22
Week 1 Schedule Introductions 1. Icebreaker: Cards What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity. Draw on past experience as a teacher and/or language learner. Think of activities that have either worked well for you in the classroom or that you have enjoyed doing as a student. 2. “Me” cards 3. Class or group photos Syllabus Contact information Website Course description Materials Assessment criteria Semester schedule Homework – Due Week 2 Read “Introduction” by Brian Tomlinson in your course packet (pp.144-156) and answer the following questions by handwriting or typing the answers and your responses on a separate sheet of paper. (20 points) 1. (Impact) What textbooks have you used that achieved impact? List title(s) and reason(s) why. 2. (Feel at ease) How can materials help learners feel at ease? Why is this important? 3. (Develop confidence) According to Tomlinson, how do materials diminish learners? What do learners become aware of? What does Tomlinson prefer instead? 4. (Relevant and useful) How can we make materials relevant and useful to learners? 5. (Learner self-investment) What does “facilitate learner self-investment” mean? How can this be achieved? 6. (Readiness) How can readiness to acquire the points being taught in a lesson or activity be achieved? 7. (Authentic input) What does authentic input mean? Why is it important? 8. (Linguistic features) Why should be help learners pay attention to linguistic features of authentic output? 9. (Communicative purposes) Did your middle and high school English teachers provide opportunities for you to use language for communication on a regular basis? How do you think this affects how well you speak English today?

  · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

  • Upload
    others

  • View
    0

  • Download
    0

Embed Size (px)

Citation preview

Page 1:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 1

Schedule

Introductions

1. Icebreaker: Cards What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity. Draw on past experience as a teacher and/or language

learner. Think of activities that have either worked well for you in the classroom or that you have enjoyed doing as a student.

2. “Me” cards3. Class or group photos

Syllabus

Contact information Website Course description Materials Assessment criteria Semester schedule

Homework – Due Week 2

Read “Introduction” by Brian Tomlinson in your course packet (pp.144-156) and answer the following questions by handwriting or typing the answers and your responses on a separate sheet of paper. (20 points)

1. (Impact) What textbooks have you used that achieved impact? List title(s) and reason(s) why.2. (Feel at ease) How can materials help learners feel at ease? Why is this important?3. (Develop confidence) According to Tomlinson, how do materials diminish learners? What do learners become

aware of? What does Tomlinson prefer instead?4. (Relevant and useful) How can we make materials relevant and useful to learners? 5. (Learner self-investment) What does “facilitate learner self-investment” mean? How can this be achieved?6. (Readiness) How can readiness to acquire the points being taught in a lesson or activity be achieved? 7. (Authentic input) What does authentic input mean? Why is it important?8. (Linguistic features) Why should be help learners pay attention to linguistic features of authentic output?9. (Communicative purposes) Did your middle and high school English teachers provide opportunities for you to

use language for communication on a regular basis? How do you think this affects how well you speak English today?

10. (Positive effects delayed) What is an important factor in facilitating the gradual acquisition of language? How is this different from the illusion often perpetrated by publishers, writers, teachers and learners?

11. (Learning styles) Which learning style do most current course books tend to favor? Why?12. (Affective attitudes) How can materials developers diversify language instruction as much as possible?13. (Right and left brain activities) What is the aim of doing both right and left-brain activities?14. (Controlled practice) Why do you think controlled grammar practice activities still feature significantly in

popular course books and are considered to be useful by many teachers and learners? Do you think you benefitted from these activities? Why or why not?

15. (Outcome feedback) Why should materials provide opportunities for outcome feedback?

Page 2:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 2

Schedule

Discuss “Introduction” by Brian Tomlinson

Homework 1 – Due Week 3

Review homework answers for “Introduction” by Brian Tomlinson

Homework 2 – Due Week 3

Download (from my website), print, look over, and bring “multiple intelligences” to class.

Week 3

*Class canceled for 추석.

Page 3:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 4

Schedule

1. Apply SLA principles (from Tomlinson reading) to materials for intermediate to high-intermediate level university students or adults: “Social Issues” (World Link by Susan Stempleski, James R. Morgan and Nancy Douglas – Thomson) “Reality TV” (Hot Topics 2 by Cheryl Pavlik – Thomson)

2. Multiple intelligences Theory (*below) Test (to figure out your own intelligence strengths) Chart and classroom activities Brainstorming wheel (example – movies + family, health/exercise, travel, food/eatingMaterials review:,

jobs/work, animals/pets, love/dating, heroes/superheroes, social problems)

Theory: MI theory was introduced by Harvard psychologist Howard Gardner in 1983. He suggested that as humans we do not possess a single intelligence – but a range of them. He listed seven intelligences (and added an eighth one in 1999). All people have these intelligences, but in each person one (or more) of them is more pronounced. Most people can develop each intelligence to an adequate level of competency. Gardner suggests that virtually everyone has the capacity to develop all seven intelligences to a reasonably

high level of performance if given the appropriate encouragement, enrichment, and instruction. Intelligences usually work together in complex ways – Gardner points out that the intelligences are always

interacting with each other.

Homework 1 – Due Week 5

(If necessary) Complete the brainstorming wheel for your topic with one specific activity or task for each of the eight intelligences. Your context is intermediate level adults.

Homework 2 – Due Week 5

Read “Describing learners” by Jeremy Harmer in your course packet (pp.160-169) and answer the following questions by handwriting or typing the answers and your responses on a separate sheet of paper. (20 points)

1. Why is age a major factor in our decisions about how and what to teach? (p.161)2. In what ways do young children learn differently from older children? (p.162)3. What do teachers of young children need to do? (p.162)4. What do teachers of adolescents need to do? (p.162)5. How are adult learners unique? (p.163)6. What are some characteristics of adult learners that can make learning and teaching problematic? (p.163)7. What is your definition of a “good language learner”? (*opinion)8. In terms of good learner characteristics, what do teachers need to be aware of? (pp.163-164)9. If teachers choose to categorize learner styles, what is important to understand? (p.164)10. What is the problem with labeling learner levels? (p.165)11. What are four issues directly related to the level students reach? (p.165)12. What is MI theory? What are the seven types of intelligences? (p.166)13. Why should we incorporate our students’ intelligence areas and learning styles when we plan our classes?

[*opinion]14. How can we find out what type of intelligences our students have and what kind of learning activities would

be effective for them? [*opinion]15. What is motivation? What are some sources of it? How can teachers initiate and sustain it? (pp.168-170)

Page 4:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Homework 3 – Due Week 5

Read “Defining learning objectives for ELT” by Hamed el Nil el Fadil in your course packet (pp.175-179) and answer the following questions by handwriting or typing the answers on a separate sheet of paper. (20 points)

1. What is the difference between statements of aims and statements of objectives? (pp.175-176)2. What are three reasons for writing learning objectives? (p.176)3. What do statements of objectives require in order to be precise? (p.177)4. What type of verbs do statements of objectives contain? Why? (p.178)5. What is essential for teachers to be realistic about? (p.178)

Page 5:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 5

Schedule

1. (If necessary) Multiple intelligences brainstorming wheels share and presentations

2. Discuss “Describing learners” by Jeremy Harmer

3. Discuss “Defining learning objectives for ELT” by Hamed el Nil el Fadil

4. “The Teaching Game” homework example – www.howcast.com

How to tie a tie (*see below) How to use chopsticks How to juggle three balls

How to hula-hoop How to do the moonwalk (If you dare!) How to kiss with passion

Homework – Due Week 6

“The Teaching Game”: Design a 5-10 minute, non-language skill lesson to teach some of your classmates (in small groups). Make sure to state what you hope students will be able to (SWBAT) achieve and outline the list of steps needed to complete your lesson (e.g. how to tie a tie). And, if you can, bring any necessary materials (e.g. juggling – 3 or more balls, card game – deck of cards, iPad – iPad, etc.). (25 points)

Here are some ideas:

Play an instrumentMake a cup of coffeeDo yoga posesPlay a card gameUse a cell phoneSing a songEat a formal dinnerDo the laundry

WhistlePlay a sportMake a paper airplaneTaste wineTake photographsShavePut a diaper on a babyUse chopsticks

Wash a dogLook busy at workTie a necktieRoll sushiMake food (e.g. pizza)Demonstrate dance stepsPerform a magic trickYour own: ___________

If you need more ideas, check www.howcast.com.

SWBAT: Students will be able to tie a tie.

Step 1: Lift up the collar of your shirt.Step 2: Button the top button of your shirt.Step 3: Drape the tie around your neck with the wider end of the tie on your right. It should be dangling about 12 inches below the skinny end of the tie. The seam should be facing your shirt.Step 4: Cross the wide end of the tie toward the left over the front of the skinny end of your tie.Step 5: Turn the wide end back underneath the narrow end toward the right.Step 6: Again, cross the wide end over the front of the skinny end toward the left.Step 7: Pull the wide end of the tie up and underneath the loop around your neck with the seam facing out.Step 8: Hold the front of the forming knot loosely with your index finger creating a space for the wide end of the tie to be brought straight down through the front of the knot, with the seam facing your shirt.To create a dimple, a classic finishing touch, squeeze the bottom of the knot so the wide end of the tie is forced to fold in on itself. This dimple should be neat and centered.Step 9: Tighten the knot slowly and carefully to the collar of your shirt by holding the narrow end of the tie and sliding the knot up into position.Step 10: Fold your collar down and survey your work: The narrow end of your tie should be hidden behind the wide end, which should fall to your beltline. Put on your jacket, and you’re ready to go.

Page 6:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 6

Schedule

“The Teaching Game”

Teacher (*after each lesson)

1. What struck you about planning and teaching your lesson?2. Do you feel that your objectives were achieved? Why? How do you know?3. If you were to teach this lesson again, what would you do the same? 4. If you were to teach this lesson again, what would you do differently? Why?

Learner

1. Did you learn something in the lesson? How do you know you learned it?2. Were you able to achieve the lesson objectives?3. Tell the teacher what helped and hindered you in achieving the lesson objectives.

Reflect (*after all lessons)

1. What did you realize about teaching, learning, and giving feedback from this experience?2. What generalizations can you make about planning and achieving learning objectives?3. What factors are important in designing a lesson that enables you to know whether students have learned?

Planning a learning experience

Coverage objectives: What skills or content will the lesson focus on? Teachers need to consider student interest, amount of content, and students’ prior knowledge/abilities.

Activity objectives: What will students be doing in class? What material will they work with?

Involvement objectives: How might students react to the lesson? What type of mood do you want to cultivate in the classroom? Teachers need to consider students’ emotional response.

From brainstorming answers to the above questions, teachers can begin to create a learning objective focused on getting demonstrable evidence of student learning.

Learning objectives need to be:

Positive Specific (identify when, where, how many, etc.) Measurable and observable (action verbs) Achievable (sufficient time, space, etc.) Flexible/adjustable (progress faster or slower than anticipated; cater to different learning styles; may need to

change based on need or interest)

By the end of the lesson, students will be able to (SWBAT) . . . [Hamed el Nil el Fadil: time, target individuals, level of performance, behavior, focus, situation]

Note: Not every activity or lesson must have a learning objective. Sometimes teachers can focus on group dynamics, having fun, or using interesting materials. Such activities and lessons are important parts of building and maintaining student motivation during a course.

Page 7:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Homework – Due Week 7

Download (from my website), print, and read “lesson plans” and answer the following questions by handwriting or typing the answers on a separate sheet of paper. (20 points)

1. What does evidence of a plan show students? (PDF 1)2. What does a plan do for teachers? (PDF 1)3. What must a good lesson contain? (PDF 2)4. What should be in a plan? (PDF 2-3)5. What questions do teachers need to ask? (PDF 3-4)6. What is the most important thing about the form of a lesson plan? (PDF 5)7. What principles apply to a sequence of lessons? (PDF 5)8. What are the 8 components of a well-written lesson plan? (PDF 7-10)9. What are six common mistakes in writing lesson plans? (PDF 11)10. What are some ways of varying a lesson? (PDF 12)11. What are some guidelines for ordering components of a lesson? (PDF 12)

Recommended lesson plan websites

Check out the following websites when you have time:

http://www.teachervision.fen.com/lesson-plan/resource/5775.htmlhttp://www.education-world.com/a_lesson/archives/dailylp.shtmlhttp://teachers.net/lessons/http://www.edhelper.com/http://ericir.syr.edu/Virtual/Lessons/http://www.lessonplanspage.com/http://esl.about.com/od/englishlessonplans/English_Lesson_Plans_for_ESL_EFL_Classes.htm

Page 8:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 7

Schedule

“Lesson Planning”

1. Homework questions – discussion

2. Grammar Lesson #3 – Present Perfect (pp.33-45)

Homework – Due Week 8

Read pages 180-190 in your course packet and answer the following questions by handwriting or typing the answers and your responses on a separate sheet of paper. (20 points)

1. What is a presentation stage (schema activation)? How does encountering relate to this? (p.187)2. What does it mean to internalize a skill? (p.188)3. What does unconscious competence mean? (p.188)4. What does fluency mean? (p.188)5. When can teachers only assess student learning? (p.189)6. What is an important aspect of staging a lesson? (p.189)7. What do students need more time to do? (p.190)8. Summarize your understanding of E (encounter) I (internalize) F (fluency). (*all pages)9. Which parts of “Grammar Lesson #3 – Present Perfect” (pp.33-36 in your course packet) correspond to the

three parts of the EIF framework?

Homework 2 – Due Week 8

Download (from my website), print, and bring “Who are they talking about?” to class next week.

Page 9:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 8

Schedule

EIF

Homework questions – discussion

EIF Lesson – “Who are they talking about?” (English Firsthand 1 by Marc Hegelsen, Steven Brown and Thomas Mandeville – Pearson)

Encounter (see what students know or are able to do)

1. Getting ready Sort into groups Add words to lists Describe your partner Describe your teacher Describe famous people

2. Listening

Internalize (explicit instruction and controlled practice)

3. Check unknown vocabulary from “getting ready” and add words or expressions to describe people that students don’t know or are curious about

4. Conversation (a friend is showing you some pictures) Scott’s friends

5. Duet A-B: Bank robbers6. Language check – grammar and vocabulary review

Fluency (assess whether students mastered or acquired the content the teacher taught them)

7. Ensemble (tell us about your family)8. HW: Bring a picture of you and your friends to class. Prepare a short (1-minute) presentation about it. Use the

“ideas” box to guide you.

Homework – Due Week 9

1. Read the lesson plans on pages 13-70.

2. Download and print the EIF lesson plan template (from my website), and roughly plan an EIF (speaking or grammar) lesson before class next week. Be sure to bring any necessary materials to the workshop.

Page 10:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 9

Schedule

1. EIF review

E= Encounter Students demonstrate what they know or are able to do through activities or tasks. Teacher checks students’ knowledge and abilities. There is no explicit teaching.

I = InternalizeExplicit instruction of rules and controlled practice activities or tasks

F = FluencyStudents demonstrate that they have mastered or acquired content by doing free practice activities (teachers monitor and assess)

2. Review steps of model lessons (present perfect and “Who are they talking about?”)

3. Go over each part of the lesson plan template

4. Lesson plan template: Procedures > what teachers can do

5. Comprehension check questions (CCQs)

6. Short form instructions (e.g. T = teacher, Ss = students, etc.)

7. Lesson plan template: Activity purpose

8. Stages of other EIF lessons in the course packet

9. How to develop a lesson plan

10. EIF lessons: Previous student examples

11. Teacher and peer support for developing an EIF lesson

Homework – Due Week 11

Complete the first draft of your EIF lesson by filling in the lesson plan template in Arial 9 point font.

Page 11:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 10

Schedule

1. EIF lesson – Peer review2. PDP framework – Listening overview3. Listening lesson example – “A Couch Potato” (Face the Issues by Carol Numrich – Longman)

Homework – Due Week 11

Revise your EIF lesson. Be prepared to turn in your final draft next week.

Page 12:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 11

Schedule

PDP listening lesson demonstration: “A Courtesy Campaign” (Consider the Issues by Carol Numrich – Longman)

Pre1. Predicting what the news report will be about2. Discuss warm-up questions about cell phones3. Use context clues to guess the meaning of key lexical items

During1. Task listening2. Listen for the main ideas3. Listen for details4. Listen for inference

Post1. Discussion questions2. Survey – cell phone courtesy3. Group presentations

How could you modify this lesson?

Homework

Read pages 225-237 in your course packet.

Page 13:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 12

Schedule

1. PDP framework – Reading

2. PDP reading lesson demonstration: “The Silk Road” (Ready to Read More by Karen Blanchard and Christine Root – Pearson)

Pre-reading1. Preview the article – title and subtitle, map and captions, questions, and five headings2. Make predictions about the content of the article based on what you previewed and your background

knowledge about the Silk Road3. Vocabulary chart (word and definition)4. Set a purpose – write two questions you would like the article to answer

During-reading 1. Complete the main idea chart (section summary graphic organizer)2. (Added) Identify the supporting details for each main idea – highlight in the text

Post-reading1. Compare your main idea chart and highlighted supporting details with your group2. Comprehension check – T/F questions3. Vocabulary review (fill in the blanks)4. Summarize the article (in writing)5. Discussion (share your thoughts about the topic)6. Write a paragraph about one of the discussion questions7. (Added) Create an extension activity

How could you modify this lesson?

Homework 1 – Due Week 13

Complete the first draft of your PDP lesson by filling in the lesson plan template in Arial 9 point font.

Homework 2 – Due Week 13

Read “Evaluating ELT Materials” in your course packet (pp.239-246) and answer the following two questions by handwriting or typing the answers and your responses on a separate sheet of paper. (20 points)

What are the three stages of evaluation? What should teachers check at each stage?

*Also scan the detailed checklists for evaluating ELT materials on pages 247-249. These are very helpful.

Page 14:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 13

Schedule

1. PDP lesson – Peer review

2. Bookstore brainstorm: When you go to a bookstore to look at books for English classes you are teaching, how do you decide if a book is useful for you? What criteria do you use to evaluate and select it?

3. “Evaluating ELT Materials” discussion:

What are the three stages of evaluation? What should teachers check at each stage?

4. MATERIALS evaluation framework:

M Method

Does the book’s method suit your own teaching method and overall aims?

A Appearance

Is the book’s appearance – cover, design, illustrations, and color – appealing and attractive?

T Teaching-friendly

Is the book easy for both the teacher and students to use? Is it clear to the students how to do the activities? Are the units well organized? Are they sequenced in a logical order (i.e. arranged in a way that they build on one another)?

E Evaluation

Are students given the opportunities to evaluate or assess their performance?

R Realistic

How authentic is the communication in this book? Does the language seem true to life and current? Does it encourage active use of the language? Do the materials/activities include content appropriate to the target culture?

I Interesting

Is the book likely to be interesting for your learners? How do the topics relate to their lives? Are they meaningful and relevant? Equally important, is it interesting to you? In addition, do the activities accommodate different learning styles and preferences?

A Appropriate

Do the students have the language skills required to participate in these activities or use these materials? Is the content appropriate for their age?

L Level

Is the level suitable for the class you are teaching?

S Skills

Does the book cover all the skills you want to teach in a suitably challenging manner? Do the materials/activities match your instructional objectives or your institution’s syllabus? Are their opportunities for work outside the classroom?

What is your overall opinion of the textbook? What do you like? What, if anything, do you not like?

Page 15:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Homework 1 – Due Week 14

Revise your PDP lesson. Be prepared to turn in your final draft next week.

Homework 2 – Due Week 14

Read “Coursebooks” in your course packet (pp.197-218) and answer the following questions by handwriting or typing the answers and your responses on a separate sheet of paper. (20 points)

1. What are coursebooks? (p.198)2. What is the grammar translation approach? Audiolingualism? Notional-functional approach? EAP and ESP?

Task-based language teaching? (pp.198-199)3. What are the arguments for and against using a coursebook? (pp.199, 219-220)4. “Reflection” – top (p.200)5. How are coursebooks organized? (p.200)6. “Reflection” – bottom (p.200)7. “Reflection” (p.202)8. What does SARS mean? (p.202)9. According to the author, why do coursebooks usually fail? (p.203)10. What does preparing learners mean? (p.203)11. “Action” (p.204)12. What are the three parts of any activity? (p.205)13. What is your role as a teacher when students are doing an activity? Why is this important? (p.205)14. What does “build a repertoire” mean? (p.205)15. What are some classroom techniques and tasks (10 total)? (pp.206-210)16. “Reflection” (p.207)17. “Action” (p.208)18. “Reflection” (p.209)19. “Action” (p.212 + a page from a textbook you own)20. “Reflection” (p.212)

Page 16:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 14

Schedule

Adapting coursebooks discussion

Homework – Due Week 15

Download (from my website), print, look over, and bring “sars workshop” to class next week.

Page 17:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 15

Schedule

SARS workshop

“I have a great boss” (ICON by Donald Freeman, Kathleen Graves and Linda Lee – McGraw Hill)

“What should I do?” (English Firsthand 2 by Marc Hegelsen, Steven Brown and Thomas Mandeville – Pearson)

“Around the world” (New Cutting Edge by Sarah Cunningham and Peter Moor – Pearson)

Task: How would you S (select) A (adapt) R (reject) S (supplement) these three textbook units?

Homework

None

Page 18:   · Web viewWeek 1. Schedule. Introductions. Icebreaker: Cards. What are the aims and benefits of this activity? In pairs, design a first day get-to-know-you activity

Week 16

Schedule

1. Course review

2. Practicum preparation