns can change
Communicative Approach
Emphasis is placed on the learners responsibility for his or her learning Students are actively engaged; teacher does not carry full responsibility for students learning Uses language for real conversations and exchanges; promotes real communication Students encouraged to talk about current events/whats going on in the world today Language sounds natural, not artificial Less error correction (model the correct answer and move on) More opportunities for students to speak (esp. about topics of interest-gives students freedom to bring up own topics) Uses questioning techniques to ensue attention and involvement from the whole class Promotes critical thinking
You will not be able to include classroom activities in every lesson that cover the full range of intelligences. Rather, try to balance activities over a series of lessons. Also, not all students will be happy all the time. However, some lessons (or parts of lessons) will be more useful for some students than for others. If we are aware of this and plan for this, then most of the class will be engaged most of the time.
Verbal/Linguistic Logical/Mathematical Vocabulary activities Matching cards Dialogs Word order Class activities discussions Creating Lectures questions and Listening answers exercises Storytelling
Tapering Dialogues
You will be with a partner. You will write a dialogue with your partner, but you CANNOT speak to your partner. You can only communicate through writing.
Directions
1. Each group of 2 receives two pieces of paper. 2. Using one of the pieces of paper, you write the beginning of a dialogue with your partner using exactly 7 words. Meanwhile, your partner will begin a dialogue with you, using exactly 7 words. 3 Then, switch papers with your partner. Answer your partner's dialogue using exactly 6 words. 4. Again, switch papers. Continue the dialogue using 5 words. 5. Continue swapping papers and stop when you get down to one-word responses. 6. When all groups are finished, each group will share their dialogue with the class.
Daily Activities
1. Like on the following slide, please draw 6 pictures representing what you do everyday. For example, in the first box, draw something that you do when you first wake up in the morning everyday, in the second box, something that you do mid-morning, in the third box, something you do around noon, etc. KEEP YOUR DRAWINGS SIMPLE! You can use stick figures. You have 4 minutes. 2. Then, you must explain your daily activities to a partner. Show them your pictures and talk about what you do everyday. 3. Then, I'll put you in groups and you are to share your picture one more time and explain your daily activities, this time to the classmates in your group.
stick figure
Daily activities
Vary how students read and repeat the dialogue Split the class in half or groups Have several students volunteer Have students work in pairs Students read in different voices
Reading Dialogues
A. When can I see you again? B. I think we should lay low for a while. A. But I want to know now. B. How about the day after tomorrow? A. Where can we meet? B. I'll contact you when the time is right. A. You're just full of surprises, aren't you?
Last week I said I'd let you ask me questions for 3 minutes, but I forgot! Now is your chance.
Any questions?
Visual Graphs and charts Watching videos Flashcards, diagrams, photos Creating maps, drawing, illustrating
Verbal/Linguistic Logical/Mathematical Vocabulary activities Matching cards Dialogs Word order Class activities discussions Creating Lectures questions and Listening answers exercises Storytelling
When Christine was young, her parents made her go to church every Sunday. She hated going to church. Sometimes, she would bring a book and read while the priest was saying the mass, but her mom would usually see her and scold her. However, Christine's sister, Laura, liked going to church. In fact, she liked to sing in the church choir, or chorus, and even taught CCD on Sundays. CCD is a school for students who want to study religion. When Christine was old enough to drive, she convinced her mom to let her drive to church by herself. When she did this, she drove to church and parked in the parking lot and did her homework or read books instead of going inside to hear the mass. One day, her mom's friend told her mom, Oh, I saw your daughter at church last Sunday. Christine's mom replied, Oh, you saw Christine? Her mom's friend said, No, I saw Laura. I didn't see Christine. After that incident, Christine wasn't allowed to drive to church by herself anymore.
Important Points
Please write the most important points from the story.
1. _______________________________________ 2. _______________________________________ 3. _______________________________________ 4. _______________________________________ 5. _______________________________________ 6. _______________________________________ 7. _______________________________________ 8. _______________________________________ 9. _______________________________________ 10._______________________________________
When Christine was young, her parents made her go to church every Sunday. She hated going to church. Sometimes, she would bring a book and read while the priest was saying the mass, but her mom would usually see her and scold her. However, Christine's sister, Laura, liked going to church. In fact, she liked to sing in the church choir, or chorus, and even taught CCD on Sundays. CCD is a school for students who want to study religion. When Christine was old enough to drive, she convinced her mom to let her drive to church by herself. When she did this, she drove to church and parked in the parking lot and did her homework or read books instead of going inside to hear the mass. One day, her mom's friend told her mom, Oh, I saw your daughter at church last Sunday. Christine's mom replied, Oh, you saw Christine? Her mom's friend said, No, I saw Laura. I didn't see Christine. After that incident, Christine wasn't allowed to drive to church by herself anymore.
incident church
3. When I say one of the words, you cross it off. When you get three in a row, say, bingo!
Bingo
1. Draw a grid on your paper with 16 squares. 2. Using the following words, quickly write one word in each box below.
3. When I say one of the words, you cross it off. When you get four in a row, say, bingo!
Humming Activity
Although the English language doesn't have tones like Chinese, English is heavily reliant on intonation. For example, the following sentence can be interpreted in many different ways.
I said she might consider a new haircut. (It was my idea) I said she might consider a new haircut. (Didn't you hear me?) I said she might consider a new haircut. (Not another person)
Now, try humming this sentence.
Student A
Student B
Tea, please.
Would you like some ice cream and No, thank you. I'm not hungry. cake?
Neighbors
Mike: Excuse me, Im Mike, your new neighbor. Mary: Oh, welcome! Im Mary. May I help you? Mike: Im looking for a supermarket. Are there any around here? Mary: Yes, there is one in front of our building. Mike: OK. And is there a bank here? Mary: Well, there is one on the street corner. Mike: Thanks. See you later! Mary: See you!
Activity #2: With your partner, write what you think happens next to Mike and Mary.
Activity #3: What do they say next? Add 4 more lines to their conversation.
U.S. Coins
Pennies: The coin with the smallest value is a penny, which is worth one cent, or 1.
Nickels: The next coin in Quarters: The last coin is a value is a nickel, or 5. quarter, or 25.
Bodily/Kinesthetic Dance Acting/drama Board races Outdoor class Role-playing Field trips
Giving Choices
A. Peer teaching
B. Press conference C. American custom role play
Content Course Exam A. Written exam (multiple choice, T/F, reading comprehension, etc.) B. Essay C. Presentation
Minimal Pairs
1. Look at the words below. 2. Starting with number 1, I will read a word. You write down the word you hear. 3. When we finish, we will check your answers. 1. chin 2. cheap 3. choose 4. batch 5. search gin jeep juice badge surge
1. chin 2. jeep 3. juice 4. batch 5. surge Any questions about their pronunciation?
1. 2. 3. 4. 5.
1. In groups, one person chooses a card. They must try to get the other people in banana the group to guess the top yellow monkey fruit word WITHOUT saying the eat supermarket words below. 2. If someone is able to Then, that person might say, guess the word, then that This is something that grows person can keep the card. on trees. It's in the same category as apples, grapes, 3. At the end, count how and pears. It's long. You many cards each person should peel it before you put it has. The person with the in your mouth. It tastes most number of card wins. delicious.
Taboo
1. Each student receives 3 post-its and writes three different events that happened during their childhood on the post-its. 2. Put all the post-its in a circle on the desk. 3. Choose one post-it as start and put all game pieces on start. 4. One at a time, students roll the die and move their game piece. When a student lands on a post-it, the student who wrote the event must explain the event. Other students in the group can ask questions. (If a person lands on a post-it that has already been explained, no need to explain it again)
Midterm
Your midterm has three parts. You will be graded on each of the following:
C. Have written instructions on how to play your game (typed or neatly handwritten)
Musical Creating songs with vocabulary Jazz chants Creating music to perform Playing music during class, while working Existential Culture Relating what they are learning to personal experiences Discussing the bigger picture: Why are we studying this? How is this useful? Naturalistic Outdoor classes Essays on the environment Reading books about nature Bringing natural objects into the classroom
Jazz Chants
Used to practice stress and rhythm. Help with sounding natural when speaking English Used to review vocabulary and sentence structure. Works well with Chinese students because they like rote memorization (repeating the same word(s) over and over and over)
Personal Questions
Where were you born? Id rather not say. Where are you from? Id rather not say. How tall are you? Id rather not say. How old are you? Id rather not say. How much do you weigh? Id rather not say. How much rent do you pay? Id rather not say.
How much do you make? Id rather not say. Why arent you married? Id rather not say. Why dont you have children? Id rather not say. Where were you last night? Why werent you home? Did you stay out late? Did you come home alone? Did you have a good time? Did you see a good play? Did you go to a concert? Id rather not say.
Teenagers have an attention span of 9 minutes (university students attention span is only a bit longer). Therefore
Plan in 10-minute blocks! Have a different activity every 10 minutes. (Longer if teaching older students.)
Title: Date: Total time: Learning objectives: (what do you want the students to be able to do by the end of class?) Personal teaching objectives: (what do you want to be able to do during class?) Materials: References: Anticipated problems: Vocabulary/pronunciation/grammar points:
Warm-up/Introduction: (time)
Activities: (time) Back-up Activity: Closure: (time)
Teaching is an interactive process; teaching involves the exchange of information between the teacher and the student Take notice if your students are understanding the lesson. If the teacher is on page 10 and the students were lost of page 5, the teacher is wasting his or her time and the students time.
The idea is to include each of these levels over the period of the semester, not every class. Depending on the course, a few of these levels may need to be given more emphasis than the others.
Assessment
Written test Group project Individual project Essay (preferably written in class, otherwise students will be tempted to cheat) Presentation Power point presentation One-on-one interview Group interview Debate
A. Peer teaching
B. Press conference C. American custom role play
Wrap-Up Quiz
1. How much do we remember of what we read? 10% 20% 30% 2. T F Some people have 9 intelligences while others only have 7. 3. How much do we remember of what we say and do? 10% 50% 90% 4. T F Christine has a high musical intelligence. 5. T F Christine is teaching this class next week.
http://exchanges.state.gov/englishteaching/forum-journal.html http://www.teach-nology.com/teachers/lesson_plans/
QUESTIONS?
Minimal Pairs
2. Starting with number 1, I will read a word. You circle the word you hear. 3. When we finish, we will spell the words to check your answers. 1. chin 2. cheap 3. choose 4. batch 5. search gin jeep juice badge surge
Directions: Pair Work p. 186 1. You will be with a partner. One of you is student A, one is student B. 2. Look at the ten pairs of words in the left column (numbered 1-10). Beginning with number 1, student A says one of the two words. Student A should circle the word he/she says. Student B should also circle the word he/she hears. 3. Check your answers when student A is finished reading the 10 words. 4. Then, look at the words in the right column. This time, student B reads one of the words as student A circles the word he/she hears. Check your answers when finished.
teachers must organize activities which favor, at different times, students with different learning styles. First, lets take a test to determine what sensory system we respond to. The Lead VAK Test VAK = visual, auditory, kinesthetic
What do you think is your preferred lead system? Seeing Hearing Feeling
____ See a kangaroo. ____ See your dorm room. ____ See your toothbrush. ____ See a friends face. ____ See what you ate for lunch yesterday. ____ See an actor from a TV show.
____ Hear a song. ____ Hear rain. ____ Hear a friends voice. ____ Hear your own voice. ____ Hear birds singing. ____ Hear the school bell.
____ Feel excited. ____ Feel yourself swimming. ____ Feel grass under your feet. ____ Feel a cat on your lap. ____ Feel hot. ____ Feel your fingers on a piano.
Now, add your scores for each sense. See _____ Hear _____ Feel _____ Does the highest score correspond to what you think your preferred lead system is?
Rules: In the same groups, switch writers. Speaker must read the text to the writer. Repeat as many times as needed. Speaker cannot spell words; speaker can only read words. Speaker cannot look at the writer's paper. When finished, compare the writer's paper to the speaker's text.
Sitting dictation
Rules: Sitting dictation In pairs, one of you is the writer, one of you is the reader. Speaker must read the text to the writer. Repeat as many times as needed. Speaker cannot spell words; speaker can only read words. Speaker cannot look at the writer's paper. When finished, compare the writer's paper to the speaker's text.