ESL Teaching Packet - BYU English Language Center

Transcription

Teaching Packet
English As a Second Language
S e cond Edition
© 2 0 0 4 Glen W . Probs t
B righam Young Univ ersi t y
Pro v o, U t ah
Teaching Packet: English As a Second Language
Cont en t s
Pag e
ESL Placement Test
1
Description of Students by Level
2
ESL Needs Assessment Instrument
3
Ideas for Constructing an ESL Syllabus
5
Steps for Setting Up and Preparing to Teach a Class
6
Daily Lesson Plan
7
Daily Lesson Plan Example
8
Language Learning Strategies
9
Dialog Journal Instructions
10
Steps in Learning Something
11
Sample Topics, In-Class Activities, and Resources
12
Activities for the First Day of Class
13
Activities for the First Week of Class
14
Instant Involvement Activities
16
Sook Exercise
19
Illustrated Story Telling
20
Using Word Webs
21
Teaching ESL to Low-level Students
25
Teaching Advanced Students without a Text
26
American Classroom Customs
28
Web Sites for ESL
29
The Teaching Act
30
Beginning Teachers’ Biggest Problems
35
Beginning Teachers’ Biggest Rewards
41
ESL Students Give Suggestions
42
The Experts Give Their Opinions
43
Best Teacher Description
46
Accountability for Teachers
49
Resource Texts
53
Popular Readers in the English Language Center
54
Student Seating Arrangements
55
Observation Instrument
57
©2004 Glen W Probst
ESL Placement Test *
It is very important to properly place adult students in order to maintain their interest in studying
English. If material is too easy, students may become bored and drop out. If material is too hard, they
may not return for the next class.
The most common method of assessing adult student’s oral proficiency in order to place them in
appropriate classes is to engage them in a brief oral interview. For non-literate students this approach
is particularly valuable.
Be aware that the student’s fear level may be very high. This fear can be
broken down by a friendly smile and pleasant small talk prior and even during the questions. In fact,
you may intermingle small talk and actual assessment questions in such a manner that the student may
not know that they are being assessed. Be sure to explain to the student that the purpose of the
interview assessment is for placement and not examination.
The following questions are appropriate for this interview.
Level Assignment
__________
Student's Name_______________________
If you have not already done so, introduce
yourself and engage the student in friendly
small talk before you begin.
If the student responded correctly, enter a
"2" on the blank space. For an incomplete
answer enter a "1", and for no answer a "0".
1.
What is your name?
_____________
2.
Where do you live?
_____________
3.
Are you married?
_____________
4.
Do you have any children?
_____________
5.
Where were you born?
_____________
6.
What day is today?
_____________
7.
Where do you work?
_____________
8.
What kind of work do you do?
_____________
9.
How long have you lived in this city?
_____________
10.
What do you need the most help in: speaking, reading or writing?
_____________
11.
Why do you want to study English?
_____________
12.
What do you like to do for fun?
_____________
13.
Tell me something about your family.
_____________
Total
Score
_____________
At all times be relaxed and friendly with the students. Make them feel comfortable. Reassure them that this is for
placement purposes only, and it is not an examination. Repeat the question or statement if necessary. You may clarify a
response or even prompt students to help them feel more at ease. If they give a correct and clear answer in English, give
them two points for each item. If they give an unclear, inappropriate answer, give them one point. For no answer give them
a zero. Add up their points for a total score.
Students with a total score of about 0-10 should probably be placed in a beginning class. Those with scores of about 1020 should be placed in an intermediate class, and those who score above 20 should be placed in an advanced class. These
scores are only estimates, and the examiner must use own judgment in determining the class which could be appropriate
for each individual, especially those whose scores fall near the breaking points.
*Taken from Adult Education ESL Teachers Guide, by C.. Ray Graham and Mark M. Walsh. Pub. by Texas Education Agency, Kingsville,
Texas
1
Description of Students by Level
English Language Center
Level 0
Can’t see tall buildings
Level 1
Can see tall buildings
_____
_____
_____
_____
_____
_____
Able to operate only in a very limited capacity within predictable areas of elementary need
Can express basic formulas and expressions
Able to ask and answer simple questions with incomplete structure (one or two-word responses)
Almost every utterance contains fractured syntax and other grammatical errors
Interference in articulation, stress, and intonation
Frequent misunderstanding due to limited vocabulary, skill in grammar and pronunciation
Level 2
_____
_____
_____
_____
_____
_____
_____
_____
Able to satisfy basic survival needs and minimum courtesy requirements
Can ask and answer simple questions on very familiar topics
Can initiate and respond to simple statements
Can give narration in simple present and past tenses, but with many errors and uncertainty
Can maintain very simple face-to-face conversations
Able to formulate some questions with limited constructions and much inaccuracy
Vocabulary inadequate to express anything but the most elementary needs
Misunderstandings due to pronunciation, but with repetition, can generally be understood by patient native
speakers
Level 3
_____
_____
_____
_____
_____
Can walk through tall buildings
Able to handle most social situations including introductions
Able to carry on a casual conversation about current events, work, family, and autobiographical information
Has a speaking vocabulary sufficient to respond to most questions
Can use simple tenses with accuracy
Can use perfect tenses with limited accuracy
Pronunciation understandable to most native speakers, some repetition may be necessary
Can use modals in questions, statements, and to give opinions with limited accuracy
Level 6
_____
_____
_____
_____
_____
_____
_____
Can enter tall buildings
Able to satisfy most survival needs and social demands
Developing flexibility in a range of circumstances beyond immediate survival needs.
Spontaneity in language production but fluency is very uneven
Can initiate and sustain a general conversation
Able to use simple present, past, and future tenses with few errors
Shows limited knowledge of present perfect tenses, but with frequent errors
Can use most question forms including some modals
Pronunciation comprehensible to native speakers who are used to dealing with foreigners
Level 5
_____
_____
_____
_____
_____
_____
_____
Can open doors of tall buildings
Able to satisfy some survival needs and some limited social demands
Some evidence of grammatical accuracy in basic constructions such as subject-verb agreement
Vocabulary permits discussion of topics beyond basic survival such as personal history and leisure time
Able to formulate DO questions, but with some errors
Able to use simple present, past, and future tenses with few errors
Level 4
_____
_____
_____
_____
_____
_____
_____
_____
Can run towards tall buildings
Can jump tall buildings
Can handle most social situations with confidence
Can handle some formal situations with confidence
Can describe an event in the past or give details of future events or plans
Able to support an opinion and begin to discuss abstract concepts
Can handle quite sophisticated constructions, but still minor errors that don’t inhibit communication
Can be understood by any English speaker
Can use conditionals with limited accuracy
2
ESL Needs Assessment Instrument
Glen W. Probst
Number the five most important topics for you. Number one is the most important.
1.
_____ Shopping for Food
LOW
FAT
MIL
K
2.
_____ Shopping for Clothing
YOGURT
3.
_____ Going to the Dentist
4.
_____ Going to the Doctor
5.
_____ Looking for a House or Apartment
6.
_____ Dealing with Emergencies
EMERGENCY
7.
_____ Money, Counting, Making Change
8.
_____ Restaurants and Eating Out
FEDERAL RESERVE NOTE
THE
THEUNITED
UNITEDSTATES
STATESOF
OFAMERICA
AMERICA
THIS NOTE IS LEGAL TENDER
L70744629F
FOR ALL DEBTS, PUBLIC AND PRIVATE
12
WASHINGTON, D.C.
12
A
H 293
L70744629F
12
SERIES
1985
12
ONE DOLLAR
9.
_____ Leisure Time and Hobbies
10.
_____ Letter writing and Post Office
11.
_____ Travel
12.
_____ Education, School, University
3
13.
_____ Using the Telephone
14.
_____ Transportation, Getting Around
15.
_____ Banks, Credit
16.
_____ Employment, Jobs, Careers, Work
17.
_____ Calendar, Dates, Weeks, Months
18.
_____ Weather and Geography
19.
_____ Feelings and Emotions
20.
_____ American Music, Songs
21.
_____ Telling Time, Clock, Watch
22.
_____ Movies and TV
23.
_____ Holidays and Celebrations
24.
_____ USA Culture and Customs
25.
_____ Home, Family, Friends, Relatives
26.
_____ Other
________________________
________________________
________________________
________________________
4
Ideas for Constructing an ESL Syllabus
Robert Brantley, BYU TESL Program (Used by permission)
Why a syllabus
A.
B.
C.
Teacher organization
Students' expectations
Organization's expectations
Designing a Syllabus
1.
Decide what you NEED to teach.
A. Ask yourself WHY your students are studying English, and WHAT do they need to know.
B. Do some sort of needs assessment.
1.
Find a good needs assessment instrument or create your own from various examples.
2.
Do not just ASSUME what your students need to know––ask them and make them feel like
they are involved in the planning of the course in order to create a nice learner-centered
atmosphere.
C. Do not forget to incorporate things that YOU know (as a professional) that they need.
1.
For example, students can't take TOEFL preparation classes only. We should be able to
know generally what they need based upon their goals. (Don't expect your students to
tell you everything they need and want to know.)
D. Remember that the level of the students determines, to a great extent, what they need to
learn.
1.
Beginner students want and need survival skills, whereas advanced students want
to focus on difficult areas such as research, critical, and creative writing, etc.
2.
Decide what you
A. Remember that
want) to teach.
B. Prioritize topics
C. Review various
CAN teach.
you will not likely be able to teach everything you feel you NEED (or even
and areas of study according to the needs of the students.
sample lesson plans and ideas, if available.
3.
Decide how to organize the syllabus.
A. Design your syllabus from your list of prioritized topics or areas of study.
B. Be mindful of topics that build upon others and construct syllabus accordingly.
1 . For example, you should probably teach demonstratives BEFORE teaching students
how to shop for clothing. (Examples: "How much is this shirt?" , "How much are
these pants?")
C. Make use of a wide variety of resources and activities.
D. Be mindful of the four skills (listening, speaking, reading, writing) and which ones are
most important for your students. (Also, don't spend three hours on grammar
instruction only and one on Listening/Speaking. L/S is probably the most important for
most students.)
4.
Teacher Expectations
A. It is good to include on the syllabus the things that you expect from the students.
Students sometimes perform better when expectations are in writing.
1 . What are things you might expect? (Attendance, homework, etc.)
5.
Helpful information (if you are giving your students a copy of the syllabus,
which is advised):
A . Place your phone number, office number, etc., on the syllabus so the students can contact
you. Often times conscientious students want to call you before they miss a class or an
assignment.
B. Valuable resources and texts can also be listed on the syllabus. Most likely, you'll be planning
your lessons and developing materials throughout the course and will, therefore, not have a
complete list of sources for your students. However, if you know of some you will definitely
be using, it's good to list them on the syllabus.
5
Steps for Setting Up and Preparing to Teach a Class
Glen W. Probst & Kazumasa Aoyama
1.
2.
Getting ready to teach the class
A.
Global Concerns
0.
Determine length of class for each meeting time, how often will the class meet, and how long will it last.
1.
Decide in general what the students are to learn (tasks & outcomes).
2.
Identify class members and as much preliminary information as possible about them.
3.
Establish the sequence of presenting concepts.
4.
Allot concepts to periods of time in overall schedule.
5.
Decide what materials to use (texts, handouts, etc.) and decide what other resources you might need.
6.
Select a testing instrument to evaluate each student’s ability or language level (use placement test).
7.
Consider logistical data, including class size, ages of students, class time and location, class rules and
routines, grading procedures, homework expectations, suggestions for learning strategies, class
assignments.
8.
Write the course syllabus using above information.
9.
What materials, books, tapes, etc., are available, and are funds available for acquiring teaching
materials?
B.
Specific Class Preparation
1.
Review the syllabus and understand what is to be taught overall.
2.
Make adjustments to syllabus to meet current needs and feelings about how you want to teach it. This
can be done on a weekly basis, by theme, or concept in your syllabus.
3.
Begin writing your daily lesson plan for the concept(s) to be taught. Use these steps as a guide. Write
everything you will do and say and list items you will use during each step. Allot a specific time to
each step of the lesson. Use the Daily Lesson Plan form provided.
Lesson Content
Support Materials
––Business and housekeeping things, if any
•Review
•Presentation on new concepts
•Practice Activity 1
•Generalization, review, summary
•Evaluation
•Homework assignment
(Identify and list here the support
materials you will use for each step.)
Orientation at first class meeting.
A.
Present preliminary information verbally. It’s also a good idea to provide an overview handout for
students. Cover all aspects of what students can expect from the class and how you operate as a teacher.
Next, collect information about students’ backgrounds, needs, desires, goals (use assessment instrument).
•Tasks/Outcomes––what students will be able to do after completing the class
•Language learning strategies
•Attendance
•Absences
•Student responsibilities and your expectations for them
•Classroom behavior, rules, policies, etc.
•Grading, evaluation, tests
•Homework assignments
3.
Teaching the class
(Follow your Daily Lesson Plan for this.)
4.
After teaching the class
A.
Self assess how things went during the class and make adjustments as needed. Consider your teaching style
and students’ reactions. What problems, if any, do you find? Deal with them. Teach with a variety of
presentation styles and activities.
5.
Miscellaneous Suggestions for Success
1.
Interview each student one-on-one by second week of class to answer questions and know them better.
2.
Use Dialog journals to encourage students to write and to get language information from them.
3.
Use pair and group work effectively.
4.
Use music, demonstrations, and visual aids to support your teaching.
5.
Provide lots of comprehensible language input for students..
6.
Provide for lots of student interaction using the comprehensible language input.
7.
Keep thorough and accurate records of student attendance, test scores, grades, assignments, etc.
6
Daily Lesson Plan
Glen W. Probst
Lesson:
Class Level:
Date:
Objective(s):
Write your daily lesson plan from your course syllabus for the concept(s) to be taught. Use this simplified outline as a
guide. Write everything you will do and say, along with support materials, such as handout,s overhead projector and
transparencies, blackboard, pictures, video, or other items that you will need during each step. Allot a specific time for
each step. It’s a good idea to prepare for four or five activities. It’s better to have too many than not enough. If a given
activity is not working, move on to the next one. Note that an activity will seldom exceed 15 minutes. This plan is based
on a 50-minute class period.
1 . Business & Announcements (2 minutes)
A . (In order to save time, you can write announcements on the board and call students’ attention to them.)
B.
2 . Review/Warmup
(7 minutes)
3 . Presentation of new concepts (10 minutes)
(Describe here the new material to be learned and how you plan to introduce it––overview, explanation, object
lesson, instant involvement activity, notes on blackboard, notes on overhead transparency, or other.)
4 . Practice Activity 1
(8 minutes)
Support
Materials/Ideas
(5 minutes)
Support
Materials/Ideas
(5 minutes)
Support
Materials/Ideas
Contingency Plan Activities
(5 minutes)
Support
Materials/Ideas
8.
(5 minutes)
Support
Materials/Ideas
Practice Activity 5
8 . Generalization, Review, Summary of Concept(s) Presented
(Review by giving a brief summary of concepts presented. Use examples.)
(5 minutes)
9 . Evaluation Check (5 minutes)
(Describe here what you will do to test or check students informally at the end of the lesson in order to determine
how much they have learned of what you presented.)
1 0 . Homework Assignment (3 minutes)
(Explain the assignment carefully. Use examples. Avoid giving it at the last minute as students are leaving.)
7
Daily Lesson Plan Example
Glen W. Probst
Lesson: Making Decisions
Class Level: L/S Intermediate
Date: 3 - 3 - 0 3
Objective(s): Learn the process of making good decisions; learn key vocabulary
1.
Business & Announcements
A. None
(3 minutes)
2.
Review/Warmup
A.
3.
Presentation of new concepts (10 minutes)
Read or tell a short story about making an important decision.
Three types of decisions:
A) One choice: Whether or not to do something, such
as, should I go to school or not?
B) Two or more choices: should I go to school or get a job
instead?
C) Indecision: what are the problems related to indecision?
Ask for opinions.
(6 minutes)
Support Materials/Ideas
Show a picture of someone
facing an important decision.
Discuss consequences of decision and indecision.
4.
Practice Activity A (3 minutes)
Ask students to suggest situations that require making important
decisions.
Write situations on BB
5.
Practice Activity B (8 minutes)
Ask each student to list one of the situations on a piece of paper
and draw two columns and write the pros and cons of decision.
Illustrate on BB
6.
Practice Activity C (8 minutes)
Ask several students to share their situation and decision with
the class. Make comments and suggestions as appropriate.
Support
7.
Practice Activity D (4 minutes)
Identify resource people who can help us with decisions, such as
parents, teachers, leaders, friends, bishop, counselors.
Read D&C 9:8-9
8.
Practice Activity E (5 minutes)
Ask several students to tell about an important decision they
made and the consequences of their decision.
Support
8.
Generalization, Review, Summary of Concept(s) Presented (5 minutes)
We make decisions daily. Important decisions can be arrived at by listing the pros and cons on a piece of paper
and studying them. We can also talk to resource people, such as parents, teachers, leaders, friends, counselors,
the bishop, and others. Sometimes, when we don’t know what to do, it may be best to make no decision (do
nothing) at all. This is not indecision, it’s a decision not to make a decision.
9.
Evaluation Check (5 minutes)
1. Ask the following: What is a major decision? How do you make a major decision if you’re not sure? What are
pros? Cons? What are consequences?
2. Give students a paper with the above questions on it and have them write their answers.
1 0 . Homework Assignment (3 minutes)
Students write about a major decision they made and tell how it affected their life.
1 1 . Contingency
Activities
8
Materials/Ideas
Materials/Ideas
Language Learning Strategies
Glen W. Probst
Take some time at the beginning of the course to discuss the following language learning strategies with
your students. Teach them to be smart learners. Remind them that learning a foreign language is a
marathon, not a one-hundred-yard dash, and that it takes a lot of focused attention and dedication on
the part of the learner.
English learning tools you can make.
Make vocabulary flash cards and carry them with you to practice.
Write the names of objects in your apartment on labels in English and place the labels on the objects.
Keep a language diary in English.
Record new vocabulary and grammar concepts in a notebook.
List words by how they function: verb, noun, adjective, adverb, pronoun, preposition,
conjunction, interjection, and write examples of the words in contexts. Remember that
many words can function as more than one part of speech.
Collect idiomatic expressions.
Identify and write down sounds, words, and phrases that you hear and learn what they mean.
Do a dialog journal with a native speaker (see instructions on dialog journal).
English learning activities you can do.
Talk to yourself in English. Say aloud the names of objects & ideas (walk, run, talk, sleep, etc.).
Think to yourself in English.
Practice speaking English with others as much as possible.
Teach someone what you have learned.
Read aloud in English.
Repeat aloud after a recorded model (shadow talk).
Copy some dialogs and sentences for basic writing practice.
Write letters in English.
Watch TV programs in English and turn on the closed captions.
Rent videos in English and watch them. Turn on the English subtitles.
Listen to the radio in English.
Speak to others in English.
Eavesdrop on people speaking English.
Read newspapers in English.
Read and study English on the Internet.
Some advice to remember while you learn English.
First and always, have a positive attitude towards learning the language.
Don’t worry about your age or aptitude.
Don’t be afraid to make mistakes.
Be persistent and dedicated.
Be realistic about what you expect to learn.
Don’t make excuses for yourself and don’t be overly critical of yourself.
Ask for help whenever you need it.
Guess when you’re not sure.
Don’t pretend to understand when you don’t understand.
Memorize using images, sounds, rhymes, and associations (mnemonic devices).
Practice often each day.
Use cognates for association with your native language.
Remember, learning a language is a marathon and not a 100-yard dash.
9
Dialog Journal Instructions
Glen W. Probst
For the Teacher:
Students can gain a lot from writing their thoughts, feelings, goals, etc., daily in a journal which they
give to their teacher weekly for comment. The purpose of the journal is to achieve writing volume,
increase communication, and build trust.
There are two basic guidelines:
1 . Don’t correct the journals. The purpose of the journals is to encourage writing quantity.
Correcting them may kill student incentive and enthusiasm.
2.
Don’t assign the topic. Let students write freely on what they want to write. If they cannot
think of what to write, you might suggest that it be any item of interest to them regarding
their thoughts, feelings, and events of the week.
If students do not discipline themselves to write daily, the teacher can allow them to write for the first
5-10 minutes of every study period. For intermediate and advanced students, five minutes might be
enough time for this activity. If students write every day, the process will flow better and be less
sporadic.
The teacher collects the journal once a week and writes his or her thoughts and comments following the
student’s entry. The teacher's written comments might be something like, “I enjoyed your journal,”
“It’s interesting,” “Do you like to . . .,” “I also like to . . . ,” etc. Basically, you are carrying on a
written conversation or dialog with your students. In addition to making comments, you may judiciously
choose to expand on the students’ written entries, or even restate them if they are incorrect,
awkward, or inappropriate. You can also make note of the most common mistakes being made and cover
them in a class session.
In order to communicate this process to entry-level students, the teacher can show them a notebook
and say, “You’ll write to me, and I’ll write to you.” You can help them get started by showing how to
write basics such as –– My name is . . ., I’m from . . ., I speak . . ., I like to . . ., I don’t like to . . ., etc.
For the Student:
You can learn much by writing your thoughts, feelings, goals, and experiences daily in a journal. You
can give your journal to your teacher each week for comment. The purpose of a dialog journal is to give
you a lot of practice writing English. This practice will help increase your communication skills by
carrying on a written conversation.
There are two basic guidelines:
1 . Your journal will not be corrected. The journal is for volume writing practice only.
2.
There is no assigned topic. You may write on any appropriate topic. If you cannot think of
what to write, write on an item of interest to you, about your thoughts, feelings, and the
experiences of the week. Remember to keep it appropriate.
You should write for five to ten minutes each day.
Your teacher can look at your journal once a week and write some thoughts and comments to you.
Basically, you will be carrying on a written conversation or dialog with your teacher. You will write to
the teacher, and the teacher will write back to you. You can get started by writing basic things, such as
“My name is” . . ., “I’m from” . . ., “I speak” . . ., “I like to” . . ., “I don’t like to” . . ., etc.
10
Steps in Learning Something
Glen W. Probst
1
2
3
4
5
.
.
.
.
.
You read or hear about it.
You see it done or demonstrated with explanations & visuals, if possible.
Someone teaches you how to do it.
You do it and practice doing it.
You teach it to someone else.
Here are some examples of basic tasks that people do all the time. Describing, and showing when
possible, how each task is done and then giving students the opportunity to do the same is a good way to
provide a concrete experience in the use of ESL. When you demonstrate, it’s a good idea to outline the
basic steps and key vocabulary. Some of the tasks are very easy to do, but the purpose is to teach and
use the language while explaining and doing the task.
1.
2.
3.
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How to tie your shoe
How to bake a loaf of bread
How to boil water
How to light a pilot light
How to put on a coat
How to put on a shirt
How to pack a piece of luggage
How to change a flat tire
How to change the oil in your car
How to change the air filter in your car
How to remove a stain in clothing
How to brush your teeth
How to operate a VCR
How to tie a knot
How to prepare a bowl of soup
How to scramble an egg
How to wash dishes
How to scrub a floor
How to check a book out of the library
How to start a car
How to drive a car
How to ride a bicycle
How to find your way in the outdoors
How to start a fire
How to apply for a driver’s license
How to sprout seeds
How to plant seeds
How to make a scone
How to make a peanut butter sandwich
How to follow a recipe
How to pay a bill
How to order at a drive up window
How to ask for a rain check
How to make a bed
How to sharpen a knife
How to look up a word in the dictionary
How to lift something heavy
How to dial a phone number
How to serve a dish of prepared cereal
How to politely excuse yourself
41.
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11
How to write a check
How to ask for help
How to pour a glass of water
How to report an emergency
How to use an ATM machine
How to set the table
How to prepare a meal
How to make toast
How to run a washer
How to run a dryer
How to turn on a light
How to change a light bulb
How to change a furnace filter
How to wash your face
How to order pizza
How to address an envelope and send it
How to fold a letter
How to write a letter of complaint
How to fill out an application
How to adjust a thermostat
How to set an alarm clock
How to hammer a nail
How to drill a hole in wood
How to make a sack lunch
How to sharpen a pencil
How to take a picture with a camera
How to bounce or dribble a basketball
How to catch a ball
How to apply a band aid
How to make a paper airplane
How to sew on a button
How to pop popcorn
How to use a microwave
How to bathe the dog or cat
How to use a computer
How to make change for a dollar
How to tie a tie
How to put on makeup
How to blow up a balloon
How to wash your car
Sample Topics, In-Class Activities, and Resources
Glen W. Probst
Sample Topics
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
Ask and give directions
Basic survival language of daily routines,
topics, concerns
Careers, jobs, and work
Dates, days of week, counting
Entertainment
Feelings and emotions
Food and eating out
Greetings, introductions, and leave taking
Shopping for groceries, clothes, car,
souvenirs, personal items, and other things
Hobbies
Leisure time activities
Likes and dislikes
Money
School
Learn some songs
How to tell time
Travel and sightseeing
Utah history and pioneer, Indian, and
Western stories
Wants and desires
Weather, geography (mountain, valley,
desert, river, etc.)
Medical and dental
Home, family, friends, and relatives
The world of work and careers.
Life at the university & application
procedures
University curriculum and areas of interest
Compare USA and students’ native countries
American Holidays
Dating customs
Movies and TV
Post Office and writing letters
Insurance
Applying for a job
Sample In-class Activities
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Sample Resource Texts and Materials
1.
2.
3.
4.
TPR (Total Physical Response)
Explanations
Pair and group work
Oral reports and presentations
Oral descriptions
Choral repetitions of conversation chunks
and vocabulary
Individual repetitions
Written dialog journal
5.
6.
7.
8.
12
Spoken dialog journal (use audiotape)
Instructional games
Questions/answers and short explanations
Sing fun Songs
Jazz chants
Drawing and/or painting
Writing letters
Short skits––put 3-6 items in a bag and
have students act out short play. Give
them 5-10 minutes to prepare.
Talk about or describe pictures or objects.
Telephone––bring a couple of telephones to
class and practice calling and talking.
Strip story––write a simple story. Cut
with scissors into sentences and have
students talk together and put the story
back in its correct order. Or, have the
students write a simple story on
blackboard using certain words or theme.
Have students tell a short story about a
previous day’s activity.
A . one person starts with a sentence
B. next person continues with one word
from the previous sentence
Play “Twenty Questions”
Cloze or fill in the blank––verbal or
written
A . A _________________ is something
you put on the back of a horse to ride it.
B. In _________________ you jump in
the water and lift your arms and _______
your feet.
Story telling
Chatterbox
Longman’s Picture Dictionary
Basic Handbook for Teaching ESL:
http://humanities.byu.edu/elc/bhb/book.html
A Practical Handbook of Language Teaching
by David Cross, Prentice-Hall, 1992
Jazz Chant book
In The USA by Anita Peltonen, et. al.,
Chancerel Publishers Ltd., 1990
Dilemas & Decisions, Saddleback
Educational Inc.
Sounds Great by Beverly Beisbier, Heinle
& Heinle Publishers, 1994 (Book one
includes audio program and instructor’s
manual. Book Two is for Intermediate.)
Activities for the First Day of Class
Jamie Cluff (Used by permission)
During your first class period, you will need to get
get to know you. You will probably want to take
program procedures (attendance policy, awarding
feel your students should know at the beginning
activities to help students become acquainted.
to know your students and they will want to
time to go over some of your class rules,
of certificates, etc.), and anything else you
of the program. You can use the following
Personal Posters
This is a good activity for the beginning levels, but could be used for any level. Take to class
construction paper, scissors, and glue, enough for everybody to have some to use. Also bring
magazines, catalogs, and anything with lots of pictures THAT CAN BE CUT OUT. Have students
make a “poster” that introduces themselves. It can show where they’re from, what they like to
eat or do in their spare time, what they do for work, what things are important to them. After
everyone is done, each person gets to explain their poster to the class. You may want to bring a
poster you've done on yourself to serve as an example.
Memorizing Names
This will work for any level. For the beginning level, you may want to write phrases on the
board for the students to refer to. Begin by saying your name and where you are from. Then
choose a student to continue the activity. This student says his/her name and where he/she is
from, then says your name and where you are from (e.g., I am Silvina Martins, and I am from
Brazil. This is Ms. Cluff, from Arizona). The next student introduces self in the same manner
and all the people who went before. Each succeeding student introduces self and everyone who
preceded. If your class is large, people will probably want to write things down so that they can
remember. At the end, you can ask for volunteers to recite everyone’s name and country from
memory. This gives all the students a good opportunity to get to know each other's names.
Introductions
This is good for intermediate or advanced levels, but might take too long for beginners. Have
each student get to know the student sitting next to him/her, so that they can introduce each
other to the class. You may want to give them specific areas to ask about, such as their name,
where they’re from, what they do for a living, something interesting they’ve done or that has
happened to them, and what they like to do in their free time. After everyone has had a chance to
interview their partner, have each student introduce a partner to the class. You can introduce
yourself, or, if you have an odd number of students in your class, one of the students can
introduce you.
Follow-up to introductions (information gap activity)
If students know a little bit about each other, you can do a fun information gap activity to
reinforce what they have already learned. Make handouts for the students of a list of
characteristics or facts about the people in the class. Each student has to find someone who
matches the characteristic and have them sign their paper. The goal is to complete the list.
13
Activities for the First Week of Class
Rochelle Keogh (Used by permission)
The first few days of class can be hard to plan. If you are unsure about your students expectations or
proficiency levels, it is especially difficult. But . . . the first few days are also the most important.
They can make or break the atmosphere in your classroom. The ideas listed below are designed to help
you get to know your students (and help them get to know you and each other) as quickly as possible,
and establish a relaxed atmosphere in the classroom. Students, especially in a community program will
learn best if they feel that language learning is going to be enjoyable and comfortable.
Use these activities to get you started. They can be adapted for many levels, or can be a source to
spark your OWN creative ideas! The most important thing to remember is that your students are
apprehensive and may feel uncomfortable at first. Put them at ease and most importantly, sell
yourself! Let them know that you are a good teacher and that the lessons and activities they
participate in for your class will help them learn English. Good luck, and have fun!
N a m e s : Have students come up to the board, write their names and tell any special meanings
associated with their name. They can also write any characters from their own language, or tell why
their parents gave them their name. This is a good chance to talk about the differences among cultures
in name choices (i.e., some cultures are more likely to choose a family name, some will choose a name
with special meaning, etc.). In a more advanced class, this can always lead into a discussion of changing
one's name with marriage, how it is done in various cultures, and why.
Countries and Origins : Bring a world map to class and point out to the students where you live,
where you or your family is from originally, and where your ancestors come from. In a very beginning
class, students can point to their home country, and tell its name. This can provide a starting point for
learning country and city names. The teacher should write the names of countries and cities that the
students are unfamiliar with on the board.
Family Introduction : Introduce yourself by showing pictures of you and your family. Teach the
students any new vocabulary related to family (i.e., mother, father, brother. . . or for more advanced
classes mother-in-law, cousin, nephew, etc.). For homework, have the students find two or three
pictures of their family and bring them to class. Have the students talk about their pictures in pairs and
prepare a short presentation (written if necessary) for the class. Then have each student show their
pictures and introduce their family. This helps students get to know each other as well as building
vocabulary. In an advanced class it can be used as an introduction and schema building activity for
writing short biographies or autobiographies.
C o m p a r i s o n s : Later, the family picture activity can be expanded to give students practice with
comparing and contrasting. Put them in pairs and have them compare and contrast the people in their
pictures ("Your mother is taller than my mother. . ."). Provide students with any vocabulary or
expressions they will need beforehand. You may want to select a few pictures to point out such things
as blond, fair-skinned, bald, curly hair, etc., that students may not know the words for.
True or False : In an
down their name, native
should make up another
which facts are true and
intermediate
country, and
fact which is
which one is
or advanced class, let the students interview a partner and write
two interesting or unusual things about them. Then the students
not true. When they introduce their partner, the class must guess
false.
Collages: Bring construction paper, old magazines, glue, and scissors to class. Have beginning
students cut out pictures that represent things they like to do and paste them on their construction
paper. Have each student show their collage to the class, and the teacher can provide new vocabulary
words. If they are true beginners, be sure to provide a sentence model on the board for them to use,
such as, "I like to_____." After all of the students have presented, have them switch collages and then
explain to a partner the hobbies represented in the new pictures. This will help them practice any new
vocabulary. (The teacher may need to model this for the class before having them do it on their own.)
14
Name Chain Game: Another variation on activities to learn names is the name chain game. In this
game, a student says their name and where they are from. The next student must say the first
student's name and country before introducing himself. The third student must say the first and second
student's name and countries before introducing himself. This chain continues until the students can't
remember or all of the students have introduced themselves. For more advanced classes, have the
students give their name, their country, and a hobby.
Establishing Class Rules: One thing that can save you a lot of headaches and frustrations is to
make your class rules very clear in the beginning. You want to be firm, but not overbearing (especially
for a community class), and one of the best ways to do that is by making it fun. Some of your students
have never been in an American classroom setting and may not have the same expectations and
etiquette that you expect. Try showing them a movie clip like the first few scenes of Stand and Deliver
or the lunchroom scene at the beginning of Lean on Me. Both of these clips show obviously BAD behavior
and the students will laugh. After the clip, ask them what behaviors were unacceptable (they can all
come up with at least a few!) and use this as a chance to introduce what is acceptable in American
classrooms. Be sure to stress that students are expected to respect their teacher and listen
attentively! Another good clip, which shows GOOD classroom etiquette, is from Dead Poet's Society
when Robin Williams has his first class meeting with his students. This is a good clip to use to stress
how differences in classroom expectations can be very positive.
The most important thing to remember the first few days is to be confident and in control of your class
and at the same time make learning English enjoyable for your students. Easier said than done!!
Good Luck!
15
Glen W. Probst
These are some ideas to be used with your students as they are arriving at class. The purpose is to take advantage of those
minutes normally wasted until the teacher has decided it’s now time to begin class.
If you, the teacher, make a habit of being in your classroom at least five minutes before every class begins, you can
implement an instant involvement activity which will greatly benefit your students and create an urgency and enthusiasm
for learning the target language.
The purpose is to get the students accustomed to expecting something exciting/interesting and informative every single
day, so they will be motivated to arrive on time. And, for those who do arrive on time, there is something to reward them
for doing so. If possible, make it relate directly to the lesson. However, since the activity is couched in the English
language, it will be easy to relate most anything you do––even if you do it only as a “language experience.” Some special
activities might take up to fifteen minutes of class time.
This technique will work best if you plan your instant involvement activities for the entire semester or period of study
well in advance. Some of these might go for only one or two days, while others might take a week or more (songs, poems).
Some examples are provided in this packet. You will be amazed at how much language activity you can accomplish in this
short period of time during an entire semester. To be effective you must be efficient, consistent, enthusiastic, and make it
interesting and meaningful. They will come if you do it!
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Do a dictation of material already presented. Have as many students as possible work at the blackboard and the
rest at their desks. The dictation might consist of a short three or four short-sentence paragraph. As the students
write and you dictate, go to the blackboard and check problem areas (mistakes) that students are making––not
correcting them, just checking them to call them to the attention of the students as you go along. The
expectation is that they fix the problem area. By the end of the exercise, make sure that at least one student
example is correct and call the attention of all students in the class to it so they can check theirs against it and
make corrections as necessary.
Teach some songs.
Teach some poems.
Read an ongoing story or tell a short story. Tell a tall tale.
Play a game.
Present an idiom and explain it.
Present vocabulary pertaining to a specific subject: dating, buying a car, renting an apartment, applying to a
university, reading the headlines, understanding road signs, etc.
Relate a scary or exciting real-life experience.
Show some slides or photos and tell about a trip you took to an interesting place, such as Yellowstone, Glacier,
Zions, a river float trip, a backpacking trip, a ski trip, a hike, etc.
Demo one of your hobbies.
Tell a joke or funny story
Do a crossword puzzle.
Bring a surprise visitor to introduce to the class and let students ask him/her questions. This might be someone
from the music department (they could bring their instrument and demo it), someone from engineering (they
could demo a model), someone from art (they could describe and show one or two of their paintings/drawings),
someone from the football, basketball, volleyball, swim, wrestling, etc., team (they could demo and/or discuss
some aspect of their sport). The sky is the limit.
Two of the most interesting visitors we had one day were Shawn Bradley, seven feet, six inches tall and Nathan
Call, six feet tall, of the BYU basketball team. Nathan stood on a folding chair next to Shawn, making them
about the same height. The students went wild! Shawn and Nathan brought a basketball and just held it while
they talked to the students about what it took to develop and maintain their skills and keep in shape, what life
lessons they had learned from basketball, and the importance of studying and disciplining yourself to deal with
life. They also answered many questions that the students asked.
Present and explain a famous quotation.
Take an unusual, appropriate picture to class and explain it.
Do an object lesson.
Note that the instant involvement idea can also be used to effectively introduce a new concept at any point during a
lesson.
16
Instant Involvement Activity, Example 1
Glen W. Probst
Here is an example of a handout used in conjunction with an instant involvement activity. The objects I took to class were
two old insulators from a telephone pole in the desert. One was smaller and clear, and the other was larger and green. I
passed them around for students to look at and respond to the questions below. After students had time, five minutes or
so, to write their answers, I asked the questions and students responded verbally as I called on them. This activity can be
done with any object, whether the students know what the object is or not. The purpose is for them to be engaged in using
English.
1.
What is the object?
______________________________________________
2.
What color is it?
______________________________________________
3.
Where was it made?
______________________________________________
4.
What does it go on?
______________________________________________
5.
What is it used for?
______________________________________________
6.
Have you seen one before?
______________________________________________
7.
Where would you find one today? ______________________________________________
8.
Do we use it much today?
______________________________________________
9.
How old is it?
______________________________________________
10.
Is it smooth or rough?
______________________________________________
11.
Is it round or square?
______________________________________________
12.
Is it hard or soft?
______________________________________________
13.
Can you smell it?
______________________________________________
14.
What is it made of?
______________________________________________
15.
What brand is it?
______________________________________________
16.
Does it come in more than one
size?
______________________________________________
17.
Can you draw a picture showing how this object is used? (Put it in context with as much detail
as possible.)
17
Instant Involvement Activity, Example 2
Glen W. Probst
This is a variation on the same activity, only the answers are given in a list at the bottom of the
handout. This object was an old 1878 Swiss bell that my son found on the desert while rock hounding.
Much of the information asked for was written on the bell itself. In this activity the students were quite
interested in the related concepts of rock hounding and desert lore. This type of activity can be
extended to fifteen minutes or so, if student interest warrants it.
1.
What is the object called?
_______________________________________
2.
What color is it?
_______________________________________
3.
Where was it made?
_______________________________________
4.
What does it go on?
_______________________________________
5.
What are the two marks by the date?
_______________________________________
6.
Have you seen one before?
_______________________________________
7.
Where would you find one today?
_______________________________________
8.
Do we use it much today?
_______________________________________
9.
How old is it?
_______________________________________
10.
Is it smooth or rough?
_______________________________________
11.
Is it round or square?
_______________________________________
12.
Is it hard or soft?
_______________________________________
13.
Can you smell it?
_______________________________________
14.
What is it made of?
_______________________________________
15.
What year was it made?
_______________________________________
16.
What is the name of the foundry
where it was made?
_______________________________________
17.
What part is missing?
_______________________________________
18.
Is it old or new?
_______________________________________
19.
Where do you think it was found?
_______________________________________
Possible
Answers
bronze
hard
Saignelegier
120
round
the clapper
brown
Chiantel
crosses
a bell
Yes
No
an animal
1878
museum
old
desert
18
years
smooth
“Sook” Exercise
Glen W. Probst (Intermediate Level)
Step 1:
Read or tell a short paragraph or conversation twice. Make the length and difficulty of the
paragraph fit the language level of the students. An example of such a paragraph is:
Sook was born in Hawaii. Her mother was from Japan, and her father was from the United
States. When Sook was six years old, she came to the United States to spend the Summer
with her grandmother and grandfather. Her grandparents lived on a farm, and Sook enjoyed
playing with the cat and dog, gathering eggs from the chickens, and riding the horse. She
learned to like hamburgers and hot dogs. When Sook went back to Hawaii, her grandmother
gave her a beautiful pearl necklace. (Story by Mark Rawlinson)
Step 2:
After reading or stating the paragraph twice, the teacher asks various students to repeat
any sound, word, or phrase that they heard in the story (in English). Skip around, No
special order, just anything that they thought they heard.
Step 3:
Teacher repeats the paragraph again to put everything back in proper context.
Step 4:
Teacher asks questions or makes statements that will elicit positive answers from students.
A . Sook was born in Hawaii?
B. Sook’s father was from the United States?
C. Sook visited the United States when she was six years old?
D. Sook spent the Summer with her grandparents?
E. She learned to like hamburgers and hot dogs?
Step 5:
Teacher asks questions or makes statements that will elicit negative answers from students.
A . Sook’s mother was from the United States?
B. Sook’s grandparents lived in New York City?
C. She was sixteen years old when she visited the United States?
D. Sook learned to ride a bicycle?
E. Her grandmother gave her a pearl ring?
Step 6:
Step 7:
Teacher starts a sentence and allows the students to fill in the last portion of it.
Teacher: Sook enjoyed playing with . . . .
Student: the cat and dog.
Step 8:
Step 9:
Teacher asks inquisitive questions:
A . Where was Sook born:
B. When did Sook visit the United States?
C. Who(m) did Sook visit?
D. What foods did Sook learn to like?
E. Where did Sook’s grandparents live?
Step 10: Teacher repeats the paragraph again to put everything back in proper context.
Step 11: Have all students give a line in English from the paragraph. (This does not have to be linefor-line.) Accept any correct contribution.
Step 12: Call on o n e student to give the entire thought pattern.
students to do the same thing.
If time permits, ask two or three
Step 13: Now tell the students to ask each other questions concerning the short paragraph. (Work in
pairs.)
19
Story Telling
You can make/draw illustrations for your own short
stories. These can be placed on an overhead
transparency or simply used as a handout for each
student. The story can illustrate certain concepts,
such as comparisons, as in this example. You can ask
many questions of who, what, when, where, why to
emphasize the teaching point while drawing the
students’ attention to the pictures. Each of the
pictures can be exploited with questions. This is
the first page of a longer story. A one or two-page
story is about right.
while Franky was just the
opposite, short and thin.
Henry & Franky
(Author Unknown)
Many years ago in a small town,
“Poor me!” said Franky to Henry
one day with a big profound sigh.
lived two brothers whose names
were Henry & Franky.
“I’m the smallest kid in the
whole town.”
Henry was a rather big boy, tall,
and somewhat fat,
“Even my dog Alfred is bigger
than I am.”
20
Using Word Webs
Glen W. Probst
Word webs and paradigms can be used to help students effectively organize and learn related
vocabulary. You can choose words from the lessons you are presenting. Here are a few examples:
those ones
the one and only
the only one
these ones
that one
one in a million
this one
•
all in one
everyone
buy one, get one
free
one
anyone
•
someone
up one
one up
down one
one down
no one
just one
name one
What one?
do one
be one
Which one?
Why one?
superior
posterior
interior
inferior
ulterior
21
exterior
anterior
full of adventure
beautiful place
Observations
desolate
Things to Do
hot during day
explore
camp
hunt for crystals
dry
The Desert
cold at night
crystals
topaz
Things to See
quartz
mountains
garnet
animals
birds
eagles
snakes
coyotes
crows
lizards
prong horns
hawks
Actions
digging
gems
money
search
danger
old trunks
gold and silver
mule train
secrets
lost in the desert
discovery
striking it rich
shouting Eureka!
TREASURES
Days of ‘49
Lost Dutchman Mine
miners
panning for gold
pirates
Concepts
&
Contexts
legends
staking a claim
prospecting
riches
lost mines
searching
mining
buried
grub stake
fear
claim
greed
prospector
daring
jealousy
strike it rich
excitement
the mother lode
22
disappointment
Emotions
Daily Routines
ke
wa
y
d
ud
be
T
to
tch
up
go
wa
st
ge
t
up
sh
V
eat d
inner
e
ow
dress
get
The
s
e
h
bs
lunc
la
nd
as
s
eat
se
Around School
tea ch ers
23
rk
wo
p
r
me
il
e
ap
ho
s
s
ch
Student
penc
de
s
sts
book
gra
am
dy
class
resear
rep ort s
n
ex
stu
te
e
fri
labs
ds
at
cl
y
te
riv
ve
to
ud
lk
ith
fri
d
en
ar
st
ta
w
rs
che
at
k
lea
Students
go
tal
to
ed
e a t b re a k fa s t
re tu rn ho me
tea
r
for
sc
sch
ho
ol
ool
H E A D
der
d
ar
CHEST
ig
mb
t
h
ig
h
knee
knee
l e g
g
l e
toe
toe
to to oe
e e
f o o tt
o t
to
e
to e
toe f o
toe e
to
present
seconds
decades
years
months
once
minutes
time
weeks
fi n g e r
finfinger
fin ger
ge
r
th
h
thu
han
r
ge
nd
mb
fin
ha
s
t
o
m
a
c
h
thu
r
finge er
fing ger
fin
arm
m
shoul
n
e
c sh
ould
er
k
past
hours
never
time
always
days
now
sometimes
experience
occasion
to choose the moment for
when
time
when things happen
to measure speed
hours or moments free
24
period
future
Teaching ESL to Low-level Adults
Demo by Dr. Ray Graham (Used by permission)
This presentation was basically a demonstration of how to teach a low-level language class to adults.
-The teacher’s first words to us were in Guarani. Then he explained that he would demonstrate a
lesson to us in Guarani, using us as his students.
-He said he would go from super-basics to communicative activities.
-We are often taught to start out with mechanics and move up to meaningful and communicative
activities; but he said that we should not have to give purely mechanical activities (those
with no communicative intent). We can teach in a meaningful context even at the lowest
levels.
Teacher’s lesson plan:
1.
Show a picture of a doctor examining a patient. Point to the doctor and say ‘doctor.’ Verify that
the students understand by having them point when teacher says ‘doctor.’
2.
Point to a body part and name it. (Example: head) Tell them to touch the part. (Ex.: Touch your
head.) Write it on the board. Name another body part, (Ex: throat) and tell them to touch it.
Write it on the board. Give the command: ‘Touch your ___." , alternating between the first two
named until students are able to perform the command without mistake. Then follow the same
procedure as for the first two items until all three are known by the students. Following the
same procedure, add new parts of the body until you have introduced a total of not more than
seven to ten items.
3.
Have students repeat the sentence, "Touch your (Name body part).", until they are able to do so
with good pronunciation. Then proceed to have them repeat the sentence while the instructor
touches the various body parts previously introduced.
4.
Play Simon Says with the body parts that have been taught. When a student makes a mistake,
he/she must play the role of Simon.
5.
Teach the phrase, "My _____ hurts.", by writing it on the board and having students repeat it
until they have acceptable pronunciation.
6.
Teacher touches various body parts and has students say the phrase, "My ____ hurts."
7.
Teacher then pretends that he is a doctor and says, "What is the matter?", at the same time
pointing to a body part. The student responds, with "My ___ hurts." The teacher then writes the
dialogue on the board with the doctor’s line followed by the patient’s line. He then role plays it
with a student.
8.
The teacher then has the class repeat the doctor’s line, "What is the matter?" Then the teacher
pairs the students off and has them alternate playing the role of the doctor and the patient. As
the students role play in pairs, the teacher circulates and gives corrections and assistance.
9.
The teacher then passes out a paper with a four line dialog including a greeting and response and
the mini-dialog above.
10.
The students then practice role-playing the whole thing.
11.
The teacher hands out a picture of a body and has learners label the parts.
12.
The teacher then provides slips of paper to each learner regarding a health problem and has them
pair off and role-play the doctor/patient scenario again.
Comments after the lesson:
1.
Krashen and the audio-lingual guys need to get together on their language teaching methodology. In the
long haul, tons of comprehensible input will be necessary for students to process and learn language. But
in the short haul, students will need to be socially capable of using language. They will need the chance
to interact and practice. So divide your time between TPR (Total Physical Response) activities and
dialog; don't just stick to one.
2.
It is especially good for level one students to have tons of input and social interactions.
3.
After memorizing phrases from various lessons, students will start to ask themselves questions about the
grammar. They will be able to figure out many grammatical rules on their own. This is good in a
beginning class since it would completely discourage students to hear a grammatical explanation in a
language they don't even speak.
4.
The lesson given today is perfectly suitable for a day-1 lesson. Since adults need to learn how to cope in
many different language situations, the lessons for a level one class would focus around all sorts of real
life situations that the students may find themselves in.
25
Teaching Advanced Students without a Text
Glen W. Probst
(Some suggestions will have to be modified for EFL students outside the USA.)
For the listening skill (The most effective listening happens when what is listened to is
comprehensible and repetitive. See Listening below.)
1.
2.
3.
4.
Students listen to lectures and take notes.
Students listen to Church talks, either live or on tape (note taking optional).
Students listen to content in English––radio & TV documentaries, educational programs, then
summarize content in their own words. (Students can either write their summaries or give them
verbally, or both.)
Students learn to recognize sarcasm, irony, teasing . . .
For the speaking skill (One of the most effective ways to improve your pronunciation is to
“shadow talk” the pronunciation on a recording, that is, try to pronounce the sentences along with the
native speaker, imitating his/her intonation and rhythm. See speaking below.)
1.
2.
3.
4.
5.
6.
7.
8.
Students
Students
Students
Students
Students
Students
Students
Students
give presentations in class in their areas of interest.
share recipes and ideas.
learn and practice how to interview.
report on items from newspapers.
explain feelings and experiences from the past.
participate in debates.
use idioms in casual speech.
participate in a group discussion on abstract topics.
For the reading skill (You should read holistically for comprehension first, then use your dictionary
after you finish. See reading below.)
1.
2.
3.
Students do extensive reading. Teacher helps motivate students to read.
Students read enjoyable material in their interest areas (outside of class).
Inside of class, students work on reading speed, comprehension, vocabulary, and idioms.
For the writing skill (You should practice all kinds of writing. See writing below.)
1.
2.
3.
4.
5.
6.
Students write resumes.
Students learn how to fill out all kinds of forms.
Students learn how to write letters of complaint about things and services.
Students learn how to write informational letters, (write to friends, parents, siblings, pen
pals).
Students learn how to combine sentences.
Students keep a written dialog journal.
In general, have students work with all four skills in those things that people need to
do most in every day life.
For example: understanding cultural aspects of English and living in the USA.
1.
Dealing with health problems, like what foreigners can do if they get sick, where they can go for
help, and what things they need to know how to communicate.
2.
The legal system. What rights and privileges do foreign students have as protected by law, such
as working rights and entrance into colleges and universities?
3.
How to understand, deal, and work with American society.
26
Listening:
1.
Video record TV material that has a lot of repetitiveness, such as weather reports, news
programs, etc., and watch them repeatedly. Try to transcribe what you hear. If you have
closed-caption on your TV, record it with the closed caption on and then turn it off to watch and
transcribe it––then turn it back on to check your accuracy.
2.
Get a copy of Church videos of Book of Mormon stories, New Testament Stories, etc. Watch the
videos repeatedly and follow along in the printed version until you can understand everything.
3.
Get copies of the scriptures on tape. Listen repeatedly to a section until you can understand it.
Follow along in the written version to help you get the meaning.
4.
Tape record Relief Society and Sunday School lessons. Listen repeatedly to the tape and analyze
what is being said.
5.
Get a friend to tape record Sacrament prayers, baptismal prayers, etc., and listen repeatedly
to them. Practice saying them along with the tape. Try to imitate the pronunciation, especially
the intonation patterns as closely as possible.
Speaking:
1.
Get a copy of the book and video of scripture stories for children (Book of Mormon, New
Testament, and others.). Listen to a story and follow along in the reader until you can
understand. Then make a simplified outline, retell the story. Record yourself retelling the story
and listen to it for accuracy.
2.
Repeat this process with taped lessons, news programs, weather reports, etc.
3.
Take the same materials and listen and try to imitate the speaker’s voice simultaneously as you
listen, that is, speak along with the tape and try to imitate the intonation and rhythm of the
person speaking (shadow talk).
Reading:
1.
Using the same materials mentioned above (scripture stories, scriptures, etc.), read along in
the texts as the tape plays. Read an entire section or story, marking words that you don’t know.
After you have gone all the way through, look up unknown words in the dictionary. Then reread
the material and try to improve your comprehension.
2.
Get read-along materials from your library (books with accompanying tapes). Follow along in
the text as the tape plays.
3.
Watch closed-caption TV with the volume turned down. Try to keep up with the text. Video
record materials for repeated use in this way.
Writing:
1.
Using the same materials mentioned above, listen to a sentence, stop the tape or video, try to
write what you have heard. Rewind and try again until you are able to write the whole thing.
Then compare your version of the recording with that in the text.
2.
Keep a journal in English. Or better still, write a note to your teacher, tutor, or to a friend
every day. Have that person write back to you. Carry on a written conversation where the
focus is communication, not correction of your work (Dialog Journal).
27
American Classroom Customs
English Language Center, BYU
Here’s some useful information about American classroom customs that you can pass along to students
to make their studies as productive as they can be.
1.
If the teacher asks a question, you are expected to give an answer. If you do not understand the question, you
should raise your hand and ask the teacher to repeat the question. If you do not know the answer, it is all
right to tell the teacher that you do not know. Then he or she knows what you need to learn.
2.
There is no excuse for not doing your homework. If you are absent, you should call your teacher or someone
who is in your class and ask for the assignment. It is your responsibility to find out what assignments you
have missed. It is not the teacher's responsibility to remind you of missed assignments.
3.
You must not be absent on a test day. If you are seriously ill, call and let the teacher know you will not be
there for the test. If your teacher allows make-up tests, you should take the test within one or two days after
returning to class. Serious illness is the only reason for missing a test.
4.
Be on time! It is considered rude to be late. Also, it bothers other students. If you must come in late, be sure to
do it quietly. Have your books and papers out of your bag before you come into the room. Then go to your seat
and sit quietly. In the U.S. it is not necessary to knock before you enter the classroom. Most of the ELC
teachers will give you a low grade if you are often late.
5.
Have your book out and be ready to begin when the class starts. Your teacher should not have to ask you
every day to take out your book. Be sure you have a paper and a sharp pencil ready.
6.
In America, you should call your teacher by his or her last name, not "teacher." Also you should use Mr.,
Miss, Ms. or Mrs. before the last name (such as Mrs. Smith or Mr. Jones). This is considered polite. The
teacher will tell you his or her preferred title.
7.
Be courteous to other students. If another student is answering a question, giving a report or an explanation,
you should listen quietly and give them your attention. Everyone must be treated with the same respect you
would like them to give to you. Also, the question they are asking may be something you need to know.
8.
It is considered impolite in the U.S. to eat, drink or chew gum during class. This is reserved for the break.
Also, removing one's shoes in the classroom is not polite.
9.
If you must leave during class, do so quietly. There is no need to ask the teacher's permission. However,
leaving the class for something other than an emergency is not acceptable. (Getting a drink or sharpening your
pencil is not considered an emergency.)
10.
Copying another student's test or paper is never acceptable. It is called cheating. At BYU and most schools in
the U.S., students who cheat are expelled (kicked out).
11.
Posters, bulletin boards, or any other thing hanging on the wall is considered property of the school and
shouldn't be written on or removed without permission. (A sign-up sheet may be written on, but only put your
name on it.)
12.
It is not acceptable to put up any sign, announcement or advertisement without first getting permission from
the school office.
13.
Books, backpacks, lunches--anything that belongs to other people--is considered private and should not be
moved or tampered with.
14.
Entering a teacher's office or any office with a closed door without knocking first is not acceptable. Knock
first, then wait to be invited in.
15.
It is not considered polite to yell at people to get their attention. When talking in a group, you should not
speak so loudly as to disrupt others who are close by.
16.
Wearing a hat in class is considered impolite by many teachers. Some teachers/programs may ignore it, but
you should ask permission first.
28
Web Sites for ESL
For ESL & EFL materials and information on our BYU web sites go to:
ELC Cybercenter: http://humanities.byu.edu/elc (Check the Teacher Corner, and the Student Corner)
Basic Handbook for Teaching ESL:
http://www.elc.byu.edu/gwp/handbook/
ELC Links and Misc.: http://www.elc.byu.edu/
Web sites for ESL: http://humanities.byu.edu/elc/teacher/esl_websites.html
General ESL Web Sites for Practicing English
1.
English To Go
http://www.english-to-go.com/
2.
E. L. Easton
http://eleaston.com/
3.
Independent Language Learning (English)
http://elc.polyu.edu.hk/cill/default4.htm
4.
English as a Second Language
http://www.rong-chang.com/
5.
Learn English as a Second Language
http://www.englishclub.com/
6.
TOEIC Test Preparation
http://www.faceweb.okanagan.bc.ca/toeic/
7.
TOEFL/TOEIC Prep
http://www.eslpartyland.com/linkspages/toefl.htm
8.
TOEIC Prep Demo Page
http://www.encomiuminteractive.com/Shockwave/AlexisDemo/
9.
Dave’s ESL Cafe
http://www.eslcafe.com/
10.
Randall’s ESL Cyber Listening Lab
http://www.esl-lab.com/
11.
Activities for ESL Students
http://a4esl.org/
12.
ESL Lounge
http://www.esl-lounge.com/
29
The Teaching Act
Glen W. Probst
In order to be an effective teacher you must have a base of knowledge about teaching. That knowledge
can basically be divided into two categories: subject-matter knowledge (what you teach) and actionsystem knowledge (how you teach). In the case of the ESL teacher, of course, language is the subject to
be taught. The teacher generally focuses on teaching the four basic skills of listening, speaking,
reading, and writing. Language content has to be decided, and the teacher has a wide variety to choose
from, including notions, functions, tasks, varied topics, grammar, vocabulary, literature, culture, and
specific content such as business English, and others. Action-system knowledge––how to
teach––centers on such things as classroom mangagement, teacher-student relationships, and methods
of instruction. All of these concepts come into play, whether wittingly or unwittingly, during the
teaching act.
Classroom Management Tasks (Student Panel and Student Teachers)
Classroom management includes the tasks of developing position and personal power, establishing the
rules of behavior for your class and monitoring limits, organizing class routines so students know what
is expected, and helping students become self directive / self motivated and responsible for their
learning. You will also want to provide some mechanism to show that you have reached closure, not
only for each day’s lesson, but also for the entire course. There is generally a beginning, middle, and
end to a class and a course.
The comments below are from ESL students in response to a request to share things that they like and
do not like about what teachers do in class. Specifically, we wanted to know what their teachers did
that really helped them.
Juan Pablo
Likes:
Students are always required to speak in English with each other. They cannot speak their
own language.
The books are used for introductions and homework, but the class is "with the teacher, not
the book."
Dislikes: I don’t like to get up at 7.
Yasushi
Likes:
Dislikes:
Liberty
Likes:
Dislikes:
Sachiko
Likes:
Dislikes:
The all-English rule.
The space made for students to speak their own language in.
Some teachers are too kind. When students speak their native language, some teachers do
not scold and they should. They should be more strict.
More Americans are needed to speak with and listen to.
When teachers encourage students to talk.
Teachers who smile, use body language, and make things interesting and funny.
When teachers just talk and write on the chalkboard.
When the teacher asks if there are any questions and no one answers.
Videos and games are a fun part of class.
When a student doesn't understand, the teacher tries to explain, but often not well enough.
Then the teacher can't understand why the student just does not understand.
Boring questions.
Sometimes the teacher can't tell what the student says (pronunciation).
The students have very little contact with Americans.
30
Tomoyo:
Likes:
Videos
Dislikes: In Japan, students concentrate on reading and writing. Here they want to be able to speak
but are not always given the chance.
ELC students want to make friends with native speakers, but can't because of distance.
Assignments are too big sometimes. Homework is good, but not too much.
Susumu
Likes:
Dislikes:
Homework
I don’t like to study English, so it is good that teachers give assignments so that students
will learn.
When teachers interview students at the beginning of a term to get to know them and also
find out what they want to study.
Sometimes when the teacher divides the class for a group discussion, some students won't
speak because they don't like it. Think about who is in a group, like leaders that will
get others to talk.
Questions from Student Teachers to ESL Students:
Q:
A:
What helps in teaching pronunciation?
Records, using the lab more.
Teachers don't correct student pronunciation; perhaps they should. One way is to repeat
what the students say.
Q:
How should teachers handle a situation in which they don't understand a student because of
accent or talking too quietly.
The teacher can say, pointing to answers on the chalkboard, "Do you mean this? Or this?"
The teacher can put hand to ear and move farther away to help the student understand that
he or she needs to speak louder.
The teacher could say, "I didn't hear you, but I think you said it right."
A:
Q:
A:
Q:
A:
Often, Hispanics dominate the discussion/conversation over Asians in class. How can we
overcome this?
In Japan, students are taught to be quiet unless called on, so call on students by name.
What were the most different cultural things you encountered here when you came? What do
you need to learn in class about American culture?
In one class, the entire first month was spent learning culture, like American table
etiquette, etc.
Last semester a teacher showed "Cheers", and because American humor is different from
that of other cultures, the students didn't understand. Only the teacher laughed.
Methods / Instruction Tasks (Teacher Panel and Student Teachers)
While there are many methods of teaching language, most teachers tend to be eclectic, taking what they
think is the best for them from a variety of language methods. Regardless of the method, there are
certain variables, such as the subject, the learner, and the situation or purpose for which the language
is being taught, that need to be taken into consideration. You might want to study the following
instructional tasks and consider your own teaching style and how you will handle each task. Otherwise,
these tasks will occur by default. The suggestions under each task have been given by both students and
teachers.
Getting and holding students’ attention
1 . Use "shock" treatment--let the screen crash up.
2 . Let the student sleep if you can see that he/she really needs it.
3. Change activities––take a break, talk, move around, play a game, use variety.
31
4.
5.
6.
7.
8.
Play a review game.
Teach a song.
Use interesting pictures to incorporate whatever you have been talking about.
Don't be afraid to be creative and crazy.
Be an energetic presenter.
Setting the direction for your class
1 . Write abbreviated lesson plan on the chalk board so that students know what they will be doing.
2 . Teach learning strategies.
3 . Be prepared to move easily from activity to activity (know your lesson plan).
4 . Use object lessons—realia. For example, A teacher taught reflexive verbs by dressing and acting
as if she had been in a bike accident.
Diagnosing / acknowledging the starting level and skill of each student
1 . Test students’ skills before placing them by level.
2 . Ask lots of questions in class.
3.
Sometimes present material inductively. Instead of saying, "Today we're going to talk about ___,"
just present it in context and see how much students already know.
Relating new material to students’ prior experience
1 . Get to know your students well.
2 . Personalize the content to the students’ situations.
3 . Show how the material might relate to their own experience.
4. Use student names and real-life experiences.
Record and incorporate student ideas in your teaching
1 . Do a needs assessment at the beginning of the course and seek input as you go along.
2 . Do what students need and ask fo––not necessarily what the text says to do next.
Stimulate student thinking
1 . Use schema building to get students oriented and acquainted with the content of your lesson.
2 . Use object lessons for impact
3 . Use lots of thought questions, not just yes-no questions.
4 . Make everything as real as possible.
5 . Carry out discussions and debates in class.
6 . Have students give short reports.
Engaging students with ideas
1 . Use a wide variety of interesting content to teach language.
2 . Provide examples of content to be taught.
3 . Help students explore concepts in culture and history.
Involving students with materials
1 . Put the materials in their hands.
2 . Have students create their own materials.
3 . Use TPRS (Total Physical Response––Storytelling) where appropriate.
Structuring peer learning situations
1 . Put students in pairs or groups for short language activities in class.
2 . Assign students to work together on a presentation for class.
3 . Assign students to work together on class projects.
4 . Set up a Study-Buddy program.
Responding to students' work and giving feedback
1 . Respond positively--some mistakes will clear themselves up eventually.
2 . Respond in a timely fashion to work handed in.
3 . Do not over correct.
32
Student-Teacher Relationships (Teacher Panel and Student Teachers)
In the area of student-teacher relationships the teacher faces the challenge of helping students feel
included as part of the group. This happens through positive student-teacher interactions and studentstudent interactions. The teacher also faces certain communication tasks, such as what to selfdisclose, talking at the students level, giving appropriate feedback, and establishing an atmosphere for
open communication. By providing positive teacher support, students will develop trust and be more
willing to take risks at speaking the new language. Encouraging students to support each other will be a
big help. Never use sarcasm. Always have high expectations of your students. They will tend to try to
live up to your expectations.
Here are some comments from members of a visiting teacher panel in which the topic of studentteacher relationships was the focus of the discussion:
Teacher 1
• Realize that students are individuals with their own needs. Make yourself available to help
students when they need you.
• "Read" your students. Maintain good eye contact to know if they understand, are paying
attention, are sleepy, sick, etc. Think about where the students are coming from and their
individual situations––i.e., don't call on someone if you can tell that he or she is having a bad
day. Also, try not to allow a student who knows more than the others dominate class time. You
can talk with this student outside of class to explain that you want all students to participate.
Teacher 2
• On the first day, share your expectations of the students and yourself with the class.
• The teacher is not the single source of information, but a facilitator. Students need to know
that the responsibility for learning rests on them.
• Learn the names of the students on the first day, call them by name, and greet them cheerfully
wherever you may see them. Also, welcome them to class.
Teacher 3
• A lot of cultures respect teachers more than ours does. It is nice to be so highly respected, but
it is also a big responsibility that we need to live up to. It is exciting to be so respected because
teachers can have a great influence on students' lives.
• If possible, invite students to do something fun that will show them that you are human just like
they are, with interests, feelings, etc.
Teacher 4
• Pair students up to interview and introduce each other on the first day. This is often difficult in
level 1, but can be done. It helps promote friendship in the classroom.
• On day one, get a writing sample from the students. For example, teach students to write a
letter then have them write to you so that you can get to know them better.
• On day two, have the students begin keeping a dialog journal. The beginning five minutes or so
of class is a good time to have them write. You can collect the journals periodically (like every
week) and comment on something the students wrote. Teachers should not comment on
grammar or punctuation in the journals because journals are used only to encourage the
students to write and express themselves. This helps build trust. Try not to make comments or
ask questions that control the topic of the student’s next entry.
33
Questions, answers, and comments from the students and the panel:
1.
Question:
How do you make an initial plan of what to accomplish in one period of time––semester, year, etc?
Answer:
•
•
•
•
•
•
•
2.
For Linguistics 579, you won't teach a whole text book.
A lot is repeated between consecutive levels, so if you miss some things, they will probably be
covered later.
Don't go on to the next chapter until all the students have mastered the concepts—no matter
what the syllabus says. Sometimes you finish a book, sometimes you don't.
Write down mistakes students make then plan lessons around them.
Use the textbooks, but feel free to expand according to the needs and interests of your
students. Don't feel obligated to stick to them. Experiment. Do a lot of creative things. Include
hands-on activities.
You don't always have to focus on grammar in writing.
Idea: Teach students about direct speech, indirect or reported speech and narrative form.
Show a movie clip several times so that students know exactly what happens and what is said.
They take detailed notes and discuss the clip so that everybody gets all the information. Have
students write the scene using a combination of the concepts above.
Question:
How do you handle tardies?
Answer:
•
•
•
•
3.
Have interesting activities at the beginning, like a song or a game.
Don't restart for late comers—have students get necessary information from classmates. Have
students get each other's phone number the first day of class so they can contact each other.
Create a lesson plan of mini-lessons, so that late comers don't have to rely on information
given at the beginning of the class to understand the rest of the lesson.
Reward students who arrive on time by reading a short interesting piece and then asking a
comprehension question. The students write their name and answer on a piece of paper and hand
it in for credit.
Question:
Do you give out your home telephone number?
Answer:
•
Some say yes and others no. Teachers who give out their numbers are often called at various
hours and asked about homework. Sometimes students just want to talk.
34
Beginning Teachers’ Biggest Problems
(Experienced Teachers Give Solutions)
Linguistics. 579, Glen W. Probst
1.
Being ignored by the students.
A . Be well-prepared. Provide more variety of activities to challenge the students.
B. Call the student’s name. If the whole class is repeating something and that person is ignoring
you, call his name and ask him to say the word. Or, you can walk over by the student’s desk.
Also, try and figure out why the student is ignoring you. If he’s not understanding, then put
him next to someone who can help him. If he thinks you are moving too slowly, give him extra
assignments or let him explain what you say to the rest of the class.
C. Call on the student and ask him a question (non-embarrassing question).
D. Have seating assignments to decrease talking while you’re talking.
E. Use direct questions, jokes.
F. Be animated. Call them by name. Do activities that require students to pay attention.
G. Use media. Invite an outside observer to evaluate strengths and weaknesses of students and
share them with the class, so they know how they are being perceived.
H. Teacher should prepare a lot for the class.
I. Talk with the student privately to find out what causes the behavior. Remember that
different cultures expect different classroom behaviors. Try to come to an understanding
with the student that you both can be comfortable with, while still maintaining the integrity
of the teaching/learning experience.
2.
Students not speaking in groups. Reluctance to communicate.
A . Pair or group them for information gap or discussion and then have them give a report.
B. Let them be in charge of the group. Or, give them group work where every person has a part
so they all have to participate. Information gap activities would be good.
C. Do role play. Put them in a situation where they have to speak.
D. Do information gap activities. Give each student a specific role in the group.
E. Get involved with the groups. Be a catalyst yourself.
F. Plan out how to group the students, depending on activity. Better prepare your students for
their group activities.
G. Give very specific, structured activities at first, so they do not fear embarrassment at
first. Move slowly (over the week) to more communicative-type activities.
H. I think that pair work will help students communicate with each other.
I. Perhaps a given student needs more “listening” time than others and should be left alone to
speak when ready. Don’t force, but encourage it tactfully. A private discussion with the
student will reveal much information that can be put to appropriate use by the teacher.
3.
Tardiness seems to interrupt great plans.
A . In a class where grades aren’t important this might not matter, but you could give a quiz
every time, or some kind of extra points for punctuality.
B. Do interesting activities at the beginning, such as singing, games, etc., so that the late
students miss them and want to come on time to participate.
C. Quiz at the beginning of class. Plan a review for the beginning of class. Begin with a fun
activity.
D. Teach to the ones that are there. Integrate others as much as possible, but don’t let the
punctual ones suffer.
E. Plan preliminary activities that aren’t critical for the rest of the lesson, or plan a review 15
minutes into the lesson. If it gets very bad (excessive, very late arriving student), ask
students to come on time or not at all. The students who come on time deserve a full,
uninterrupted lesson.
F. Use incentives––take photos to share during first part without warning of which days. Only
the prompt students get in on the fun. Students decorate/deface their own pictures.
G. We may prepare a contingency plan for the first ten minutes.
H. Practice using immediate involvement techniques at the beginning of each class. These can be
activities, topics, presentations, demonstrations, object lessons, of great interest that
relate to the lesson and launch the student into the lesson with heightened interest and
35
curiosity. They might take from five to fifteen minutes, depending on the content and the
teacher’s purpose.
4.
Providing something very interesting in the first ten minutes.
A . Use games, songs, objects.
B. Have students be assigned to conduct a language game at the beginning.
C. Use contemporary events (videos, etc.), i. e., daily update on current events.
D. Share something you like. “Give a mini-lesson on something they need/want. Share a song.
E. Provide the class with a list of idioms, each student signs up for a different idiom to present
in the first 5 - minutes.
F. A contingency plan may help to keep students’ interest.
G. (See immediate involvement techniques under #3.)
5.
Getting students to do their homework.
A . Give them more than one day to finish it.
B. I had the same problem. Just keep giving the homework and collecting it.
C. Reward those who do their homework.
D. Use the homework in the next day’s lesson to show its usefulness.
E. Don’t make homework too long or difficult. Make it fun. Reward students for doing homework.
F. Don’t base the day’s lesson on yesterday’s homework.
G. I think that we need to generate students’ intrinsic motivation for successful learning.
H. Assign an interesting “community interaction task” that requires the student to do
something in the real community. It should be of direct interest to the needs of the student.
The student goes into the community, does the research, and reports back to class. An
example would be to assign the student to visit three grocery stores and compare on a list or
graph the prices of a dozen different items such as a gallon of milk, a dozen eggs, a pound of
butter, etc. The same could be done for clothing, cars, sports items, and so on. The key is to
make it meaningful and interesting as possible. You could assign student to do a survey using
prescribed questions, call on the phone to service numbers and report what they learned.
6.
Students don’t do anything outside of class.
A . Give assignments and ask them to write a short report on them.
B. Give them assignments in the things they do everyday. “The next time you go to the store . .
. . “ I have found my students to be honest with whether or not they did it.
C. Give fun homework.
D. Reward students who do homework by letting them use their homework for an in-class quiz.
E. Teach skills that students can use in many different areas. Follow up by asking what they
discovered outside of class.
F. Plan/organize the lesson to prepare students to do things outside of class. Teach students
strategies (i. e., getting into conversations with natives, reading book in target language that
they like.)
G. Use their own interests––cooking, automotive, etc. Start by asking them to bring a prop or
object that they can talk about. Also––field trips.
H. We may give them a test as homework.
I. (See “community interaction task under #5 above.)
7.
Culture shock. One or two students are not used to American culture.
A . Have them talk about what their problems are, then introduce these cultural differences in
class and provide solutions.
B. Have culture discussions in class.
C. Discuss culture in class.
D. Include cultural explanation or exercises if appropriate.
E. Use culture lessons to teach language too. Have experienced students share experiences.
F. Present a lesson on culture shock.
G. Explain the importance of each culture, and then explain the importance of culture in language
learning.
H. Discuss the four stages of culture shock (romantic, rejection, recovery, acceptance). Give
36
examples of your own to help students understand that what is happening to them is normal
and that they will be able to get through it. Provide encouragement. Suggest that the student
get back in touch with his own culture as much as possible when possible by eating typical
foods, talking with others from his culture, doing typical activities with others from his
cultural background.
8.
Not knowing what will help students the most. Some want writing instruction,
some want job skills help, some just want to come to converse with friends.
A . Let the students know that everyone has different needs and that the teacher can only try her
best to cover those different needs.
B. This is the best way! Spend 20 minutes on each subject they wish to improve upon. This will
help everyone.
C. Do a little bit of everything. Integrate the activity.
D. Do a needs analysis and do what the students want.
E. Use same content/topic with activities at the different levels.
F. Make the class integrated. (Use reading, writing, listening, and speaking.)
G. Do everything. Do many things each day, so that most students get at least something they
want.
H. Do a needs analysis to elicit from all students what it is that they want to learn, how best
they think they can learn it, and what skills––listening, speaking, reading, writing, as well as
grammar they want emphasized. Choose the most popular items and do them in class. You can
also allow small amounts of time for the less popular items.
9.
Students don’t understand the need to speak English only.
A . Explain anytime necessary that this is an English class and that speaking English is necessary
and beneficial.
B. Keep reminding them to speak only English. Set the limits.
C. Set rule. Penalize for speaking other than English.
D. Emphasize the rudeness if not all students in class speak their native language.
E. Use humor with it–– mock “punishments” for noncompliance if you have good rapport with
your students.
F. Teach them the purpose of an English-only rule.
G. Game: All students start out with a clothespin on their shirts. Each time someone doesn’t
speak English, he gives up his clothespin to the person who catches him. Everyone is more
aware of English, and it becomes a fun competition.
H. We need to tell students that the more they speak, the more they will be able to say in
English.
I. There are many “devices” that have been used over the years for this purpose, and all of
them eventually breakdown or fail totally. Perhaps a variety of techniques can be
interchanged to prolong the effectiveness. The bottom line is that eventually each student has
to assume serious responsibility for this in order to make it work. Telling students examples
of “super star” language learners who employ the speak-your-language (SYL) principle
might motivate some to commit to the English-only learning strategy. Regardless of what
method/technique is used, it’s important that all teachers in a system be consistent and
support whatever policy is used.
10.
One student monopolizing the class.
A . Set a rule––asking or answering no more than three questions.
B. Call on individual students. Give the student a limit for answering questions. Talk to the
student after class and explain the problem.
C. Confront directly (privately and outside of class). Ask student to slow down for the good of
the class. Develop skills in directing the conversation to all class members.
D. Call on other students. Talk to the student individually. Tell him that participation is
important, but others need a chance.
E. Speak to him individually. Ask him to give the others a chance to think of answers before he
gives an answer away.
F. Do pair up work. The teacher needs to control this in an appropriate way.
37
G.
Some students need more attention. Students from some cultures are more apt to monopolize
than students from other cultures. If it is a cultural problem, you can discuss it with the
entire class as a management goal to have all students participate. If it is a personal problem,
you might be able to regulate it by recognizing or not recognizing individual responses. You
could require students to raise their hands in order to be called on to speak. If the problem
persists, talk to the student privately, explain the concern and your expectations, and make
sure the student understands and agrees to cooperate with you. Sometimes giving this type of
student extra, meaningful work to do and contribute to the class will help out.
11.
Lateness––students wander in 5, 10, 15 minutes late.
A . Make a policy at the beginning that every total fifty minutes late will be counted as one
absence.
B. Set a rule for lateness: X tardies = one absence.
C. Do essential activities during first part of class and make sure students know they will be
done.
D. Give rewards. Start the lesson with something fun. Talk to students individually about
importance of being punctual to class.
E. Speak with each student individually. Start on time with a fun activity. One day (if possible),
make everyone wait until 80% of class has arrived. This may teach late ones how much they
affect the lesson time.
F. Teacher needs to impress upon students the importance of time and punctuality in American
classroom.
G. If there is no attendance requirement, or it doesn’t seem to be important to the student(s),
then it’s quite difficult to “make” students arrive on time. You can use motivational
techniques and gimmicks that hopefully will create a desire in them to be on time. Regardless,
it will be important for you to express to each and every student that you miss them when
they are not on time and worry that they will not be getting all that they should or could from
the class. You can express to them that you want them to be on time for their own good and
for the health of the class as a unit. If there is an attendance requirement, the above still
applies, but you also will have some extrinsic motivation that may help. Some students
attend class only because they have to. Many attend because they want to and can see a
direct connection between their punctual attendance and their progress in the language.
12.
Don’t know how to get late students caught up with the other students.
A . Review a little bit, give them the handouts they missed.
B. Let students who have been there perform in front of class or explain to late ones.
C. Work in pairs. Review what student missed in the discussion without making other students
get bored.
D. Assign partners in the class. When a student is gone, they call their partner to get handouts
and notes.
E. Use first student(s) to help explain what you did at the beginning. The first student(s)
benefits the most and is rewarded for being on time.
F. Don’t try to make students the same––it’s impossible. Make lessons understandable on
different levels.
G. Write outline of the class on the board. When student comes in, just point to where you are.
Expect them to catch on.
H. During group or pair work, the teacher could work with late students to catch them up.
I. One of the problems is consistently compensating for the late students, such that they come
to expect it, and the teacher is caught in a no-win situation. The responsibility for receiving
the material presented in class lies directly on the student. In a general discussion with the
entire class you can make it known what your method of operation will be to deal with latecomers. Several effective techniques have been listed above. Choose one that best fits your
style, but make sure it doesn’t penalize or inconvenience the students that do come on time.
Place the responsibility for “getting up to speed” on the shoulders of the offending student.
38
13.
Certain students tend to dominate and interrupt other students’ involvement.
A . Have these students work with others in pairs or groups. Or, encourage other students to
speak out as often as possible.
B. Set a rule. Listen to others. Everybody gets a turn to talk.
C. Talk about American culture and the ways it is polite to talk in class.
D. Have a discussion on classroom dynamics. Address it explicitly.
E. Call on other students. Try out different tasks that involve other students.
F. Have a culture lesson on participation styles. Refer back to it if the problem persists. Include
the American norm.
G. Teacher needs to regulate it.
H. (See #10 above.)
14.
One student didn’t like a lot of the things I did, and she caused a lot of turmoil.
A . Ask the student after class about his/her needs and make appropriate adjustments.
B. Make sure there is a goal and the student understands and desires that goal.
C. Find out the student’s interests.
D. Confront student outside of class.
E. Talk to her individually to find out what she does like. Include more of that in lessons.
F. Group work, so she works less directly with you. Bring in guest speakers (about any topic) to
take the focus off you.
G. It can be very difficult and demoralizing to deal with students who don’t seem to like you or
at least don’t seem to like what you are teaching them. In such cases the teacher can give
more attention to that particular student, especially outside of class, in order to understand
why the student feels/acts the way he or she does. Once the teacher knows the reason, it
will be easier to address. One thing that always seems to help in such situations is to ask this
type of student to do something for you that will contribute to your teaching the class or to
the class itself. Make sure the assignment will not seem patronizing or meaningless to the
student. Be sure to praise the student upon successful completion of the assignment.
15.
Attendance is biggest problem––only 2 of 16 students show up.
A . The teaching still needs to go on with the same effort on preparation.
B. Keep trying to make them want to come by providing good, well-prepared, fun lessons.
C. Inform students about activities for the next class period. This may encourage them to come.
D. Make each lesson worth their effort to come.
E. Do a survey on why students don’t come. Learn their reasons and address them.
F. When you see others, see what they want. Make the most of students that do show up––they
get great attention.
G. Bring in guest speakers to increase interest. Splurge––take pictures randomly and make a fun
display of those who come.
16.
Different levels among students (multilevel). It’s hard to prepare tasks which
are easy enough for lower-level students and challenging enough for higherlevel students. Levels 5/6.
A . Grouping is a key. Let the better students lead the groups. Give structured activities where
you could write from one word to as many as you want.
B. Work in pairs for the same topic and design easier questions for lower levels and harder ones
for upper levels.
C. Have higher-level students be tutor’s or teacher’s helper to lower-level students.
D. Teach to the middle level and let advanced students help beginners.
E. Prepare basic lesson for lower level and have more difficult appendages for more advanced
to take on (in groups, as homework, etc.).
F. For each task, activity, or skill that you are teaching develop levels for beginning,
intermediate, and advanced student performance. Require each student to do the task, skill,
or activity at the level you have assigned to it. You may even want to individualize the
instruction and provide learning packets for each level. This is a lot of work at first, but can
be very effective once it’s done. Also, advanced students can be assigned to help
intermediate students and intermediate students to help beginning students.
39
17.
Problem was with me. I am not an experienced teacher. I sometimes felt
helpless when my students did not respond as I expected. Difficult to fit the
lesson to the students’ level (beginners).
A . Self assess after each class and avoid the same mistakes for the following lessons. Consult
other teachers for teaching ideas and solutions.
B. Give a lot of structured worksheets to fill out. That way they can see what you want and still
get the forms/structure/vocabulary.
C. Don’t be hard on yourself. Set high expectations, but prepare to face the reality. Lower your
expectations.
D. Have more activities planned than can fit into the class. Gauge the students’ level when
teaching and choose the appropriate activities.
E. Let your inexperience show and be humorous about it so students relax. Let natural speech
get you through rough areas.
F. You can’t always predict students’ responses. Have backup strategies for
questioning/eliciting responses. Talk to an experienced teacher for suggestions.
G. Don’t be afraid of going off on tangents based on students’ answers. Always have a plan to
return to.
H. Be sure to observe and reflect on other successful teachers. Do an imprint on the things you
see them do that you like. Talk to them about your concerns and seek their advice. You may
not end up doing things exactly as they do, but you can modify their techniques as needed to
make them work comfortably for you. Prepare, prepare, prepare. Have a variety of
activities planned out. If something isn’t working, drop it, and move on to the next item. Plan
for more than you think you will really need. As you gain experience you will find it is much
easier to fit the lesson to the students.
18.
Difficult to motivate lower-level students because they get frustrated and give
up when they actually need to try harder. They think it’s solely up to the
teacher to make sure they learn. It’s hard to make them realize how valuable
their efforts o u t s i d e of class are as well.
A . Whenever they try English, always give them positive feedback, information, and
encouragement.
B. Go slow. If they get frustrated, change activities. Promote their success. Applaud (literally)
their efforts.
C. Challenge them to go for one day speaking English only outside of class. Ask them to share
their experience.
D. Do a lesson on language learning strategies.
E. Teach students how to practice/study outside of class.
F. Bring in a native speaker (to class) to help students practice before they get frustrated.
G. Use reward and praise.
H. (See #5 above.)
19.
Greatest challenge was to start my class with only one student, with the others
coming in later. I had to adopt both my syllabus and my lesson plans to the
situation and their needs. It’s almost like tutoring.
A . Start a review of the previous lesson, and then warmup for the new lesson, and begin the
class. You don’t have to wait for those who come at the expense of those who come on time.
B. I always spend the first 5-10 minutes reviewing with whoever is there so those who come
late will be caught up. I found that this is helpful to my student who comes in early. That’s
okay if it’s like tutoring. We help according to their needs, not our desires, right?
C. Share experiences with the students. Share feelings, interests, etc. Do two-way traffic
conversation, not lecturing.
D. Plan to review 15 minutes into lesson. Create lesson with beginning activities that aren’t
critical for rest of lesson. Use needs analysis and what you know they need to know as a
teacher. It’s really a unique opportunity!
E. Reward the prompt students. Split the lesson in two parts. Spend the first part reviewing,
tutoring, and doing a fun activity.
F. (See #11 above.)
40
Beginning Teachers’ Biggest Rewards
Ling. 579, Glen W. Probst
The following are comments made by student teacher’s on the rewards of teaching English as a second
language. Most teachers face teaching for the first time with fear, anxiety, and uncertainty. However,
as evidenced in their comments below, it’s an exceptionally rewarding experience.
In response to the question, “What was your biggest reward in teaching,” these are the answers given:
1.
Establishing rapport with students.
They know I like them and respond to it.
2.
They begin to use new words in their
speech.
3.
4.
5.
10.
When I can tell that what I taught has been
learned and that it seems like the class
time was spent effectively.
11.
Most students enjoy participating. They
seem to be studying because they’re the
kind of people who enjoy people.
12.
Having students come to me and thank me.
13.
Friendship is biggest reward.
14.
That students believed me and paid
attention to the lesson. (I’m a non-native
speaker.)
15.
Meeting a lot of different people from a lot
of different places. It’s always rewarding
when students come up to you or wave to
you outside of class because they’re glad
to see you.
Developing a relationship of trust and
seeing them progress.
Just getting to know the different
people––their background and culture,
their reasons for being here, and what
makes them so happy.
Students understand the concepts taught
and thank you for it.
6.
Seeing the student improve and learn
the language.
7.
The relationships and friendships.
8.
I’m friends with some of my students.
16.
They respected me and appreciated my
work.
9.
I’ve learned a lot about my own culture
as well as others.
17.
The best thing is the interaction and
relationships. I know I’ve got good
communication with them.
41
ESL Students Give Suggestions
Linguistics 579--Student Teaching
Glen W. Probst
Things Teachers Do That Students Do Not Like
1.
2.
Dismiss class early.
Reading class––teacher tells students to read 25 pages, then teacher sits at desk and does
something else.
3.
Change student’s ideas in terms of what student wanted to write in an essay or other writing.
4.
One class was free last semester one week before midterm. Student’s grade was based on the
play they were preparing. Unfair.
5.
Sometimes student buys a book, but never has to use it. Why?
6.
Teacher talks too much about personal life. Maybe things that are too personal.
7.
Teacher sits in chair and does exercises from book with students.
8.
Teacher is not approachable/receptive either in or outside of class. Students know if the teacher
is willing to help and talk with them. Students respect the personalities of certain teachers.
9.
The teacher puts a wall between him/her and his/her students.
1 0 . When teachers are not friendly outside of class, and students don’t feel they can talk with them.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Things Teachers Do That Students Do Like
Games.
Role plays.
Explain a movie.
Case studies.
Competitions––questions based on readings.
Learning a little bit about culture everyday.
Making foods from different countries and studying about them.
Having teachers available in the Learning Center and Computer Lab to help students after class.
Teachers know the answers.
Typing skill instruction.
Interviews with people––ask them 10 questions.
Learning American slang that is useful in understanding movies, etc. Phrasal or two-word verbs.
Being corrected, repetition, help with pronunciation.
Students want to understand first and then work on their improvement.
Teacher provides each student with a class outline.
Homework is important and the teacher makes it meaningful homework.
Students want to be corrected in their pronunciation and use of grammar.
Students like to have grammar taught/explained in listening/speaking class, as needed.
Patience is very important, especially at the beginning levels, and teacher might speak a little
slower.
Students like teachers to help them with pronunciation because it’s the most difficult, especially
the vowels.
For some students the grammar is most difficult, especially forming questions and using auxiliary
verbs. Teacher help is appreciated.
Students like teachers to help with speaking, especially tense, verb positions, and idioms.
When teachers love the students and are patient with them. It’s not easy being here, and
sometimes students feel very alone.
Students like it when the teacher really listens to them and shows an interest in them and their
welfare in class.
Students want more correction and to be told why you say something a certain way.
Students like activities.
Students like teachers to be friendly all the time, not just in class.
When teachers are kind.
Students like the Study-Buddy program where they are matched with a native English speaker.
42
The Experts Give Their Opinions
Interviews by Glen W. Probst
How Would You Prefer to Learn a Foreign Language?
1.
By using the computer.
Lots of samples and go home by myself and learn it.
“Raiders” type of thing (using videos to learn language).
Brief session in foreign language house.
Diglot weave (a special reading approach) on computer; visually as well.
I would like to be tested on computer to know when I’ve reached certain levels –– ACTFL or
ELC levels––something I can relate it to and interpret meaning, or on a scale of 0 - 10.
I want to be able to evaluate myself and see progression.
I want to be able to emphasize skills.
I would like an immersion component after basic training.
I might want some in-class stuff.
The real emphasis should be on identifying my progress and providing me with the knowledge
and assurance that I can achieve if I do the work (success factor).
2.
I’d want an instructional program designed to my taste.
Hi tech, phone, video tapes, audio tapes, private tutor that I could train to do what I wanted to do.
Live in a family.
Be a missionary.
Have some purpose for using language in the setting.
Read familiar literature with English equivalents to it.
I’d like to shape tutorial or classroom instruction.
Suggestopaedia, Computer Assisted Language Learning, Total Physical Response, Silent Way.
Also Diglot Weave or Burling, and any crutches that might help.
Mostly, I’d need people to shut up and listen and not talk on their terms.
I’d want a use for what I’m learning.
I want professionals to listen to what I have to say and give corrective feedback.
I’d like involvement techniques that I can control or keep hold of the reins of the conversation.
Some people need to be taught how to learn (learning strategies).
There are some universal efficient learning strategies and some universal inefficient strategies.
People kill themselves by the inefficient cultural baggage they carry.
3.
Structurally.
I don’t want aural-oral only.
Cognitive approach by somebody who’s learned a 2nd language.
Hi tech is just one more aid or help.
Memorization is important.
Day to day stuff –– memorize phrases; phrase book –– Where’s the bathroom, for example.
High frequency vocabulary and structures are important.
In a study he did, he found that 88% of all verbs were the 3 tenses (present, preterite and
infinitive). Sixty percent of them were present tense verbs.
He would want a tutor consultant he could go to, especially later on.
Use high frequency words.
Play act. It takes him about seven times to get something right.
He would want to be corrected only when necessary––when it affects the meaning.
Would want to use the written language––it provides another mode to help learn.
You have to listen to others and yourself.
Laser disc and DVD give chance to break down material into small parts and repeat at will.
One needs to be motivated to want to use the language.
Foreign language camps (Espanolandia) are helpful.
Use interviews for progress checks.
Field trips.
Task performances.
43
4.
I would like to learn in a traditional classroom.
I don’t want to learn on a computer only.
I want labs with tapes.
Class where there’s lots of recitation.
Interactive video would be fine.
Tutor might be boring.
Classroom, reading, and speaking the language with a native speaker.
To foreign country or to a language institute.
Language house would be impractical.
Have a foreign student live in home.
Variety is important.
Phonetic approach. How mouth is formed and accent work would be important.
5.
I would opt to have an interactive Computer Assisted Instruction program and a tutor ––native
speaker.
One on one.
Something that would present me with stuff I could listen to and get comprehensible input from.
Two things:
A . Have a whole bunch of social formulae that would get me into conversations. I would want
to come to a tutor with social stuff that I could practice on him––common phrases––things
to get a conversation going and maintain it,
B.
I would want lots of listening, from simple (comprehensible) to more difficult. I would
want all the kind of survival stuff––how to go to post office, weather, current events,
how to make a phone call, get an apartment, etc.
I would want a tutor that has a formal knowledge of the language structure.
I don’t want him to be steeped in tradition and only one way of teaching me––he needs to be
flexible.
I would want to work on computer a lot by myself and try it out on the tutor and get his reaction.
I would want some graded reading material––high interest, low readability––simple to advanced. I
would want tapes so I could read and listen to this stuff.
6.
I would prefer to be in the country.
I would like to have good materials and a native informant.
I would want a three-pronged approach:
A. Learn lots of phrases, lots of chunks of language I might use or anticipate hearing. I’d
like to have these recorded so I could listen to them and catch the rhythm (in natural
context).
B.
I would like to learn the verb system––imperative to learn verb conjugations and
understand the verbal system. If it’s an inflected language, I would need to understand the
basic system of inflection––nouns, adjectives, etc.
C. I would continue to build on understanding expressions, ideas, short thoughts that are
my desire to communicate. I’d go from short to longer. I would want to have interaction
with a native––not to teach me , but to respond to my questions and correct me, not to
give me paradigms––I would want to discover myself.
I would want to continue this process of listening, speaking, composing and having it corrected and
being able to have access to that native to get answers to my questions, since I know what
questions to ask.
I would continue to build vocabulary, idioms, etc.
I would get into the reading last, after a lot of listening, speaking, and writing.
Best one on one or part of a small group.
I don’t want a traditional classroom. I want to control the direction my learning takes.
Computer would be helpful if it could answer my grammar questions.
Allow student to scan page and click on words he doesn’t know and a program like HyperCard
makes a list for him with definitions. Could also do frequency counts on words.
44
7.
I prefer to go to the country.
I’d get somebody that knows the language to practice with.
I’d get the basics either from a regular class, video, cassette, etc., then practice with a native
speaker.
Any high tech materials developed for that purpose would be good.
8.
I’d love to be immersed in the culture.
I would want to learn from a native speaker who could instruct me on the nuances, etc.
In a small class, feel more comfortable in a small group, gain more experience and do more indepth work.
Use computers.
Interactive video would be very good.
Something to give me immediate feedback.
I would want some reference texts –– something to help me expand vocabulary.
Use a collaborative model where students teach each other.
Small group fosters a closeness, fondness, and friendship among students. It also encourages
use of the language.
I would like instructor to bring in hands-on materials and use field trips where you have to use
language for a particular context, such as shopping, post office, etc. A follow up could
come through video on these same activities.
I’d want to learn all the skills and have a knowledge of the grammar.
The key is to have a good hands-on, practical experience that relates to here and now, is
meaningful, and leads to an application of the skills and knowledge.
9.
I’d like a situation (supermarket) for example, which would force me to use my own resources.
I would get some words first (dictionary) and try to put them together with a picture.
I’d go to supermarket, find items I want, and give them to the person to sell to me.
I would use my fingers to help convey meaning (numbers).
I would want basic content –– bank, store, laundry, etc.
I’d do it through simulation.
Use technology to provide all the settings and the simulations.
I would not let the learner go on without completing a given task before moving to the next one.
This is what happens in real life.
I would like to get some help, have a tutor at home or any kind of help I could get––to ask, “Please
pronounce this for me”.
I would like a tutor (person). That tutor who would be with me like a mother is with a child
(caretaker).
Order: vocabulary, first experience (survival), tutor, solo experience to test hypothesis.
Doesn’t want to learn in a classroom.
Lab would work.
Wants constant practice.
45
Best Teacher Description
Glen W. Probst
There are many characteristics, techniques that make a successful teacher. These may be as varied as
the teachers themselves. However, there are certain time-tested attributes, characteristics, and
practices which contribute immensely to teacher success. The following list contains items that
students have used to describe their best teachers.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Enthusiasm
Students can feel the excitement and are inspired by the teacher’s enthusiasm
Students easily detect the teacher's love for job and subject
Preparation
Teacher knows the subject
Teacher plans and prepares lessons daily
Punctuality
Always arrives on time
Begins and ends class on time
Expects and encourages students to arrive on time
Support and concern for students
Lets students know that he/she cares about their success
Takes time with students
Allows for student creativity
Is friendly and courteous
Is supportive and encouraging
Is smiling, caring, and loving
Consistency
Does not miss class
Is consistent in attitude and dealings with students
Is always well prepared to teach class
Politeness
Treats students with respect
Does not condescend
Avoids embarrassing students in class
Firmness and control
Is firm in a kind manner
Avoids tangents in teaching
Does not play favorites
Provides personal help
Takes time to explain concepts
Gives individual attention
Accepts individual differences
Employs an effective delivery
Clarifies for understanding
Creates a sense of fun with the learning task
Eliminates bad, irritating and/or distracting habits
Does not make students lose face
Avoids criticizing students
Has high expectations of class members
Is humble
Is fair
Uses variety
Uses a variety of learning activities
Experiments
Allows for spontaneity
Has a sense of humor and is relaxed
46
1 8 . Use of engaged time
Sets a good pace and provides for a change of pace
Avoids engaging students in "busy work"
1 9 . Use of text
Is not a slave to the text
Uses text as a road map
2 0 . Keeps within 1-2 days of the scheduled course outline or syllabus
2 1 . Field trips and other activities
Applies student experiences to class work
2 2 . Does not always teach from a sitting or leaning position
2 3 . Interpersonal relationships with students
Does not allow students to call him/her by first name
Does not try to win a popularity contest
Maintains a healthy teacher-student relationship
Respects students (remember that sometimes what you think is healthy, fun joking with
students may be interpreted by them as disapproval and dislike.)
2 4 . Does not allow one or two students to monopolize or dominate the class
2 5 . Keeps accurate records of
Work Completed
Attendance
Test Results
Grades
Student Progress
Other Concerns
Additional
1.
2.
3.
4.
5.
6.
7.
8.
Suggestions
Provide for activity changes––perhaps something not on the lesson plan, such as scrabble,
hangman, pictionary or other fun learning activity.
Be somewhat unpredictable. Students will not know what comes next. Keep students in some
suspense.
Variety. In teaching, variety provides for renewed interest in the subject matter. Use variety in
how you have students work together. Do not always pair the same ones together. Provide for a
variety of learning activities and use of realia. Some suggestions are:
Assignments
Guest Appearances
Questioning and Quizzes
Brainstorming
Illustrations
Recordings
Chalkboard illustrations
Reports and Talks
Charts and maps
Instructional Games
Role Play
Combined Activities
Internet Content
Service Projects
Debates
LCD Projections (PowerPoint)
Short Stories
Demonstrations
Music
Singing
Dialog Journal
Opaque Projections
Storytelling
Dictations
Overhead Transparency Projections
Tape recordings
Displays
Pair/Small Group Work
Total Physical Response
Dramas
Panel Discussions
Video Clips
Flannel Board Presentations
Pictures, Posters, Photos
Videotaping Presentations
Flash cards
Poetry Memorization/Recitation
Worksheets
General Chalkboard Use
Problem-solving Discussions
General Discussions
Projects
Instant Involvement––Create a variety of instant involvement activities that can be used to capture
students attention for what will be presented.
Give eye-to-eye contact.
Change teaching style for variety.
Pace––A change of pace is refreshing and helps students reenter the learning process.
Change of setting––At appropriate times it is stimulating and interesting to meet in a different
location or setting for a specific learning task.
47
Student Feedback on Best Teacher
Julie Madsen (Used by permission)
I missed the day where a student panel from the ELC was asked some questions about what makes a
good teacher and what a good teacher should do in some classroom situations. I contacted three students
at the ELC and interviewed them to find out their opinions. The three students I interviewed were Rika
from Japan, Humberto from Peru and Harike from Korea.
The first question I asked was who their favorite teacher was and why. They all seemed to be pleased
with all of their teachers, but one of their favorites was David C. They like him because of the
comfortable atmosphere he creates in his classroom. He apparently doesn't rush the students, even
when there is a push for time (i.e., the bell is about to ring and he hasn't done everything he wanted to).
It was interesting that the students would tune in to the fact that he had more to say and do but was
sensitive to the students' needs.
They also commented on classroom rapport. They like teachers that are patient and kind. They also like
it when humor is used in teaching. They felt relaxed when their teacher would tell them funny things
about American culture. Some of their teachers have taught them jokes in English, which they really
enjoyed learning. It seems to make them feel like they are more a part of the culture and "in" on the
humor going on around them.
Some other things they feel are important in the classroom environment are a smile, the use of loud,
clear speech, clear explanations, fun activities, etc. They also appreciate good visual aids that keep
their attention. One of the most important things they think a teacher should keep in mind is a
sensitivity to students' mistakes. They feel good when a teacher takes time to help students overcome
their mistakes through patient, clear instruction.
Some of the things that are challenges to them include the following:
1.
2.
3.
4.
5.
Teachers speaking too quickly, especially at the end of class when class time is running out
Getting bored when a teacher is answering other students' questions
Textbooks that are difficult to understand
Other students talking out of turn
Teachers not planning well and having to go overtime (not releasing the class at the bell).
Interestingly enough, the students also indicated that the teacher wasn't the only person that should
work on problems. The students should share in the responsibility. In conclusion here are some of the
other words used in describing a good teacher:
interesting/fun
gives synonyms
kind
always helps
smiles
low pressure/not intimidating
good explanations
kind spirit
48
Accountability For Teachers
Glen W. Probst
Out-of-class
Concerns
1.
Learn to enjoy your class. Develop a positive and enthusiastic attitude toward meeting
your students each day. Bring some happiness into their lives.
2.
Prepare well for your classes. This is an important key to success. Remember the
saying, “If you fail to prepare, your prepare to fail.” My experience indicates that those
teachers who are well prepared are dedicating from 45 minutes to one and one-half
hours of preparation time daily per class, depending on circumstances. You will only be
able to teach “by the seat of your pants” for a limited time.
3.
An integral part of your preparation is the development of daily lesson plans that are
well thought out. Do you have such plans? These must go beyond any skeletal course
outlines that may be provided by your supervisor(s). There are many kinds of plans,
with some going into great detail. You should develop some type of effective and efficient
plan which is teachable for you. The plan should include review, presentation,
reinforcement, performance, and evaluation activities. Try to utilize class time so that
students are engaged in learning activities as much as possible. Remember to aim at
student interest level, provide variety, and control the time spent on each activity to
your students’ best advantage.
4.
Be sure to arrive at class on time. The non-verbal message conveyed by doing this is
very effective with students. They will tend to follow your example.
5.
Begin and end your class on time. Again, the non-verbal message has an impact. Students
will feel your sense of fail play.
6.
Unless your are sick, try not to miss teaching your class. Teacher continuity and
consistency are extremely important to students. If you must miss a class, be sure to
provide plans and instructions for your substitute and inform your supervisor(s).
7.
Establish a good rapport with your supervisor(s). Ask them for help in areas of concern
and with student problems.
8.
Try to be active in cultural and extra-curricular experiences that may be part of the
program. This will allow you to get to know students outside the classroom setting.
In-class Teaching Concerns
1.
Be consistent in your testing. Teach what you test and test what you teach. You should be
giving a quiz at least every week or at the end of every unit. You should also be giving a
mid semester exam and a final exam.
2.
Avoid embarrassing students in class. Sometimes this happens unintentionally. When it
does, try to amend it and reassure the students that things are okay.
3.
Use class time efficiently and effectively. If it appears to you that an activity is not going
as well as expected, modify it on the spot or drop it and go on to your next planned
activity. Students are very much aware and consequently impressed with a teacher who is
able to keep them meaningfully engaged in a rapidly-paced succession of activities during
the class period.
49
4.
Assign homework consistently and follow through on it. Be sensitive to student needs and
time limits. Yours may not be the only class they are taking, but they will expect some
homework.
5.
Use the text consistently as a basis for your class. If the text does not work for you, then
discuss it with your supervisor(s) and make recommendations for changing it. No
student should be required to buy a text and then have no need to use it. Make sure that all
students own a text for your class. Never complain about the text to your students.
6.
Follow the course outlines that may be provided by your supervisor(s). If you fall 1-2
days behind or go 1-2 days ahead of the schedule, it is all right. It is, however,
important that the material be covered by all sections of a given class at a relatively even
pace. If there are problems, let your supervisor(s) know and discuss any modifications
with them.
7.
Whenever there is a special field trip or other cultural activity, take advantage of the
opportunity to apply the experience to classroom use. You can pre-experience the
activity for them beforehand, talk about it after, write about it, provide additional
reading sources on the topic, explain/exploit unique vocabulary, structure, etc. Every
trip or activity can be brought into relevancy in one way or another.
8.
Be aware of your own presence in the classroom. Do not remain seated or leaning against
your desk, unless you do it judiciously and have a definite purpose in mind. In fact, any
tendency for the teacher to stagnate in one or two spots only becomes monotonous to
students. Effective teachers have learned to move about, without being too rushed, and to
convey a feeling of tacit intensity, enthusiasm, and urgency about the learning tasks at
hand. This greatly increases students’ attention and interest while reducing discipline
concerns.
9.
Be objective and fair in all your class activities––especially your grading. Let students
know ahead of time just how they will be graded and what is expected of them. Provide
clear explanations and rationale for your grading and evaluation procedures.
10.
Demonstrate your support of students by letting them know that you are genuinely
concerned and care if they succeed. It seems that above and beyond all else, students
recognize this quality in teachers and are more deeply touched by it than any other single
aspect of their study program.
11.
Monitor yourself consistently to make sure you do not have, and do not develop, any
annoying habits or quirks that might distract from your class.
Discipline Concerns
1.
Try to develop a good rapport with all of your students. However, you must keep in mind
that your goal is not to win a popularity contest. There is a distinct difference. A good
rapport will develop and continue if you are firm, kind, fair, and concerned about the
welfare of your students. Praise them when they merit your praise. Encourage them
when you sense that they could use encouragement.
Learn their names as quickly as possible and pronounce them as accurately as possible.
Expect them to address you properly by your surname. Remember that what appear to be
difficult teacher names are very helpful examples for use in providing students with
pronunciation practice, so help them to practice your name and say it correctly.
50
Although it is perfectly all right for you to like some students more than others, make
sure you do not play favorites. Try to find out each student’s strong points, likes, and
dislikes and capitalize on them. If you feel that a student actually dislikes you, try
harder to reach that student and give him/her the opportunity of learning to like you. One
effective way to reach students who dislike you is to ask them to do meaningful tasks for
you––tasks that demonstrate a certain amount of trust in the students.
2.
Monitor yourself so as not to allow one or two students to monopolize your time. You
must also be aware so that one or more students do not dominate the class.
Discover/create ways in which to channel the energy of overly enthusiastic students.
3.
Think of yourself as a member of a team. This will greatly improve discipline in
general, especially in the area of native language talk in classes and in the halls. If all
teachers actively support this effort, it is much easier to keep native language talk to a
minimum. When you take action, do so with determination and then follow through on it.
The same applies to your helping students keep other policies and rules of the institution.
4.
Remember to always keep your interpersonal relationships with students, whether in
class or outside of class, within the bounds of a pleasant but cordial teacher/student
relationship. You should be one with them but not as them. You do not have to assume
their mannerisms and behavior patterns to be successful with them. Also, do not take
your personal problems to class. It is inappropriate for you to discuss your personal
problems at any time with your class or individuals of your class.
5.
There are always students with more that the usual personal problems. Be aware of the
fact that perhaps a student’s overt behavior in the classroom may stem from a deepseated personal problem or concern. If you suspect that a student has a problem which
might call for professional counseling, let your supervisor(s) know. Do not assume that
you can be the student’s counselor.
Students can easily withdraw little by little as a result of culture shock and all its
accompanying maladies. If you notice that a student is completely left out or is the object
of other students’ condescension and neglect, get involved and support that student. Let’s
not have any "Ciphers in the Snow." Be a friend and help the student develop other
friendships.
Record-keeping Concerns
1.
You have an obligation to keep and maintain good records. Records are extremely
important at all levels. Most details are easily forgotten. Therefore, we record them.
It’s not unusual for an institution to receive requests for information on students who
were in the program from as many as twelve years previous. In such cases the
institution has to refer to an official record book. Your class record book becomes the
original record from which all reports are taken. Therefore, it is very important that
you mark your rolls accurately and keep accurate and complete records of all class
information. Ask yourself this question, "Could someone read your record a year from
now and make sense of it?" If the answer to this question is no, then you must clarify
your record keeping system. If you use arbitrary symbols that have meaning only to
you, then provide a key to those symbols in the front of your record book.
51
General Concerns
1.
You should take time to reflect on your teaching from time to time and engage in some
self-evaluation. If fact, the value of self-evaluation is probably one of the most
important facts you may ever learn about teaching. You will not always have someone
who is giving you supervision in your classroom teaching and providing you with
valuable feedback. Ask yourself what you think you do very well and continue to do those
things well. Ask yourself concerning those areas in which you think you need to improve
and then decide on a course of action to effect an improvement. Some small details for
improvement can be taken care of together, but other concerns may have to be dealt with
individually and one at a time in order to eliminate them. Discuss these concerns with
colleagues in whom you have confidence and seek their advice and support. Ask an
appropriate person to observe you if you feel there is a need. Ask to observe other
teachers in whom you have confidence. The idea is to continue to improve by exercising
good will and taking an honest approach in an effort to do so.
52
Resource Texts
English for Daily Life
Designed for intermediate adult ESL learners, but is geared for adaptation
for use with other levels. Has 32 lessons built around either a specific topic or a
particular speech act. Lessons include dialogs, vocabulary activities, suggested
role plays, and additional practice activities. Can be modified for both lower and
higher levels. (Can be purchased in 2113 JKHB for $10.00)
Grammar Dimensions (Books One and Two) (Diane Larsen-Freeman, editor)
Beginning to intermediate level. Structural syllabus organization. The
lesson formats are very good, giving introductory tasks, presentations in
context, and a variety of drills. Grammatical explanations are very clear. The
best feature of these texts are the COMMUNICATIVE ACTIVITIES. Several ideas for
activities are given at the end of each chapter on purple pages.
Interactions One (3rd Ed.) (J. Tanka, P. Most)
High beginning level. Very modifiable for other levels. Lessons are geared
around specific topics. Has well developed lessons with lots of information and
speaking activities.
Consider the Issues (C. Numrich)
High intermediate to advanced level. Twelve units based on topics (more
academic than survival oriented) such as gang violence, gun control, problems
American families face, etc. Units have some good, thought-provoking questions
and good suggestions for extended communicative activities.
Getting Students to Talk (A. Golebiowska)
High intermediate to advanced level. Part Two of this book has lots of
great ideas and very detailed explanations for role-play and discussion activities
you can do in class. Part Three has lots of examples of language used in speech
acts and is a good resource for authentic language, or you can use it to jog your
memory for examples of language patterns.
Other books you might take a look at:
Keep Talking by F. Klippel
Language Teaching Games and Contests by W. R. Lee
Grammar Games by M. Rinvolucri
Listening in Action by M. Rost
Grammar Practice Activities by P. Ur.
53
Popular Readers in The English Language Center
Glen W. Probst
Question:
Would you be so kind as to facilitate my search for a complete, comprehensive ESL course
for adults covering all of these levels & that includes:
student material
teacher material
computer assisted courses (covering speaking skills, listening, reading
comprehension).
I need some guidance as to name of course, publisher or if a web site, email address.
Response: First of all, I assume you visited the ELC Cybercenter Web Site at:
http://humanities.byu.edu/elc/
If so, did you look at the Teacher Corner and the Student Corner? Both have information
containing the kinds of questions you are asking. The Adult Education ESL Teacher Guide
located in the Teacher Corner has a lot of information about setting up and teaching an
adult class. You will also see other entries there that may be of help to you, such as a
listing of all the texts we use in all classes at all levels and subjects in our English
Language Center. You will also find listed the software we use. All of this information is
under the Teacher Corner.
Question:
Could you please indicate 2-3 of your readers per level that you would recommend for my
ESL classes? Which of your readers do you think are the most popular among adults?
Response: The following readers seem to be the most popular ones among our students at the English
Language Center. (See our web site for a complete listing of readers––
http://humanities.byu.edu/elc/teacher/ELCReaders.html):
Level 1
1.
2.
3.
The Railway Children. (It's a real story. It's done at the end of the semester.)
Frog & Toad (For some reason it remains popular.)
Varied (All the other readers used depended on the plot and theme and student personalities.)
Level 2
1.
2.
3.
1.
2.
3.
1.
2.
3.
Helen Keller (Students love it because it's a true story and is interesting.)
Elephant Man (Students like it because it's a true story.)
Phantom of the Opera (A classic)
Keep in mind that many of the
readers listed here also have
Level 3
movie versions. The movie
doesn't take place of the book,
Biography of Martin Luther King (Overwhelming favorite.)
but can be used to show certain
Tom Sawyer (It's part of Americana.)
clips in class to illustrate
concepts, values, and stimulate
Number the Stars (Story about WWII.)
discussion. Also, students can
check the movies out and view
Level 4
them on their own. Since movies
are available and supposedly
My Left Foot (Autobiography)
are based on the books, the
Island of the Blue Dolphins (Based on a true story.)
teacher could discuss how the
movie represents or doesn't
The Giver (Provides lots of food for thought.)
represent the story in the book.
Levels 5 & 6
1.
2.
3.
4.
5.
6.
The Hiding Place (True story)
I Heard the Owl Call My Name (About Native American culture in the northwest.)
The Little Prince (Many students have already read it in their own language.)
Where the Broken Heart Still Beats
Where the Red Fern Grows (Still one of the most popular stories in America.)
To Kill a Mockingbird (About prejudice in the south.)
54
Student Seating Arrangements
Glen W. Probst
Perhaps the least preferred seating arrangement for teaching language is the traditional one in
which students are seated in parallel rows facing the front of the room. Some of the more
workable arrangements, and those most conducive to teacher/student and student/student
interaction, place the students in a horseshoe or semi-circle arrangement. With more than 15
students, however, the distance may be too great between those students seated on the extremes
of such configurations.
For groups over fifteen try the following seating setup:
This seating arrangement has been referred to as the “bowling alley” arrangement.
Black Board
screen
teacher's
desk
Black Board
The students are seated slightly diagonally toward the screen. This arrangement allows for
students to see each other easily for conversation and other classroom interaction. The teacher
has an alley down the middle of the class from which to teach, as well as easy access to any
individual student. If discipline and talkative students are a concern, this seating arrangement
helps because each student’s immediate neighbors are not as easily accessible. For large classes
this is a very workable arrangement.
55
Observation
Instrument
Glen W. Probst
Student Teacher _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Date
Coop. Teacher
_______________________________
Class _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Observer
_______________________________
Time _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Text
_______________________________
Room _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
School _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
TIME
Sts Enrolled _ _ _ _ _ _ _
CONTENT
_______________
Sts Present_________
COMMENTS
57
TIME
CONTENT
COMMENTS
T/S Interaction _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
S/S Interaction _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Num. Activities _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Classroom Mood _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Visual Aids
__________________
Lesson Plans
Variety
__________________
Tchng Personality _________________
Monitoring
__________________
Tchr vs. St. Talk _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Explanations
__________________
Organization
__________________
Pace
__________________
Warmup/Review
__________________
Follow-up Discussion Date __________
__________________
Seating, Teacher Movement/Perching Pattern
blackboard
Suggestions:
desk
1.
2.
3.
58

ESL Teaching Packet - BYU English Language Center

Transcription

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