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Task Sheet for Unit 19 (Special Groups) Task 1 ? Different categories of beginner students: a) Absolute beginner ? no English at all b) False beginner ? some study or exposure with little retention c) Adult beginner ? usually highly motivated & with some exposure d) Young beginner ? uncertain motivation but able to pick up language quickly e) Beginner w/o Roman alphabet: need lots of initial work on basic literacy & reading & writing practice Task 2 ? adapting approach to beginners a) Be aware of students needs b) Have clear & realistic aims; pace carefully c) Arrange the classroom, careful board work d) Choral repetition, ask lots of questions e) Be as visual as possible f) Lots of pair & group work g) Put weaker students with stronger students h) Repeat A/V work as much as necessary for understanding and comfort i) Keep it in English j) Be positive, sensitive and encouraging k) Explain methods f) Focus on easy, not difficult Task 3 ? Teaching Individual Students a) Less formal than class work, but use activities from course books. b) Complete needs analysis at beginning: focus on specific needs c) Maximize on student?s interest & experience d) Despite desire for ?mainly conversation,? build vocab, help with grammar problems e) Creative selection of materials depending on student level: - stories, news & mag articles (pre-read and prepare for tough vocab number lines or paragraphs for easy ref; use gap-fill for comprehension - personal history (family, education, work?): use photos, postcars, etc - relevant social/cultural topics - goal-oriented activities - pronunciation, maybe record & replay? - vocab on demand? + specialized vocab Task 4 ? Info needed for Needs Anal for Biz Students; how to use it a) Basic personal/biz info; job responsibilities? b) English areas needed most c) Why do they need English? (Functions like presentation, negotiation, phone calls, letters; showing visitors around; participating in meetings; describe tech processes; Explain figures/graphs; socialize with clients d) Areas of weakness & priorities for study e) Background in English? Use info to plan the course and negotiate with class on priorities and focal areas. Involve class as group in drafting timetable. Part-way thru course invite individual assessments of course and progress, and any course correction needed. Use authentic material from business where appropriate and available. Learn about the business? Task 5 ? How is teaching young learners different from adults? a) Use quasi-parental style ? slower, more clearly pronounced delivery b) Lots of repetition c) Frequent changes of activities d) Make classroom environment as pleasant as possible - Posters, cartoons, children?s artwork? e) Act out meanings using props/pics/objects/gestures f) Keep it fun g) Get down to kids? level h) Use drawing and color i) Play games, and make vocab building activities games & competitions j) Use reward stickers, etc k) Classroom Mgt: - Recruit attention-seeking students as helpers? - Switch up seating and group composition to avoid or correct problems - Make lessons fun, varied, lively, INVOLVING, and interesting - Be consistent & treat everyone the same. - Start firm then gradually relax Task 6 ? Monolingual vs Multilingual? a) Multilingual classes often in English-speaking country, so more familiarity, more opportunity to learn outside class, more motivation (urgency) to learn b) Multilingual classes MUST be English only, and possibly more diverse c) Monolingual classes in students? home country ? tougher due to uneven motivation, but easier cuz students may have same issues d) Teacher may need to assign roles to keep students speaking English in groups: ?language monitor? and/or ?evaluator? Task 7 ? Food Talk for 7-year-old beginners Lesson Plan: Foods we like (or don?t like) Dee Knight. Student Level: Intermediate children & youth Instructor: Dee Knight Observer: n/a Date and time: June 18, 2017, 8pm Class level: 7-year-old beginners Expected number of students: 9 Language Points: Developing vocabulary for food & eating Teaching aids: Pictures of food, both from home & English-speaking country; food cards, ?like? & ?don?t like? cards; short video of kids eating different foods w/ English voice-over (?I like ___; and ___. I don?t like ___.?? Learner objectives: For students to understand food language Personal aim: Engage & activate students effectively Anticipated problems for students: understanding fast talking and unusual words Solution: Re-play portions, and have language printed Anticipated problems for teacher: Correcting effectively (enough but not too much) Solution: Have students correct each other Procedure Phase Timing Interaction Introduce the video clip saying today let?s talk about FOOD. Let?s watch some kids eat & see what they LIKE or DON?T LIKE. Engage 7 min T-S Pass out pictures of 10-12 different kinds of food. Name each food using call and choral response. Follow choral response asking individual students to name food pictures. Go through collection 2-3 times. Study 7 min T-S Form triplets with a set of food pix for each, plus LIKE & DON?T LIKE cards for each student. Study 10 S-S Invite each triplet to report on 3 different foods they all like, and 1 or 2 they don?t. (Or if they differ encourage them to say so? ?She likes ___ - I don?t like it!) Activate 5 min S-S-T Wrap up: Call & response ? We ALL Like _____. We don?t like ______. Activate 1 min T-S