Global TEFL UK

Stages in a lesson

1. Warm-up/ review (welcomes students, lower affective filters, time for late arrivals, focus the students on speaking English) 2. introduction (presents the objective of the class) 3. presentation (of new langauge) 4. Practice 5. Monitoring and eval (class evaluated, students given feedback, teacher logs effectiveness of class) 6. application ( students given further activities to reinforce and apply <revise?> material learned in class that day outside of class)

teaching grammar communicatively

1970s, council of Europe. Comprises all sorts of different techniques from different methods. Rather than teaching about language, it teaches language. functional-notional approach= recreating social and functional situations in the classroom to push towards communicative competence. Linguistic accuracy less important.

Communicative Approach

A way of teaching and practising language which is based on the principle that learning a language successfully involves communication rather than just memorising a series of rules. Teachers try to focus on meaningful communication, rather than focusing on accuracy and correcting mistakes.

PPP lesson shape

Present= target language presented via everyday situations Practice= the language via structured situational dialogues Production= students function independently in target language

grammar

a system of rules that enables us to communicate with and understand others; how to construct sentences.

What does it mean to know a word

a) what it means b) what words it associates with <collocations> c) what meanings it associates with d) what grammatical functions does it associate with e) what positions in text the word favors

adolescent learner

ages 15-17 + greater ability for abstract thought, commitment to what's being learned, address learning issues directly, easy to teach once passionate about subject; previous knowledge - never single them out in front of peers, challenge authority of the teacher

What are Warmers

Review lasting 10-15 minutes with teacher-student talk-time ratio of 20/80. Goal is to lower the student's stress. - emotional: start out with previously learned material, short exercise that helps them relax and focus - physical: warm up muscles of mouth, tongue, jaw, throat, tongue. - Neurological: moving vocabulary from 'inactive' parts brain to 'active', like changing the channel in the brain from L1 to L2 for easier retrieval of vocabulary. - academic: 5 to 10 minute fun activity to prime the brain, even on exam days practical: diff cultures have different norms around punctuality so warm up accommodates for later arrivals.

TESL

Teaching English as a Second Language

TEFL

Teaching English as a foreign language (in a country where English is not readily spoken)

TPR

Total Physical Response (James Asher) Felt that children learned langauge by listening to commands more than they spoke. Language-body conversations, listening skills first, speech later, high student active involvement and participation. Great for alleviating boredom. Gets students out of their seats. Allows students to associate specific actions with the language. Good in small doses.

collocations

Words that usually go together. listen > to make (a) > profit turn (a) > profit

adult learners

ages 18+ + engage with abstract thought, bring experience to the classroom, more disciplined, clear understanding of why they're learning what they're learning, can sustain motivation for longer - can be critical of teacher, hostile to certain teaching and learning activities based on past negative experiences, under-confident about own learning

young learners

ages 4-14 + respond to meaning, learn indirectly, learn from entire world around them, love talking about themselves, not embarrassed about making mistakes - don't understand grammar rules, short attn span, get bored quickly

Classroom Survival language

basic greetings and functional instructions "I don't understand/ can you speak more slowly"

Lesson planning: How

by day, week, month, or academic period

meaning of a word

homonyms (words that have more than one meaning, ex- bark of a dog, bark of a tree) homophones (words that sound the same but have different meanings, like 'our' and 'are')

parts of speech for word meaning

know what part of speech that word belongs to (subject/verb/preposition/ article/ noun)

Culture Shock

the psychological process of adapting to a new place; helps students to avoid mental blocks

the learner's experience

sum total of life's impressions and interactions with other persons and the world. Teachers can use learner's experience as a learning resource. Students more likely to remember info when they function as teachers at the same time. - group discussions - skill practice sessions - role playing - team building

TESOL

teaching English to Speakers of Other Languages

passive vocabulary

understand the word if it's seen or heard (receptive vocabulary)

phrasal verbs

verb phrases that have multiple word parts. Ex: "drop out of", "get along with", "get away with".

Selecting appropriate warmers for age & level

virtually any exercise can be used for most age levels and groups so long as exercises aren't too difficult for children.

lexis

vocabulary

non-interactive exchange

one-way monologue from one speaker only

common European Framework of Reference for Languages (CEFR)

provides a clear definition of teaching and learning objectives/methods; assessment of proficiency. also: a) competencies necessary for communication, b) related knowledge/skills, c)situations and domains of communication

Colloquialism

"catch you later", "back in a sec" , "can I call you back in a couple of minutes?", "would you like a...?" , can I get you a ...? "

Reformulation strategies

"did you consider the possibility of..."

audiolingual method

"the army method"-- behavioralistic approach to language learning. Class taught in target language, stimuli provided, and if students accurate, rewarded, if inaccurate, not rewarded. Use of L1 severely limited. Material presented in dialogues, repetitive drills, little to no grammar explanation, pronunciation, memory, body language, over learning. audiovisual teaching aids. language labs

Lesson Planning: why

- compulsory, keeping record of lessons planned and delivered. Most things in life are planned ahead of time.

Adapting warmers for your lessons

- opportunities to improve pronunciation - select the right word - cross on the board + 4 words they have trouble hearing/pronouncing. Define the words then call words out at random and have students select if it's word a, b, c, or d. Switch who is the 'caller'.

general advice for teaching vocabulary

- present within a context - avoid asking students to remember random lists of words - teach by category - teach whole expression or phrases rather than isolated vocab - present no more than 10 new words per session - get students to read texts or listen to recordings in class - provide a reason to use new vocabulary immediately (include speaking or writing tasks that require the use of the new words)

Multiple Intelligences Theory (key points)

- students can be encouraged to build on existing strengths and knowledge by understanding that different people learn in different ways. - 8 intelligences. 1st= use to help students develop a better understanding of their own strengths and learning preferences (the inventory, dialogue journals, bulletin boards, murals, group conversations) 2nd= to better understand your learner's intelligences (making and labeling collages or merchandise, reading newspaper ads, developing dialogues, scavenger hunt) 3rd= use as a guide to provide a variety of ways for students to demonstrate their learning. (partner interviews, preference grids, needs assessments, dividing group tasks based on individual strengths) - can be initial resistance to the process of describing intelligences from some cultural backgrounds - how to handle different skill levels in one class 4th= a guide for developing lesson plans for full range of learner needs. (pre-reading activities, silent reading/ reading aloud with discussion, individual or group projects, descriptive writing, drawing, creation of dialogue or skit, making a timeline, songwriting, retelling stories). -students more comfortable when they can truly express their knowledge in preferred ways.

orientation to learning

Children= store up info to use across the journey through life. teacher prepares it all neatly packaged into subjects. adults= close the gap between learning and doing. Learning for immediate application. Problem-centered learning rather than subject-centered learning.

direct method

Developed by Charles Berlitz. Immersing students in target language. Students can learn by imitating the way children learn their first language-- grammar taught inductively, focus on speaking and comprehension, not translation. Classes taught in L2 (target) language. Everyday language, small class sizes, correct pronunciation and grammar, vocabulary taught through demonstration, objects, and pictures.

readiness to learn

Differs from child to adult children= teacher may need to facilitate what the students need to learn adults= can asses their own needs for learning. Teacher as resource. Students can form interest groups. Peer writing groups. Videotape themselves giving speeches and critique.

ESL

English as a Second Language

Survival English

English to meet basic needs. "where is the bathroom/ can you help me/ my name is John".

Stating the objective

Establish the purpose of the lesson. Say out loud and write on the board. Avoid writing grammar or tense names (intimidates students). Goal is to generate interest and enthusiasm about what's to come.

position in text for word meaning

Knowing where in a sentence the word appears determines its meaning sometimes. (She's not here yet. I loved him, yet he did not love me back)

Suggestopaedia

Lozanov 1979. Students learn best when they're relaxed and learning can happen without effort, using power of "suggestion". Baroque music in background, classroom comfortable like a living room, students choose new names in target language. Passages read from target language w/ music in background, students follow w/ text and translation, then return translations and listen to a replay again w/o the translation.

Grammar-translation method

METHODOLOGY Developed out of a way that classical languages (Greek and Latin) were traditionally taught. It wasn't fully formalized until the mid-19th century, when it became institutionalized in schools in Germany. First known as the Prussian Method. Grammar is taught deductively (rules first) and accuracy is highly prioritized. Easiest method for teacher and student. Classes taught in native language. Memorizing vocabulary, translating texts, grammar rules & explanations, little or no emphasis on pronunciation. grammar incorporated into lessons, students work in pairs or small groups, teacher is a guide or facilitator.

What's in a typical lesson plan?

Name, date, objective, length of class, age group, level of class Info on student learning levels teacher's objective student objectives materials needed (photocopies, file names, videos, book chapters, supportive notes, etc) references (page numbers, supporting files/documents) steps to complete activities Should all be well-labeled Make it look professional/ reflection of your professionalism

independent level student (B1, B2)

can communicate fully at basic levels, 300 classroom hrs B1= Understands main points of clear standard input encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on familiar topics and things of personal interest. Can describe experiences and events, dreams, hopes & ambitions. Can give reasons and explanations for opinions and plans. B2= Can understand the main ideas of complex text on both concrete and abstract topics. Understands technical discussions in specific professional field. Speaks with fluency and spontaneity that makes regular interaction with native speakers easy. Can produce clear, detailed text on a wide range of subjects. Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

active vocabulary

can summon the word from thier memory banks at the appropriate moment (expressive vocabulary)

self-concept of the learner

change of human self-concept from dependency to autonomous as we age. Adults need to feel respected but language skills may not match self-concept. Adults= self direction in learning children= need more direction

interactive exchange

dialogue between 2+ speakers

proficient level student (C1-C2)

knowledge of language, improving and expanding vocabulary. 500 classroom hrs C1= Can understand virtually everything heard or read. Understands demanding, longer texts. Can recognise implicit meaning. Self-expression is fluent and spontaneously without searching for expressions. Can use language effectively in social, academic and professional settings. Can produce clear, well-structured text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. C2 Can summarise information from different spoken and written sources, reconstructing arguments and accounts, can create a presentation. spontaneous self-expression, fluent and precise speech, understands and discerns finer shades of meaning even in more complex situations.

time perspective

learning for the future (children), or learning for the present (adults).

basic level student (A1, A2)

limited knowledge, 120 classroom hrs A1= understands and uses familiar everyday expressions. Uses basic phrases aimed at the satisfaction of concrete needs. Can introduce him/herself and others. Can ask/ answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. A2= Can understand sentences and frequently used expressions of immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.