Teaching English as a Second Language · PDF fileTeaching English as a Second Language Certificate For ... Lesson Plan Template 14 ... Teaching and Learning 4 Lesson Planning

Teaching English as a Second

Language Certificate

STUDENT MANUAL For Video 4

O k a n a g a n C o l l e g e : S t u d e n t M a n u a l : O n l i n e V e r s i o n

Teaching and Learning


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Table of Contents Table of Contents 2 Introduction 3

Course Syllabus Information 3 Calendar Description 3 Course Goals and Objectives 3 Course Materials 3 Required Textbooks 3 Supplemental Reading 3 Course Requirements 3

Lesson Planning 4

First Lessons 4

Writing Learning Outcomes 5

Planning Lessons 6 Textbook Selection 8 Testing and Assessment 9

Testing 9 Assessment 9

REQUIRED Reading Worksheets 11 Appendices 13

Appendix 1 – Lesson Plan Template 14

Appendix 2 – Examples of Student Posters 15 References 17 PowerPoint Slides 17


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Introduction

Course Syllabus Information 20 HOURS

Calendar Description This course is designed to introduce participants to the concepts of teaching principles, classroom management, and lesson planning. Attention will also be paid to types of curricula, teaching objectives, and material selection and development.

Course Goals and Objectives By the end of the course, participants will be able to:

1. Describe some testing and assessment considerations. 2. List criteria for textbook selection. 3. Describe the main components of a successful lesson plan.

Course Materials Student manual – includes course details, assignment descriptions and evaluation criteria, course content, related articles to supplement textbook readings, and sample teaching handouts and lesson ideas.

Required Textbooks Harmer, J. (2007). The practice of English language teaching 4th Edition. Essex, England: Pearson Education Ltd. (referred to as Harmer #1) Harmer, J. (2007). How to teach English. Essex, England: Pearson Education Ltd. (referred to as Harmer #2)

Supplemental Reading

1. Celce-Murcia, Marianne, Ed. (2001). Teaching English as a Second or Foreign Language: Third Edition. Boston: Heinle and Heinle. ISBN: 083841992-5.

2. Scrivener, J. (2005). Learning Teaching: Second Edition. MacMillan Education. ISBN: 1-4050-1399-0. 3. Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching: Second Edition.

Oxford: Oxford University Press. ISBN: 0-19-435574-8. 4. McKay, Sandra Lee. (1992). Teaching English Overseas: An Introduction. Oxford: Oxford University

Press. ISBN: 0-19-432814-7.

Course Requirements To receive a TESL certificate, students are required to complete all given assignments (read the assigned textbook chapters and answer the questions in the student manual, read the assigned section of the student manual, watch the video lessons and read the lecture notes. There are three versions of exams after each video lesson and you will have three chances to pass the exam. You cannot move on to the next lesson until you have passed the exam.


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Lesson Planning

GOAL

In section 3 the focus is on planning lessons, textbook selection and testing and assessment.

LEARNING OUTCOMES At the end of this section you will be able to:

1. Describe your hopes and fears about your first lesson 2. Write clear learning outcomes 3. Using a template, fill in the main components of a lesson plan 4. Discuss what to consider when choosing a textbook 5. Discuss testing and assessment in the ESL classroom

First Lessons

Optional activity: Look at the following “getting to know you” activities. In groups, choose one to demonstrate it to the rest of the class.

QUESTION/ANSWER GRID Students in teams guess questions to answers about the teacher. Answers are written in a grid of 9 on the board (including yes/no answers, wh- questions, past, present, and future questions). Answers might include eye colour, city of residence or birth, hobbies, last place visited on holidays, future vacation spot, favourite subjects in school, favourite sport, number of siblings, name of spouse, etc. Teams get a few minutes to write the questions they think would go with the answers on the grid (on the board). Teams take turns reading out their questions. A point is awarded for every correct answer. An extra point is awarded for each grammatically correct question (even if it was not the right question). Students can then make up an answer grid of their own for classmates to guess the questions. Sample grid:

Blue

Montreal

France

Geography

Three

Reading

Regina

Hockey

John

MINGLING SURVEY Students write six questions dictated by teacher (to find out information about other students in the class). Students write six more of their own and mingle to ask and answer each other’s questions. Find Someone Who… Students mingle to find someone who… (has a brother, lives in an apartment, has met a famous person, likes chocolates, has green eyes, is going to play a sport this week, would like to travel to Africa, drank coffee this morning, etc.).


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This activity can be adapted to practice many language points (grammar and vocabulary) in the ESL class, for example present perfect tense, simple present, ‘can’ for ability, sport terms, hobbies and pastime terms, transportation terms, etc. INTERVIEW AND INTRODUCE A PARTNER Students write 12 questions they would like to ask a partner about themselves. Students interview partner, make notes, and introduce partner to class. INFORMATION SHEET ON CHEST Teacher has an information sheet pinned to front of shirt with four pieces of information she will share with the class. Before sharing each bit of information, students make guesses about how the event, date, person, or place relates to the teacher’s life. Students then make their own information sheets (including an important person, date, place and event in their lives). Students mingle and discuss one of their four pieces of information with another student. THROW BALL Teacher leads students through an introductory activity in a second language, throwing a ball to a student and having her answer ‘my name is …” and asking another student ‘what’s your name?’ This get-to-know you activity is especially useful in familiarizing learners with the considerations of beginner classes (i.e. stress factors, pronunciation, pronunciation accuracy if written model is only introduced after listening and repeating orally, attention levels challenging without written models to look at). QUESTION SLIPS – GUESS TEACHER’S ANSWERS Students in teams receive eight slips of paper on which they write eight questions they would like to ask the teacher about the teacher’s life. They sign their team name in the corner of each question slip. Each team member is awarded one point for each grammatically correct question (teams get one chance to correct any questions that are grammatically incorrect). One member from each team comes to the front of the room. Question slips are shuffled and, one at a time, are chosen by the teacher to ask each member of each team. The team member must answer as if she was the teacher. After each team member has guessed an answer, one point is awarded for every team that guessed the right answer to the question. After each question is asked, a new member of each team comes to the front. After the teams guess a few of the questions and points are added up, question slips are handed back to the teams (initials) for students to ask each other.

Writing Learning Outcomes SOME GUIDELINES

1. Focus on outcomes (what will the learner be able to do?) 2. Start each outcome with an action verb. 3. Use only one action per learning outcome. 4. Avoid vague verbs such as know and understand. 5. Ensure that the outcome is observable and measurable. 6. Write the outcome according to what the learner does, not what the teacher does. 7. There should be no more than three outcomes per major topic. 8. List the sub outcomes for each outcome if applicable. 9. Check that the outcome reflects course goals. 10. Check that the outcome reflects the level of learning required.


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Required activity: Write 3 learning outcomes for ESL students and check if they meet the criteria above. (See words to use and avoid in following boxed section).

1. _____________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Use words like: Avoid using words like:

State… Describe… Explain… List… Evaluate… Distinguish… Pick out … Analyse… Show… Suggest reasons why… Summarize… Compare… Apply… Assess… Give examples of… Defend…

Know… Understand… Really know… Really understand… Be familiar with… Become acquainted with… Have a good grasp of… Appreciate… Acquire a feeling for… Be aware of … Believe… Have information about… Realize the significance of … Learn the basics of… Obtain a working knowledge of… Be interested in…

Planning Lessons

Optional activity: Deduced Lesson Plan .Observe a colleague teaching ESL. See if you can recreate the teacher’s lesson plan.

GOAL OF LESSON ____________________________________________________________________________________________________________________________________________________________


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LEARNING OUTCOMES __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

WARM-UP/HOOK __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

MATERIALS USED __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ACTIVITIES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CLOSE-OUT __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________ COMMENTS ABOUT INTEGRATION OF 4 SKILLS (LISTENING, SPEAKING, READING, AND WRITING), MONITORING TECHNIQUES, TECHNIQUES TO ENGAGE OR INVOLVE THE STUDENTS, ERROR CORRECTION, CLASS RAPPORT. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Textbook Selection COURSE BOOK EVALUATION CHART

Title: ______________________ Author: ____________________ Publisher and date: __________________

The MATERIALS Test Your comments:

Score: 4 = ideal 3 = acceptable 2 = poor 1 = unacceptable

M Method

A Appearance

T Teacher-friendly

E Extras

R Realistic

I Interesting

A Affordable

L Level

S Skills

Total score:

Assessment according to the key: 28 – 36 = ideal / 10 – 18 = poor / 19 – 27 = acceptable / 1 – 9 = unacceptable

(Adapted from Tanner, 1998, p. 121)

Your initial gut reaction:


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Testing and Assessment

Testing WHY TEST? We usually administer tests to place students in the right class at the right level (placement or proficiency test) or to check their progress over a period of time (progress test). Questions on traditional pen and paper test can be discrete item tests (testing individual language points) or integrative tasks (a number of skills are covered in the same question). Tests can be marked objectively where there is a clear correct answer or subjectively (depends on the personal decision of the marker). Discrete items are usually marked objectively, whereas integrative tests tend to depend more on subjective marking. THREE CRITERIA OF A GOOD TEST

1. A good test will seem fair and appropriate to the students (and to anyone who needs to know the results) 2. It will not be too troublesome to mark 3. It will provide clear results that serve the test’s purpose

(Scrivener, 2005, p. 303) SOME COMMON DISCRETE-ITEM TESTING TECHNIQUES

Gap-fill - single sentence, cloze, multiple choice, using given words, using other clues

Sentence transformation – using given words or following given instructions

Sentence construction and reconstruction – rearranging words, using given words, finding and correcting mistakes, situational.

Two option answers – true/false, correct/incorrect, defined options

Matching – pictures with words, placing words in correct sets, grammatical labeling, putting jigsaw pieces together

(Scrivener, 2005, p. 307)

Assessment ASSESSMENT OF TEACHERS BY STUDENTS What do students look for?

1. How organized and prepared are you? How well do you know your subject matter? 2. Do you communicate clearly? Do you talk too much or do you use idioms or words that are above

their level of comprehension? Are your instructions clear? 3. Are you fair in your attitude and in your testing and grading? Do you have respect for the students

and do you have a sense of humour? 4. Are you flexible in your approaches to teaching? 5. Are you an enthusiastic teacher who knows how to engage the students?

SELF -ASSESSMENT What should teachers be looking for in themselves?

1. I have prepared my lesson well and have included a motivator and engaging activities 2. I know my subject and have thought about the process of the lesson, as well as the content


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3. I have planned the pacing of my lesson and have not included too much information 4. I have checked for prior knowledge before presenting new material 5. I have presented my lesson logically and clearly and have modeled any exercises before asking the

students to perform them 6. I pay attention to classroom cues and use silence where necessary 7. I am aware of my own feelings when I teach and try to show enthusiasm for my subject

LESSON ASSESSMENT TECHNIQUES FOR TEACHERS TO USE

1. A one-minute paper (what was the most meaningful thing you learned today? What questions do you have about the lesson?)

2. Key word list (ask students to write down 5-7 words or phrases to describe what was covered) 3. Questions (ask students to submit 2-3 exam questions after the unit and post them for review) 4. Muddiest point (ask students to write down the least clear or muddiest point of the lesson) 5. Three-minute key point summary (ask students to summarize the key points of the lesson) 6. Instructional feedback (do a debrief at mid point or at end of the session)

(Adapted from BCIT Instructional Job Aid, “Assessing Your Own Teaching Effectiveness” Used with permission.) LANGUAGE LEVELS

Required Activity: (Harmer #1, p. 95-96). In the table below, write down the language competency levels defined by the Association of Language Testers in Europe. Discuss with a partner.

A1 A2 B1 B2 C1 C2


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REQUIRED Reading Worksheets Please ensure that you have read all the readings in the textbook and answered the worksheets below. Questions from the worksheets will appear on the exams! (Harmer #1, Ch. 21-22) CHAPTER 21: PLANNING LESSONS Summary: In chapter 21 Harmer deals with the stages of lesson planning, the stages of the lesson, the importance of having a syllabus, and with planning a sequence of lessons.

1. What does the author mean by “planning paradox” and how do teachers differ in their approaches to lesson planning and preparedness? (p.364-365)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. The author says planning is like jazz – what does he mean by that? Give 3 reasons why lessons sometimes have to “happen”. (p.366)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What happens during pre-planning? (p.367) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. How can you establish what the students’ needs are? (p.367) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Why is the syllabus important? (p.369) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Why are the stages of the lesson important? (p.370) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Which elements need to be included in a lesson plan? (p.371-374) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What has to be taken into account when planning a sequence of lessons (week, month, or semester) rather than a single lesson? (p.375)

____________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________


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CHAPTER 22: TESTING AND EVALUATION Summary: In chapter 22 Harmer discusses the reasons for testing and gives guidelines for writing and marking tests.

1. What is summative assessment? What is formative assessment? (p.379) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Briefly describe the reasons for testing. (p.379-381) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Explain what validity and reliability mean. (p.381) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Give some examples of indirect test item types (p.382-384) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What is important to know when designing direct test item types? Give some examples of tests for speaking, listening, reading and writing. (p.384-385)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. What do we need to consider before writing a test? (p.386) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. How can we avoid subjectivity in marking? (p.387-389) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What is the wash back or backwash effect and what suggestions does the author have when faced with this situation? (p.380-391)

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Appendices

1. Lesson Plan Template

2. Examples of student posters


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Appendix 1 – Lesson Plan Template LESSON PLAN TEMPLATE NAME: _____________ CLASS ___________ DATE___________ GOAL OF LESSON: _____________________________________________________________

Class Description: Skill focus: L S R W: Grammar point(s): Vocabulary: Pronunciation: Learning outcomes: 1. 2. 3.

Before Class: Bring to class: Materials Handouts Previous class work and homework:

Time in minutes

Activities: Part 1 Opening and warm up Part 2 Check for prior knowledge Part 3 Presentation and Modeling Part 4 Controlled Practice (accuracy focused) Activity 1 Activity 2 Part 5 Fluency Practice Activity 1 Activity 2 Part 6 Outcomes Met / Assessment ? Closing ?

Other Notes: Seating Plans Potential trouble spots Contingencies Other procedures: Feedback Correction/assessment Future modification Teacher notes: Homework Review /revise for next class


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Appendix 2 – Examples of Student Posters Sample Posters by Students of TESL Program in Kelowna (This was the final assignment of the Teaching and Learning Component. Students presented their poster to their classmates.)


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References

1. Celce-Murcia, Marianne, Ed. (2001). Teaching English as a Second or Foreign Language: Third Edition. Heinle and Heinle. ISBN: 083841992-5.

2. Harmer, Jeremy. (2007). The Practice of English Language Teaching. Fourth Edition. Essex, England. Pearson Education Ltd. ISBN 978 1 4058 5311 8.

3. Harmer, Jeremy. (2007). How to Teach English. Essex, England. Pearson Education Ltd. ISBN 978-1-4058-4774-2

4. Kumaravadivelu, B. (2006). Changing Tracks, Challenging Trends. TESOL Quarterly, 40(1), 51-81.

5. Scrivener, Jim. (2005). Learning Teaching: Second Edition. MacMillan Education. ISBN: 1-4050-1399-0.

6. Tanner, Rosie and Catherine Green. (1998). Tasks for Teacher Education. A Reflective Approach. Addison Wesley Longman. ISBN: 0 582 31663

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Video Four


•Language Levels

•Testing and Assessment

•Textbook Selection

•Lesson Planning

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Learning Outcomes

1. Describe some testing, assessment and student level considerations.

2. List criteria for textbook selection.

3. Discuss a first lesson plan.

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LEVELS Common European Framework

• Beginners • False Beginners • Elementary • Pre-intermediate • Intermediate • Upper intermediate • Advanced See Harmer #1 page 95-96

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DVD Harmer #2

• This lesson helps you to identify levels

• Watch lesson 1 on DVD (2:44)

• Answer questions on page 246

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TESTING

What do good tests have? • Validity • Reliability • Washback

Check Harmer #2 p. 167

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What do you think each of the following means?

• Placement

• Diagnostic

• Proficiency

• Progress

• Discrete

• Integrative

• Summative

• Formative

• Rubric

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Types of Tests

• Placement Test - places student in a level

Diagnostic Test – identifies areas of weakness

Proficiency Test - gives an overall idea of

language level

Progress/ Achievement Test - tests students on

what has been studied in class

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Question types:

• Gap-fill • Sentence transformation • Sentence construction • Two option answers • Matching

See Harmer #2 p. 168 - 171

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Professional Testing

Some of the most popular:

• IELTS • Cambridge • TOEFL • TOEIC • CELPIP

Rubrics

• Very efficient tool for marking essays, oral presentations etc.

• Usually has about 5 columns with a description of what the students can do at each level 1: attempts to do it, 2: approaches expectations, 3: meets expectations and 4: exceeds expectations

• See next slide for a sample (speech)

Check Harmer #2 p. 172-173

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Rubric Example

1-3

Attempts (but not complete

or successful; speech often

incomprehensible)

4-6

Approaches (almost

complete, but needs

improvement in fluency and

function to be

comprehensible)

7-8

Meets (complete, usually

successful, mostly

comprehensible)

9-10

Exceeds (complete, did extra

tasks for improvement,

major successes, very

comprehensible)

Comments

Task Completion

Content/ Coherence

Fluency

Intelligibility

Grammar

Vocabulary

Total Marks

TEXTBOOKS

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3

Criteria for Textbook selection

• Accordable

• User-friendly

• Colourful

• Contains a clear index/table of contents

• Includes a variety of activities for the students

• Has a teacher’s guide

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Lesson Plans Components

• Overall goal of lesson

• Learning outcomes

• Warm-up or hook

• Checking for prior knowledge

• Presentation and modelling

• Controlled and free practice

• Assessment and closing

See lesson plan template in student manual

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Writing Learning Outcomes

• Focus on outcomes (what will the learner be able to do?)

• Start each outcome with an action verb.

• Use only one action per learning outcome.

• Avoid vague verbs such as know and understand.

• Ensure that the outcome is observable and measurable.

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Learning Outcomes Cont.

• Write the outcome according to what the learner does, not what the teacher does.

• There should be no more than three outcomes per major topic.

• List the sub outcomes for each outcome if applicable.

• Check that the outcome reflects course goals.

• Check that the outcome reflects the level of learning required.

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Exam Questions Based on

• Harmer #1 chapters 5, 21 and 22

• Harmer #2 p. 172-173

• Student Manual

• Video and PowerPoint slides

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Documents

Teaching English as a Second Language · PDF fileTeaching English as a Second Language Certificate For ... Lesson Plan Template 14 ... Teaching and Learning 4 Lesson Planning