Week 1
Schedule
Introductions
1. Icebreaker: Cards
¤ What are the aims and benefits of this activity?
¤ In pairs, design a first day get-to-know-you activity. Draw on past experience as a teacher and/or language learner. Think of activities that have either worked well for you in the classroom or that you have enjoyed doing as a student.
2. “Me” cards
3. Class or group photos
Syllabus
¤ Contact information
¤ Website
¤ Course description
¤ Materials
¤ Assessment criteria
¤ Semester schedule
Homework – Due Week 2
Read “Introduction” by Brian Tomlinson in your course packet (pp.144-156) and answer the following questions by handwriting or typing the answers and your responses on a separate sheet of paper. (20 points)
1. (Impact) What textbooks have you used that achieved impact? List title(s) and reason(s) why.
2. (Feel at ease) How can materials help learners feel at ease? Why is this important?
3. (Develop confidence) According to Tomlinson, how do materials diminish learners? What do learners become aware of? What does Tomlinson prefer instead?
4. (Relevant and useful) How can we make materials relevant and useful to learners?
5. (Learner self-investment) What does “facilitate learner self-investment” mean? How can this be achieved?
6. (Readiness) How can readiness to acquire the points being taught in a lesson or activity be achieved?
7. (Authentic input) What does authentic input mean? Why is it important?
8. (Linguistic features) Why should be help learners pay attention to linguistic features of authentic output?
9. (Communicative purposes) Did your middle and high school English teachers provide opportunities for you to use language for communication on a regular basis? How do you think this affects how well you speak English today?
10. (Positive effects delayed) What is an important factor in facilitating the gradual acquisition of language? How is this different from the illusion often perpetrated by publishers, writers, teachers and learners?
11. (Learning styles) Which learning style do most current course books tend to favor? Why?
12. (Affective attitudes) How can materials developers diversify language instruction as much as possible?
13. (Right and left brain activities) What is the aim of doing both right and left-brain activities?
14. (Controlled practice) Why do you think controlled grammar practice activities still feature significantly in popular course books and are considered to be useful by many teachers and learners? Do you think you benefitted from these activities? Why or why not?
15. (Outcome feedback) Why should materials provide opportunities for outcome feedback?
Week 2
Schedule
Discuss “Introduction” by Brian Tomlinson
Homework 1 – Due Week 3
Review homework answers for “Introduction” by Brian Tomlinson
Homework 2 – Due Week 3
Download (from my website), print, look over, and bring “multiple intelligences” to class.
Week 3
*Class canceled for 추석.
Week 4
Schedule
1. Apply SLA principles (from Tomlinson reading) to materials for intermediate to high-intermediate level university students or adults:
¤ “Social Issues” (World Link by Susan Stempleski, James R. Morgan and Nancy Douglas – Thomson)
¤ “Reality TV” (Hot Topics 2 by Cheryl Pavlik – Thomson)
2. Multiple intelligences
¤ Theory (*below)
¤ Test (to figure out your own intelligence strengths)
¤ Chart and classroom activities
¤ Brainstorming wheel (example – movies + family, health/exercise, travel, food/eatingMaterials review:, jobs/work, animals/pets, love/dating, heroes/superheroes, social problems)
Theory:
Ø MI theory was introduced by Harvard psychologist Howard Gardner in 1983.
Ø He suggested that as humans we do not possess a single intelligence – but a range of them.
Ø He listed seven intelligences (and added an eighth one in 1999).
Ø All people have these intelligences, but in each person one (or more) of them is more pronounced.
Ø Most people can develop each intelligence to an adequate level of competency.
Ø Gardner suggests that virtually everyone has the capacity to develop all seven intelligences to a reasonably high level of performance if given the appropriate encouragement, enrichment, and instruction.
Ø Intelligences usually work together in complex ways – Gardner points out that the intelligences are always interacting with each other.
Homework 1 – Due Week 5
(If necessary) Complete the brainstorming wheel for your topic with one specific activity or task for each of the eight intelligences. Your context is intermediate level adults.
Homework 2 – Due Week 5
Read “Describing learners” by Jeremy Harmer in your course packet (pp.160-169) and answer the following questions by handwriting or typing the answers and your responses on a separate sheet of paper. (20 points)
1. Why is age a major factor in our decisions about how and what to teach? (p.161)
2. In what ways do young children learn differently from older children? (p.162)
3. What do teachers of young children need to do? (p.162)
4. What do teachers of adolescents need to do? (p.162)
5. How are adult learners unique? (p.163)
6. What are some characteristics of adult learners that can make learning and teaching problematic? (p.163)
7. What is your definition of a “good language learner”? (*opinion)
8. In terms of good learner characteristics, what do teachers need to be aware of? (pp.163-164)
9. If teachers choose to categorize learner styles, what is important to understand? (p.164)
10. What is the problem with labeling learner levels? (p.165)
11. What are four issues directly related to the level students reach? (p.165)
12. What is MI theory? What are the seven types of intelligences? (p.166)
13. Why should we incorporate our students’ intelligence areas and learning styles when we plan our classes? [*opinion]
14. How can we find out what type of intelligences our students have and what kind of learning activities would be effective for them? [*opinion]
15. What is motivation? What are some sources of it? How can teachers initiate and sustain it? (pp.168-170)
Homework 3 – Due Week 5
Read “Defining learning objectives for ELT” by Hamed el Nil el Fadil in your course packet (pp.175-179) and answer the following questions by handwriting or typing the answers on a separate sheet of paper. (20 points)
1. What is the difference between statements of aims and statements of objectives? (pp.175-176)
2. What are three reasons for writing learning objectives? (p.176)
3. What do statements of objectives require in order to be precise? (p.177)
4. What type of verbs do statements of objectives contain? Why? (p.178)
5. What is essential for teachers to be realistic about? (p.178)
Week 5
Schedule
1. (If necessary) Multiple intelligences brainstorming wheels share and presentations
2. Discuss “Describing learners” by Jeremy Harmer
3. Discuss “Defining learning objectives for ELT” by Hamed el Nil el Fadil
4. “The Teaching Game” homework example – www.howcast.com
¤ How to tie a tie (*see below)
¤ How to use chopsticks
¤ How to juggle three balls
¤ How to hula-hoop
¤ How to do the moonwalk
¤ (If you dare!) How to kiss with passion
Homework – Due Week 6
“The Teaching Game”: Design a 5-10 minute, non-language skill lesson to teach some of your classmates (in small groups). Make sure to state what you hope students will be able to (SWBAT) achieve and outline the list of steps needed to complete your lesson (e.g. how to tie a tie). And, if you can, bring any necessary materials (e.g. juggling – 3 or more balls, card game – deck of cards, iPad – iPad, etc.). (25 points)
Here are some ideas:
Play an instrument
Make a cup of coffee
Do yoga poses
Play a card game
Use a cell phone
Sing a song
Eat a formal dinner
Do the laundry
Whistle
Play a sport
Make a paper airplane
Taste wine
Take photographs
Shave
Put a diaper on a baby
Use chopsticks
Wash a dog
Look busy at work
Tie a necktie
Roll sushi
Make food (e.g. pizza)
Demonstrate dance steps
Perform a magic trick
Your own: ______
If you need more ideas, check www.howcast.com.
SWBAT: Students will be able to tie a tie.
Step 1: Lift up the collar of your shirt.
Step 2: Button the top button of your shirt.
Step 3: Drape the tie around your neck with the wider end of the tie on your right. It should be dangling about 12 inches below the skinny end of the tie. The seam should be facing your shirt.
Step 4: Cross the wide end of the tie toward the left over the front of the skinny end of your tie.
Step 5: Turn the wide end back underneath the narrow end toward the right.
Step 6: Again, cross the wide end over the front of the skinny end toward the left.
Step 7: Pull the wide end of the tie up and underneath the loop around your neck with the seam facing out.
Step 8: Hold the front of the forming knot loosely with your index finger creating a space for the wide end of the tie to be brought straight down through the front of the knot, with the seam facing your shirt.
To create a dimple, a classic finishing touch, squeeze the bottom of the knot so the wide end of the tie is forced to fold in on itself. This dimple should be neat and centered.
Step 9: Tighten the knot slowly and carefully to the collar of your shirt by holding the narrow end of the tie and sliding the knot up into position.
Step 10: Fold your collar down and survey your work: The narrow end of your tie should be hidden behind the wide end, which should fall to your beltline. Put on your jacket, and you’re ready to go.
Week 6
Schedule
“The Teaching Game”
Teacher (*after each lesson)
1. What struck you about planning and teaching your lesson?
2. Do you feel that your objectives were achieved? Why? How do you know?
3. If you were to teach this lesson again, what would you do the same?
4. If you were to teach this lesson again, what would you do differently? Why?
Learner
1. Did you learn something in the lesson? How do you know you learned it?
2. Were you able to achieve the lesson objectives?
3. Tell the teacher what helped and hindered you in achieving the lesson objectives.
Reflect (*after all lessons)
1. What did you realize about teaching, learning, and giving feedback from this experience?
2. What generalizations can you make about planning and achieving learning objectives?
3. What factors are important in designing a lesson that enables you to know whether students have learned?
Planning a learning experience
Coverage objectives: What skills or content will the lesson focus on? Teachers need to consider student interest, amount of content, and students’ prior knowledge/abilities.
Activity objectives: What will students be doing in class? What material will they work with?
Involvement objectives: How might students react to the lesson? What type of mood do you want to cultivate in the classroom? Teachers need to consider students’ emotional response.
From brainstorming answers to the above questions, teachers can begin to create a learning objective focused on getting demonstrable evidence of student learning.
Learning objectives need to be:
¤ Positive
¤ Specific (identify when, where, how many, etc.)
¤ Measurable and observable (action verbs)
¤ Achievable (sufficient time, space, etc.)
¤ Flexible/adjustable (progress faster or slower than anticipated; cater to different learning styles; may need to change based on need or interest)
By the end of the lesson, students will be able to (SWBAT) . . . [Hamed el Nil el Fadil: time, target individuals, level of performance, behavior, focus, situation]
Note: Not every activity or lesson must have a learning objective. Sometimes teachers can focus on group dynamics, having fun, or using interesting materials. Such activities and lessons are important parts of building and maintaining student motivation during a course.
Homework – Due Week 7
Download (from my website), print, and read “lesson plans” and answer the following questions by handwriting or typing the answers on a separate sheet of paper. (20 points)
1. What does evidence of a plan show students? (PDF 1)
2. What does a plan do for teachers? (PDF 1)
3. What must a good lesson contain? (PDF 2)
4. What should be in a plan? (PDF 2-3)
5. What questions do teachers need to ask? (PDF 3-4)
6. What is the most important thing about the form of a lesson plan? (PDF 5)
7. What principles apply to a sequence of lessons? (PDF 5)
8. What are the 8 components of a well-written lesson plan? (PDF 7-10)
9. What are six common mistakes in writing lesson plans? (PDF 11)
10. What are some ways of varying a lesson? (PDF 12)
11. What are some guidelines for ordering components of a lesson? (PDF 12)
Recommended lesson plan websites
Check out the following websites when you have time:
http://www.teachervision.fen.com/lesson-plan/resource/5775.html
http://www.education-world.com/a_lesson/archives/dailylp.shtml
http://teachers.net/lessons/
http://www.edhelper.com/
http://ericir.syr.edu/Virtual/Lessons/
http://www.lessonplanspage.com/
http://esl.about.com/od/englishlessonplans/English_Lesson_Plans_for_ESL_EFL_Classes.htm
Week 7
Schedule
“Lesson Planning”
1. Homework questions – discussion
2. Grammar Lesson #3 – Present Perfect (pp.33-45)
Homework – Due Week 8
Read pages 180-190 in your course packet and answer the following questions by handwriting or typing the answers and your responses on a separate sheet of paper. (20 points)
1. What is a presentation stage (schema activation)? How does encountering relate to this? (p.187)
2. What does it mean to internalize a skill? (p.188)
3. What does unconscious competence mean? (p.188)
4. What does fluency mean? (p.188)
5. When can teachers only assess student learning? (p.189)
6. What is an important aspect of staging a lesson? (p.189)
7. What do students need more time to do? (p.190)