2

Lesson planning 1. The general stages of a lesson include: Setting the context: Why they are learning the topic and when or where it is generally used. It also helps to have the teacher write or explain what you are saying in Thai. Demonstration: How they use/say it. Controlled practise: Have the class repeat after your words, phrases or dialogues. If they are doing dialogues then have the class split up into the two groups that say it collectively. Freer practise (for higher level speakers only): If their level allows, set the stage such that other related words or phrases they may already know can be added. Examples of this type of teaching are included in the games/activities section. 2. Each class is 50 minutes long. When developing your plan, it is helpful to set time frames for each activity and make sure you mix them up. For example: 5 minutes: At the start of every lesson the teacher will likely introduce you in Thai to the class, but you should do it in English as well so they can hear the way you speak it without hopping straight into a lesson. Say things like your name, where you come from, how old you are, brief info about your family, how long you are in Thailand for, where you just came from (travel wise) and anything else about yourself using words and phrases that they can pick up on. If in a group, introduce the teaching team one by one and have the whole class shout out your names. Then test the students to see whether they have remembered your names by asking individual students to name any of the teachers. Remember to start positively and with enthusiasm; clap and cheer when they get a name right. 15 – 20 minutes: Spend the first part of the lesson teaching them words via flash cards (provided by VWB upon prior request) or other solid learning activities you have developed. 15 – 20 minutes: One or two games that are using the topics or vocabulary from the lesson. You will be provided information on the types of games you can play with students, but remember the goal is for them to LEARN and also to have fun with their English.

4

General hints and tips

It always looks easy when you watch an experienced teacher take a class, but it takes time and practise to build up confidence in front of a class and to maintain a good pace to the lesson in order to hold the interest of the students. Don’t worry, everyone has to begin somewhere! General level of English for each grade When preparing your lesson plan it is helpful to know the current learning, speaking and comprehension levels of your students. The following is a very general assessment to give you an idea of how to structure your lesson plan. Grades 1 - 3: The very basic vocabularies, such as numbers, colours, greetings, etc, are appropriate. Some classes are more advanced than others, which you can gauge in the first 10 minutes and adjust accordingly. Grades 4 – 5: They have learned the basics, but it never hurts to test them on it first so they can get used to your accent as well as be sure they are ready to move forward. Their subjects usually include family, body parts, food, and people around us. Grades 6 - 7: These grades are ready for learning how to form their own sentences. If you feel equipped to teach them such things, please do. Even if they have covered this already with their teachers, it is still good to repeat. Otherwise, simple dialogues based on any of the topics outlined in this document are good for them to learn. Your aim is to make all the students feel involved: Some students will not participate in your lesson, particularly those in the back of the classroom. Pointing them out does not usually work, as they are shy or sometimes not as confident with the subject matter. Sometimes it helps to have a group from the back go over the subject with you for a brief period, while the active children wait (and sometimes help them out which is fine). Go to the back of the class, address them directly and encourage them to speak up and get involved with the dialogue or vocabulary. When they do repeat after you or answer the question right, give them especially enthusiastic praise. You will notice that they speak up in the games and activities after that. Please also ask the teacher to identify which students have special education needs before the class.

6

Prepare, prepare and then prepare some more: The better prepared and organised you are, the better your lesson will be. Before you go into the class check you have everything you need. If in a group, make sure everyone knows what they are doing!

Game/activity ideas: All subjects For each class, you have between 45 – 50 mins to teach and should try to come up with your own games and activities based on the subject and the age group of the students. No matter the age or level, the students really love games and will get very excited to play once they get the hang of it. As a guide, however, here a few examples of the types of games that you might like to try. You can adapt these games and or use completely different ones, as you desire. Icebreakers / getting started – Good for any level Flash cards are an excellent teaching tool and can be used to introduce a subjects or a series of words/sentences for the whole group or for smaller individual groups. Ask the group to shout out the items you have on flash cards and then ask specific students to do the same thing. Throw a ball – again, a good way to introduce a topic is to throw the ball to a student. When he/she catches it they must say the name of (an animal, a colour, a family member etc) and then throw the ball to someone else, who must do the same thing. Wink Murder (detective game) - Good for any level Whole group: write a list of colours/ animals/ family members/body parts on the board. Select a student to be detective and send outside. Other students stand in circle and choose one to be the ‘signal maker’, and decide upon the ‘signal’. Call the detective in and ask him/her to stand in the middle. All students repeat the first word/colour on list until the ‘signal’ is made, then they move on to the second word on the list, and so on. The detective has to guess who is making the signal before all the words have been used. Then another student takes over as detective and so on. Pointing and touching (recognition game) - Good for any level The first step in a student's learning is sound recognition.

8

write that letter on a designated section of the board, such that they will hopefully not repeat it again. If they get it right put the letter on the space (if there is more than one of the same letter then fill them all in when the students get it right).

The ‘Dice of Fortune’ is Hangman with a twist (you need a die for this). Each player who wants to give a letter has to roll the dice. Whatever number they get is the amount scored if correct (doubled if their letter appears twice, etc). If they are wrong, the number on the dice is added to the teacher's score. It doesn't matter if they know what the word is at an early stage they still should finish it.

Smash and Grab – Grades 3 and up

This is a group activity for about 4 to 6 students, in which several flashcards are scattered on the floor. The name of one of the objects on the flash card is shouted out by either the teacher or a designated student and the players have to race for it. The one that gets it - gets a point.

A word of caution - the flashcards will get damaged if the students are expected to pick them up, so they should simply have to be the first to put their hand on it. It might be better if instead of flashcards on the floor, you write the words on the board, this is the same 'race' idea, but it's called Dragon Chair.

Running Dictation – Good for grade 6 and up

Divide the students into pairs. Create copies of a passage i.e. a couple of sentences or list (colours, family, animals) - approx one copy per two groups – and paste these on the wall around the room (if the room is too small or crowded, you can just paste them on the board as spaced out as possible). Also keep extra copies handy for checking at the end. The passages can vary from very short and simple to slightly longer and more complex. One will run to the wall, read a few words / sentence - however much he/she can absorb - then run back and dictate it to the writer/scribe until they have written down the whole passage.

• Set clear time limit 10-15 minutes. • Half way through - Teacher can ask students to change roles in order to vary the

activity but runner must dictate and scribe must write. • Hand out good copies of passage to each pair for checking • Scoring can vary (1 mark for every right word) • Prize for pair with most number of words/sentences right

10

Teacher feels in the bag and chooses one object to describe (shape/colour/size (even use) and the students must try and guess what it is. The group can also be divided into two teams, with the first team to guess object / item getting a point.

Online reference resources

1. Teach children ESL - http://www.teachchildrenesl.com/index.html 2. Teach English games - http://www.teachingenglishgames.com/ 3. ESL for young learners - http://esl.about.com/od/teachingenglish/Teaching_English_Techniques_Resources_Certificates_Employment.htm 4. British Council - http://www.teachingenglish.org.uk/try/resources/teaching-children 5. Gogo Loves English - http://www.gogolovesenglish.com/ 6. Taiwan Teacher - http://www.geocities.com/Athens/Delphi/1979/games.html#art

REMEMBER – TRY TO MAKE YOUR OWN GAMES! &

Prepare, prepare and then prepare some more ☺

Good Luck; and enjoy!