Education is about teaching students how

to think, not what to think.

The only way students will learn to read, write, listen and speak English is

through lots of practice. • Too much “teacher talk” deprives students

of time to practice• Listening to a teacher explain grammar

explanations does as much good as listening to someone explain how to play the guitar

• In large discussions, usually only a few students will participate and the quiet students will never participate

Student-Centered Classrooms

• Regardless of who you are teaching, be it primary school, middle school, or university students, the students should be doing most of the work in the classroom.

• How much learning can take place if a student is listening to a teacher lecture for 1 ½ hours?

• Let’s take a look.

Cone of Learning

We remember…

Teaching Learning

I taught Stripe how to whistle.

I don’t hear him whistling.

I said I taught him. I didn’t say he learned it.

(Leveque, 1999-2000)

• A teacher should be well-prepared for each class. If a teacher walks into the classroom, opens a book, and begins to read from the book, both the teacher and the students will be bored.

• The students should be prepared to work while in the classroom, not simply listen while a teacher talks (or sleep while a teacher talks).

Let’s take a look at two common approaches used for TEFL/TESL…

• Audio-Lingual Method (ALM)

• Communicative Approach

ALM• Sentence patterns are presented orally, in

dialogues

• Each dialogue has drills: repetition, substitution, transformation

• This method follows the order:

Presentation (teacher introduces dialogue)

Practice (students mindlessly repeat, over and over and over)

Production (maybe a written exercise like fill in the blank, match the word with the definition, etc.)

ALM

Pros•Simple and direct•Regular and predictable; students know what to expect•Students quickly able to memorize dialogues•Easy to control class

Cons•Teacher is at center stage the whole class•Boring•Students unable to function outside of the dialogue•Doesn’t allow creativity•Promotes a lack of confidence since students are only familiar with the structures they’ve practiced•Provides no way of exploring the language; students don’t know sentence patterns can change

Communicative Approach• Emphasis is placed on the learner’s responsibility for his or her

learning • Students are actively engaged; teacher does not carry full

responsibility for students’ learning• Uses language for real conversations and exchanges; promotes

real communication• Students encouraged to talk about current events/what’s going

on in the world today• Language sounds natural, not artificial • Less error correction (model the correct answer and move on) • More opportunities for students to speak (esp. about topics of

interest-gives students freedom to bring up own topics)• Uses questioning techniques to ensue attention and

involvement from the whole class• Promotes critical thinking

ALM vs. Communicative Approach

Teacher: What color shirt is Mike wearing? Student: Mike is wearing a blue shirt.

Vs.

Teacher: Do you like the color of Mike’s blue shirt?

Student: ?????? (teacher doesn’t know the response the student

will give)

Multiple Intelligence TheoryFacts:

• All people have all nine intelligences.

• The strength of the intelligences is different in each individual and can change over time.

• All learners are unique individuals. The class is not a unified being.

• Each learner has different needs and learns by different learning styles.

The Nine Intelligences

• Naturalistic

• Logical/Mathematical

• Interpersonal

• Intrapersonal

• Visual

• Linguistic

• Musical

• Existential

• Bodily/Kinesthetic

Multiple Intelligence Theory also suggests…

• Traditional education techniques only use and develop a limited range of intelligences in learners.

• Other intelligences are neglected (forgotten about).

• Learners are traditionally evaluated (tested) by a system that favors specific intelligence types.

Why is this theory useful for teachers?

• It helps us identify different learning styles.

• It helps us identify our own teaching style.

• It helps us to plan our lessons by knowing our students’ needs.

• It encourages us to balance our classroom activities.

• It helps us to create a balanced evaluation process.

• You will not be able to include classroom activities in every lesson that cover the full range of intelligences.

• Rather, try to balance activities over a series of lessons.

• Also, not all students will be happy all the time.

• However, some lessons (or parts of lessons) will be more useful for some students than for others. If we are aware of this and plan for this, then most of the class will be engaged most of the time.

Activities to Use in the Classroom

Visual• Graphs and

charts• Watching

videos• Flashcards,

diagrams, photos

• Creating maps, drawing, illustrating

Verbal/Linguistic• Vocabulary

activities• Dialogs• Class

discussions• Lectures• Listening

exercises• Storytelling

Logical/Math-ematical

• Matching cards

• Word order activities

• Creating questions and answers

Creating Questions and Answers

Name __________

True or False: Please circle either T or F. • T F _____________________• T F _____________________• T F _____________________

One word answer: Please answer the question with one word only.

• _______ _________________________• _______ _________________________

Tapering Dialogues

You will be with a partner. You will write a dialogue with your partner, but you CANNOT

speak to your partner. You can only communicate through writing.

Directions1. Each group of 2 receives two pieces of paper.

2. Using one of the pieces of paper, you write the beginning of a dialogue with your partner using exactly 7 words. Meanwhile, your partner will begin a dialogue with you, using exactly 7 words.

3 Then, switch papers with your partner. Answer your partner's dialogue using exactly 6 words.

4. Again, switch papers. Continue the dialogue using 5 words.

5. Continue swapping papers and stop when you get down to one-word responses.

6. When all groups are finished, each group will share their dialogue with the class.

Daily Activities1. Like on the following slide, please draw 6 pictures

representing what you do everyday. For example, in the first box, draw something that you do when you first wake up in the morning everyday, in the second box, something that you do mid-morning, in the third box, something you do around noon, etc. KEEP YOUR DRAWINGS SIMPLE! You can use stick figures. You have 4 minutes.

2. Then, you must explain your daily activities to a partner. Show them your pictures and talk about what you do everyday.

3. Then, I'll put you in groups and you are to share your picture one more time and explain your daily activities, this time to the classmates in your group.

stick figure

Daily activities

Vary how students read and repeat the dialogue• Split the class in half or groups

• Have several students volunteer• Have students work in pairs

• Students read in different voices

Reading Dialogues in a Large Classroom

Reading Dialogues

A. When can I see you again?

B. I think we should lay low for a while.

A. But I want to know now.

B. How about the day after tomorrow?

A. Where can we meet?

B. I'll contact you when the time is right.

A. You're just full of surprises, aren't you?

Reading the dialoguesWith a partner, you will read it different ways. One of you is

student A, one of you is student B. Look at each other when you speak.

1. Read it normally.

2. Read it loudly.

3. Read it quietly.

4. A speaks loudly, B speaks quietly.

5. A speaks quietly, B speaks loudly.

6. A speaks quickly, B speaks slowly.

7. A speaks slowly, B speaks quickly.

8. A is in love with B but B doesn't like A.

9. A and B are lovers.

10. A and B just robbed a bank.

Last week I said I'd let you ask me questions

for 3 minutes, but I forgot! Now is your

chance.

Any questions?

Activities to Use in the Classroom

Visual• Graphs and

charts• Watching

videos• Flashcards,

diagrams, photos

• Creating maps, drawing, illustrating

Verbal/Linguistic• Vocabulary

activities• Dialogs• Class

discussions• Lectures• Listening

exercises• Storytelling

Logical/Math-ematical

• Matching cards

• Word order activities

• Creating questions and answers

Quick Review: Reading Dialogues

A. When can I see you again?

B. I think we should lay low for a while.

A. But I want to know now.

B. How about the day after tomorrow?

A. Where can we meet?

B. I'll contact you when the time is right.

A. You're just full of surprises, aren't you?

Reading the dialoguesWith a partner, you will read it different ways. One of you is

student A, one of you is student B. Look at each other when you speak.

1. Read it normally.

2. Read it loudly.

3. Read it quietly.

4. A speaks loudly, B speaks quietly.

5. A speaks quietly, B speaks loudly.

6. A speaks quickly, B speaks slowly.

7. A speaks slowly, B speaks quickly.

8. A is in love with B but B doesn't like A.

9. A and B are lovers.

10. A and B just robbed a bank.

Listening Activity: Shrinking Story

1. Four students leave the classroom. The rest of the students read the story.

2. As a class, discuss the most important points and write them down.

3. Student #1 comes in. A student in the class, or the teacher, reads the story to Student #1.

4. Student #1 tells the story to Student #2. Class checks off which important points were remembered.

5. Student #2 tells the story to Student #3. Class checks off which important points were mentioned.

6. Student #3 tells the story to Student #4. Class checks off which important points were mentioned.

7. The class discusses which details of the story were remembered and which were forgotten.

When Christine was young, her parents made her go to church every Sunday. She hated going to church. Sometimes, she would bring a book and read while the priest was saying the mass, but her mom would usually see her and scold her. However, Christine's sister, Laura, liked going to church. In fact, she liked to sing in the church choir, or chorus, and even taught CCD on Sundays. CCD is a school for students who want to study religion. When Christine was old enough to drive, she convinced her mom to let her drive to church by herself. When she did this, she drove to church and parked in the parking lot and did her homework or read books instead of going inside to hear the mass. One day, her mom's friend told her mom, “Oh, I saw your daughter at church last Sunday.” Christine's mom replied, “Oh, you saw Christine?” Her mom's friend said, “No, I saw Laura. I didn't see Christine.” After that incident, Christine wasn't allowed to drive to church by herself anymore.

Please write the most important points from the story.

1. _______________________________________2. _______________________________________3. _______________________________________4. _______________________________________5. _______________________________________6. _______________________________________7. _______________________________________8. _______________________________________9. _______________________________________10._______________________________________

Important Points

When Christine was young, her parents made her go to church every Sunday. She hated going to church. Sometimes, she would bring a book and read while the priest was saying the mass, but her mom would usually see her and scold her. However, Christine's sister, Laura, liked going to church. In fact, she liked to sing in the church choir, or chorus, and even taught CCD on Sundays. CCD is a school for students who want to study religion. When Christine was old enough to drive, she convinced her mom to let her drive to church by herself. When she did this, she drove to church and parked in the parking lot and did her homework or read books instead of going inside to hear the mass. One day, her mom's friend told her mom, “Oh, I saw your daughter at church last Sunday.” Christine's mom replied, “Oh, you saw Christine?” Her mom's friend said, “No, I saw Laura. I didn't see Christine.” After that incident, Christine wasn't allowed to drive to church by herself anymore.

Bingo: Word and Definition1. Draw a grid on your paper with 9 squares.

2. Using the following words, quickly write one word in each box below.

CCD choir Laura priest incident

parking lot scold Sunday church

3. When I say one of the words, you cross it off. When you get

three in a row, say, “bingo!”

Bingo1. Draw a grid on your paper with 16 squares.

2. Using the following words, quickly write one word in each box below.

back beck gas guess sad said

tan ten bag beg sat set

pack peck and end mat met

3. When I say one of the words, you cross it off. When you get four in a row, say, “bingo!”

Humming ActivityAlthough the English language doesn't have tones like

Chinese, English is heavily reliant on intonation. For example, the following sentence can be interpreted in

many different ways.

I said she might consider a new haircut.

(It was my idea)

I said she might consider a new haircut.

(Didn't you hear me?)

I said she might consider a new haircut.

(Not another person)

Now, try humming this sentence.

Student A Student B

I like pizza, pickles, and chips. Not all together, I hope.

Would you prefer coffee or tea? Tea, please.

Would you like some ice cream and cake?

No, thank you. I'm not hungry.

Next week we are flying to Rome. Really? How long will you be there?

Is he going to the dentist? Yes. He has a toothache.

Neighbors

• Mike: Excuse me, I’m Mike, your new neighbor.• Mary: Oh, welcome! I’m Mary. May I help you?• Mike: I’m looking for a supermarket. Are there

any around here?• Mary: Yes, there is one in front of our building.• Mike: OK. And is there a bank here?• Mary: Well, there is one on the

street corner.• Mike: Thanks. See you later!• Mary: See you!

What activities can you do with the dialogue?

Activity #1: With your partner, write a few sentences about what Mike and Mary did before they met. What happened before the dialogue?

Activity #2: With your partner, write what you think happens next to Mike and Mary.

Activity #3: What do they say next? Add 4 more lines to their conversation.

U.S. CoinsPennies: The coin with the

smallest value is a penny, which is worth one cent, or 1¢.

   

Nickels: The next coin in value is a nickel, or 5¢.

   

Dimes: Another coin is a dime, or 10¢.

Quarters: The last coin is a quarter, or 25¢.

Around the World

Two students stand up. I say two amounts of money (example: 2 nickels plus 1 quarter). The student who says the answer first is the winner,

and moves on to the next person. Continue playing until one student goes all the way around

the class. 1. First, do it as a class. 2. Then, a student will be the teacher. 3. Lastly, we'll divide the class into groups and

have one student be the “teacher” in each group.

More Activities to Use in the Classroom

Interpersonal

• Pairwork

• Group work

• Peer teaching

• Board games

• Group projects

Intrapersonal

• Independent study

• Writing in a journal

• Choices

• Goal-setting

Bodily/Kinesthe-tic

• Dance

• Acting/drama

• Board races

• Outdoor class

• Role-playing

• Field trips

Giving Choices

Content Course Exam A. Written exam (multiple choice, T/F, reading comprehension, etc.)

B. Essay

C. Presentation

Oral English Exam

A. Peer teaching

B. Press conference

C. American custom role play

Questions for line activity1. What did you do last weekend?

2. What are you planning on doing this weekend?

3. Describe your family.

4. How do you feel about this campus? What do you like about it? Dislike?

5. What is your favorite food? Can you cook? What can you cook best? Do you like to cook?

6. Describe your best high school or university teacher.

7. What are some of your hobbies? What do you normally do on the weekends?

8. If you won 1,000,000 RMB, what would you do?

9. If you could travel anywhere in the world, where would you go and why?

10. What will your future be like? What will you do? Where will you live?

11. What time do you usually get up in the morning? What time do you usually go to bed?

Minimal Pairs1. Look at the words below.

2. Starting with number 1, I will read a word. You write down the word you hear.

3. When we finish, we will check your answers.

1. chin gin

2. cheap jeep

3. choose juice

4. batch badge

5. search surge

1. chin

2. jeep

3. juice

4. batch

5. surge

Any questions about their

pronunciation?

You will be with a partner. One of you is student A, one is student B.

Look at the ten pairs of words below. Beginning with number 1, student A says one of the two words. Student A should write the word he/she says. Student B should also write the word he/she hears.

Check your answers when student A is finished reading the 10 words.

1. sheep cheap 6. leather ladder

2. knife life 7. fan van

3. miss myth 8. grow glow

4. train chain 9. cents sands

5. west vest 10. sort thought

Pronunciation Pair Work

Pronunciation Pair Work Con't

This time, student B reads and writes one of the words as student A writes the word he/she hears. Check your answers when finished.

1. cash catch 6. belief believe

2. same shame 7. sits seeds

3. drain Jane 8. they day

4. load road 9. trail child

5. nine mine 10. cherry jewelry

Taboo1. In groups, one person

chooses a card. They must try to get the other people in the group to guess the top word WITHOUT saying the words below.

2. If someone is able to guess the word, then that person can keep the card.

3. At the end, count how many cards each person has. The person with the most number of card wins.

For example, let's say a person chooses the following card:

Then, that person might say, “This is something that grows on trees. It's in the same category as apples, grapes, and pears. It's long. You should peel it before you put it in your mouth. It tastes delicious.”

bananayellow

monkeyfruiteat

supermarket

Post – It Board Game1. Each student receives 3 post-its and writes three

different events that happened during their childhood on the post-its.

2. Put all the post-its in a circle on the desk.

3. Choose one post-it as “start” and put all game pieces on “start.”

4. One at a time, students roll the die and move their game piece. When a student lands on a post-it, the student who wrote the event must explain the event. Other students in the group can ask questions. (If a person lands on a post-it that has already been explained, no need to explain it again)

5. The game is over when all post-its have been explained.

Snakes and LaddersRules:

1. Each person takes a different playing piece.

2. One at a time, roll the die. Move your playing piece the same number of spaces as shown on your die.

3. If you land at the bottom of a ladder, go up. If you land at the head of a snake, go down.

4. Answer the question on your square.

5. If there is no question on the square, the people in your group can ask you any question they want.

6. The first person to get to the finish wins.

Midterm

Your midterm has three parts. You will be graded on each of the following:

A. Create an English language board game. (Be creative and professional)

B. Create a TV advertisement for the class and explain how to play your board game. (5 minutes, no longer. Everyone in

your group must speak)

C. Have written instructions on how to play your game (typed or neatly handwritten)

Musical• Creating

songs with vocabulary

• Jazz chants• Creating

music to perform

• Playing music during class, while working

Naturalistic• Outdoor

classes• Essays on the

environment• Reading

books about nature

• Bringing natural objects into the classroom

Existential• Culture • Relating what

they are learning to personal experiences

• Discussing the bigger picture: Why are we studying this? How is this useful?

Even More Activities to Use in the Classroom

Jazz Chants

• Used to practice stress and rhythm.

• Help with sounding natural when speaking English

• Used to review vocabulary and sentence structure.

• Works well with Chinese students because they like rote memorization (repeating the same word(s) over and over and over…)

Personal QuestionsWhere were you born?

I’d rather not say.

Where are you from?

I’d rather not say.

How tall are you?

I’d rather not say.

How old are you?

I’d rather not say.

How much do you weigh?

I’d rather not say.

How much rent do you pay?

I’d rather not say.

How much do you make?

I’d rather not say.

Why aren’t you married?

I’d rather not say.

Why don’t you have children?

I’d rather not say.

Where were you last night?Why weren’t you home?Did you stay out late?Did you come home alone?Did you have a good time?Did you see a good play?Did you go to a concert?

I’d rather not say.

Well, He Eats Like a Pig

Well, he eats like a pig,

he can’t get enough.

He works like a dog,

he looks real tough.

He smokes like a chimney,

four packs a day.

He sleeps like a log,

what more can I say?

He drinks like a fish, scotch on the rocks.When he gets real mad, he hardly talks. He cries like a babywhen he’s feeling sad. He’s the dearest friendI’ve ever had.

Designing a Lesson Plan

General tips:

• Begin with a review

• Have a warm-up activity

• Have a number of different activities – almost all, if not all, student-centered (have the students do the work, not you!)

• Have a wrap-up activity

• Have extra activities planned, just in case

Teenagers have an attention span of 9 minutes (university students’ attention span is only a bit longer). Therefore…

Plan in 10-minute blocks! Have a different activity every 10 minutes. (Longer if teaching older students.)

Lesson Plan FormatTitle: Date: Total time: Learning objectives: (what do you want the students to be able to do by the end of

class?)Personal teaching objectives: (what do you want to be able to do during class?)Materials: References: Anticipated problems: Vocabulary/pronunciation/grammar points:

Warm-up/Introduction: (time)

Activities: (time)

Back-up Activity:

Closure: (time)

Recommendations for future sessions/What went well/What didn’t work?

• Teaching is an interactive process; teaching involves the exchange of information between the teacher and the student

• Take notice if your students are understanding the lesson. If the teacher is on page 10 and the students were lost of page 5, the teacher is wasting his or her time and the students’ time.

Bloom’s Taxonomy:A way to classify

learning objectives for students

The idea is to include each of these levels over the period of the semester, not every class. Depending on the course, a few of these levels may need to be given more emphasis than the others.

Assessment• Written test• Group project• Individual project• Essay (preferably written in class, otherwise

students will be tempted to cheat)• Presentation • Power point presentation• One-on-one interview• Group interview• Debate

Assessment: Consider Giving Choices

Content Course Exam A. Written exam (multiple choice, T/F, reading comprehension, etc.)

B. Essay

C. Presentation

Oral English Exam

A. Peer teaching

B. Press conference

C. American custom role play

Wrap-Up Quiz

1. How much do we remember of what we read?

10% 20% 30%

2. T F Some people have 9 intelligences while others only have 7.

3. How much do we remember of what we say and do? 10% 50% 90%

4. T F Christine has a high musical intelligence.

5. T F Christine is teaching this class next week.

Online Teaching Resources

• http://exchanges.state.gov/englishteaching/forum-journal.html

• http://www.teach-nology.com/teachers/lesson_plans/

QUESTIONS?

Minimal Pairs1. Look at the words below.

2. Starting with number 1, I will read a word. You circle the word you hear.

3. When we finish, we will spell the words to check your answers.

1. chin gin

2. cheap jeep

3. choose juice

4. batch badge

5. search surge

Pair Work p. 186 Directions:

1. You will be with a partner. One of you is student A, one is student B.

2. Look at the ten pairs of words in the left column (numbered 1-10). Beginning with number 1, student A says one of the two words. Student A should circle the word he/she says. Student B should also circle the word he/she hears.

3. Check your answers when student A is finished reading the 10 words.

4. Then, look at the words in the right column. This time, student B reads one of the words as student A circles the word he/she hears. Check your answers when finished.

• Every student learns differently. Therefore, teachers must organize activities which favor, at different times, students with different learning styles.

• First, let’s take a test to determine what sensory system we respond to.

The Lead VAK TestVAK = visual, auditory, kinesthetic

What do you think is your preferred lead system?

Seeing Hearing Feeling

The Lead VAK TestFollow each instruction in your mind and give yourself

a score.

0 = impossible 1 = difficult 2 = OK 3 = easy

____ See a kangaroo. ____ See your dorm room. ____ See your toothbrush. ____ See a friend’s face. ____ See what you ate for lunch yesterday. ____ See an actor from a TV show.

____ Hear a song.

____ Hear rain.

____ Hear a friend’s voice.

____ Hear your own voice.

____ Hear birds singing.

____ Hear the school bell.

____ Feel excited.

____ Feel yourself swimming.

____ Feel grass under your feet.

____ Feel a cat on your lap.

____ Feel hot.

____ Feel your fingers on a piano.

Now, add your scores for each sense.

See _____

Hear _____

Feel _____

Does the highest score correspond to what you think your preferred lead system is?

Sitting dictationRules: In the same groups, switch writers. Speaker must read the text to the writer.

Repeat as many times as needed. Speaker cannot spell words; speaker can only read words.

Speaker cannot look at the writer's paper. When finished, compare the writer's paper

to the speaker's text.

Sitting dictationRules: In pairs, one of you is the writer, one of you

is the reader. Speaker must read the text to the writer.

Repeat as many times as needed. Speaker cannot spell words; speaker can only read words.

Speaker cannot look at the writer's paper. When finished, compare the writer's paper

to the speaker's text.