Week 1
Schedule – Introductions and course overview
Icebreakers
1. Icebreaker – Find Someone Who
2. Analyze icebreaker: Why is this kind of activity good on the first day?
3. Other icebreakers
Remembering names
1.
2.
3.
4.
5.
Alphabetical line-up and name chain
Video
“Me” cards
Contact list
Other name-remembering activities
Syllabus
Contact information, website, course overview, materials, assessment criteria, and semester schedule
*Buy a notebook (for handwritten answers to all required reading questions this semester).
Books
Books are listed in the order they are mentioned in this “Weekly” under “Books” on my website.
Learning and teaching
1.
2.
3.
4.
5.
6.
7.
What kind of teacher am I (or do I want to be)?
What are the qualities of a good teacher?
Who was the best teacher I’ve ever had? Why did this person have such an impact on me?
What are (or will be) my strengths as a language teacher? What do I need to work on?
What are (or do I think will be) the most rewarding aspects of teaching for me? What is (or will be) challenging?
What are the best ways to learn a language?
Which English classes and activities have I enjoyed the most over the years? Why?
Extensive reading assignment (Due Week 9)
Read 350 pages of text – fiction or non-fiction. You may borrow books from the TESOL office library (1st floor),
and/or select your own. Each time you finish reading a book, please fill out a reader response (50% summary and
50% reaction).
Rules: (1) No books or stories that have been made into movies and (2) no “Googling” summaries and/or analysis
online. Reap the benefits from this assignment by actually doing it! 
Homework – Due Week 2
Read “Learning Teaching” [LT] 1-4 in this order (pp.10-26, 38-40, 34-37, 41-46, 61-77) and answer the questions below in
your notebook. This is a triple required reading assignment.
1.
2.
3.
4.
5.
6.
7.
How does Scrivener describe the act of teaching? (p.10 – 3rd paragraph)
What are some typical language-teaching classes? (p.14)
What is a teacher for? (pp.15-17)
Why does T (teaching) not equal L (learning)? (pp.17-18)
What can teachers create? (p.18)
Beyond explanations, what do learners seem to need? (p.19)
What is the experiential learning cycle? How does it affect language teaching (i.e. what conclusions can be
drawn)? (pp.20-22)
8. What kind of teacher creates conditions in which a great deal of learning is likely to take place? (p.22)
9. How important do you think rapport is? (pp.22-23)
10. Task 7 (p.23)
11. In order to create an effective learning environment, what three core teacher characteristics are needed
(according to American psychologist Carl Rogers)? (p.24)
12. According to Adrian Underhill, what are three broad categories of teaching styles? (pp.25-26) Which one do you
think you are?
13. What is a teaching method? What is an approach? (p.38) [http://coe.sdsu.edu/people/jmora/almmethods.htm]
14. Based on your beliefs, what methodological decisions will you make? (p.38)
15. What are some well-known methods and approaches? (pp.38-40) Which of these appeal to you? Why?
16. What is personal methodology? Principled Eclecticism? (p.40)
17. What are some key hints when planning your first lessons? (pp.34-35)
18. What are some key hints when teaching your first lessons (pp.35-37)
19. What are some key hints for starting to teach better? (p.37)
20. What is an activity or task? What are some examples of these? (p.41)
21. To make sure that students are genuinely engaged, what must teachers do? (p.41)
22. What is a complete lesson? (p.41)
23. What are some options for teachers when using coursebook material? (pp.42-43)
24. What are the steps of a simple EFL activity? In other words, what is the activity route map? (pp.44-46)
25. Task 29 (p.61)
26. What are some learner differences? (p.63) Why do we need to consider these (especially in terms of
motivation)?
27. What are multiple intelligences? (p.64) Why are these important?
28. What are some common level structures in schools? (p.66) What accounts for mixed-level classes? (pp.67-68)
What is an important conclusion about level? (p.69)
29. Task 37-38 (pp.69-71)
30. Task 39 (pp.72-74)
31. What is teaching primarily an act of? What do unsuccessful teachers do? (p.74)
32. Why is it hard to tune in? (p.75)
33. Why do some teachers avoid feedback? (pp.75-76)
34. What are some starting points for getting useful feedback? (p.77)
Week 2
Schedule – Classrooms at work/Starting out/Classroom activities/Who are the learners? [LT 1-4]
1. Discuss LT 1-3 homework questions (1-25)
2. Task 17 (pp.47-49) and (if time) Task 22 (pp.53-55, 396)
3. Discuss LT 4 homework questions (26-35)
Homework – Due Week 3
Read LT 16 (pp.333-369). Although there are no questions this week, you should read this chapter carefully as it
has many practical activities that work very well in the classroom.
Week 3
Schedule – Tools, techniques, activities [LT 16]
Activities demonstration (Scott):
1. Flashcards [p.333] (http://www.eslflashcards.com/)
 What can you do with them?
2. Picture stories [pp.334-336] (http://www.eslflow.com/Picturelessonsandteachingideas.html)
 Accuracy to fluency (p.334) and fluency to accuracy (pp.335 + handout)
 ”Lexicarry: Pictures for Language Learning”
a. Describe the pictures. What is happening (present continuous)?
b. What happened (simple past)?
c. What will happen (future)?
d. Add descriptions with adjectives and adverbs (any tense)?
e. Use alternative words and expressions.
f. Use the words in questions and negative statements.
g. Personalize it: What do you usually do before you go to bed? Is it easy for you to fall asleep? Do you
usually snore? Have you ever walked in your sleep? When was the last time you had a nightmare? Have
you ever suffered from insomnia? If so, what’s the best remedy when you’re not able to sleep?
3. Fillers [pp.345-347] – “Five-Minute Activities”
 Brainstorm round a word
 Associations
 Crosswords
 Expanding texts
 If I had a million dollars (If questions)
4. Lexical games [pp.347-350]
 “Memory Madness”
 “Word Hunt” (*“Vocabulary Games and Activities for Teachers”)
 “Draw-Describe-Act”
 “Scattegories”
 “Mad Libs” (Beauty Advice)
5. Four skills (and more)
 Running dictation
Homework – Due Week 4
Read LT 7 (pp.146-169) and answer the questions below in your notebook. This is a single required reading assignment.
1.
2.
3.
4.
5.
6.
7.
8.
What are some ways to organize a regular discussion lesson or conversation class? (pp.146-147)
What is need for a good discussion to happen? (p.149)
What are four common groupings for discussions? (p.149)
What are a few ways to get a good discussion going? (pp.150-151)
What is an information gap? (p.152)
What is the aim of a communicative activity in class? (p.152)
What are some common communicative activities? (pp.153-155)
How do you organize learners in speaking tasks? (p.155)
9.
What are two benefits of role-play cards? (p.156)
10. What are some role-play guidelines? (p.158)
11. What is the difference between role-play and real-play? (p.158)
12. What is a simulation? (p.159)
13. What are some ideas for correction work after a fluency activity? (pp.161-162)
14. What does scaffolding mean? (p.162)
15. What are some scaffolding techniques? (p.162)
16. What is a genre? Why is it important? (p.163-166)
Week 4
Schedule – Speaking 1 (approaches and activities) [LT 7]
1. Discuss LT 7 homework questions
2. “Conversation Strategies” and “Discussion Strategies”
 Rejoinders and follow-up questions
3. Discussions
 http://iteslj.org/questions/
 Question Box
 Pyramid discussion: Men and women can’t be just friends.
 Simulation – Survival (http://wilderdom.com/games/descriptions/SurvivalScenarios.html)
4. Debates
5. Role Play (“Conversation Inspirations”)
 Pair work or group work practice (use different conversations strategies with role plays)
 Monitor for “mistakes” (i.e. error correction and suggestions – vocabulary, expressions, etc.) as classmates
improvise a role play
 Prepare a role play (write the dialog), then rehearse and perform it in front of the class
 “Hot seats” – Students come to the front of the class and improvise a role play selected by classmates or
teacher
6. Activities to promote speaking
Homework 1 – Due Week 5
Read LT 13 (pp.284-297) and answer the questions below in your notebook. This is a single required reading
assignment.
1.
What are some pronunciation ideas for teachers? (pp.284-285)
2.
What are some starting points for teaching pronunciation? (p.286)
3.
What are phonemes? (p.287)
4.
What are some well-known games that are helpful for familiarizing students with phonemic symbols? (p.288)
5.
What are some general ideas for working with phonemes? (pp.288-289)
6.
Why is word stress important? (p.289)
7.
What is prominence? Tone units? Tonic syllable/nucleus? (p.290)
8.
What does stress typically mark out? (p.291)
9.
What are some ways of demonstrating patterns of prominence? (p.291)
10. What is the schwa? (p.292)
11. What are some awareness-raising and practice ideas for the schwa? (pp.292-293)
12. What is intonation? Why is it important? (p.295)
13. What are some ideas for working on intonation? (pp.295-296)
Week 5
Schedule – Speaking 2 (activities and pronunciation) [LT 13]
1. “Conversation” by Rob Nolasco and Lois Arthur (Oxford) and “New Ways in Teaching Speaking” by David Nunan
and Lindsay Miller, Editors (TESOL)
 The best years of my life
 Cheat
 A coma kit
 Exchange
 Time Capsule
 Nonstop dream house
 Creating a new country
 Storytelling with pictures
 Tell me what you see
2. Presentations
 Basic elements
 Formal (country, famous person, social issue, etc.) and informal (“The Complete Book of Speech
Communication”)
 Rubric (evaluation) and peer feedback form
3. Discuss LT 13 homework questions
4. “Pronunciation Games”
 Stress Dice
 Simple Sound Maze
 Bingo
5. “Basics in Pronunciation”
Consonant Contrasts: R vs. L
*For more info on teaching pronunciation, see “How to Teach Pronunciation.”
Homework 1 – Due Week 6
Read LT 8 (pp.170-184), and then brainstorm – in writing in your notebook – answers to the following questions about
listening. If there is a page number at the end, find the answer in LT 8. This will count as a double reading assignment.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
What is listening? Try to define it.
Why listen?
What are some things people listen to everyday?
What should teacher’s objectives include?
How can a teacher successfully teach listening?
What is the guideline when doing a listening task? (p.176)
What does listening involve? What do people do when they are listening?
What are some features of an effective listening activity?
What are the elements of a good listening lesson?
What are some listening materials you could use?
What is the difference between top-down and bottom-up listening? (pp.178-179)
What is a possible route map for a listening lesson? (p.181)
What are some typical prelistening activities?
Why do prelistening activities?
How can you check the level of difficulty of a task?
What do effective listeners do while listening?
What are some typical during listening activities?
What are some typical postlistening activities?
What are some guidelines for listening skills work in class?
What are some testing techniques for listening?
What kinds of listening in English have proven to be (and still are) difficult for you? Why?
Homework 2 – Due Week 7
Create (i.e. adapt, not copy) one speaking activity – at least 20 minutes long. Download the “activity form” (website)
and type in the information above (using Arial 9 point font). You are limited to one page (no exceptions!), so be
simple, clear, and concise. Follow the example, and check these books for ideas and inspiration.
Books:
Conversation by Rob Nolasco (Oxford)
New Ways in Teaching Speaking by Kathleen M. Bailey and Lance Savage, Editors (TESOL)
Pronunciation Games by Mark Hancock (Cambridge)
Basics in Pronunciation by Linda Lane (Longman)
Keep Talking by Friederike Klippel (Oxford)
Conversation Inspirations by Nancy Ellen Zelman (Pro Lingua Associates)
Conversation Starters by Sue Fenton (Madame Fifi)
Conversation Strategies and Discussion Strategies by David and Peggy Dustin Kehe (Pro Lingua Associates)
Zero Prep for Beginners (Chapter 2) by Laurel Pollard, Natalie Hess and Jan Herron (Alta Book Center
Publishers)
 Zero Prep (Chapter 3) by Laurel Pollard and Natalie Hess (Alta Book Center Publishers)
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You can also search “speaking lesson plan” or “conversation lesson plan” on www.google.com (not
www.google.co.kr).
*For more info on teaching speaking, see “Practical English Language Teaching: Speaking” and “How to Teach
Speaking.”
Week 6
Schedule – Listening 1 (approaches) [LT 8]
1. Listening PPT
2. “Superpowers” [http://www.thisamericanlife.org/Radio_Episode.aspx?episode=178]
Homework Reminder
Finish your speaking mini-lesson by next week.
Week 7
Schedule – Listening 2 (music, TV shows, and movies)
1. Music
 Starting with music
 Background music
 Music introduction cards
 Music questionnaires
 Musical reactions
 Film Music
 Who am I?
 Text completion and construction and Jumbled lyrics
 How would you describe this song?
 What makes a good video
 Using songs in the classroom [38 activities] and “Using Music in the Adult ESL Classroom”
*For more info on teaching music, see “Music and Song.”
2. TV shows/Movies
 Guidelines
 “Reaper”
*For more TV show and movie activities, see “Using Authentic Video in the Language Classroom” and “Film.” For
info on using authentic materials, see “New Ways in Using Authentic Material in the Classroom.”
Homework 1 – Due Week 8
Create (i.e. adapt, not copy) one listening activity – at least 20 minutes long. Download the “activity form” (website)
and type in the information above (using Arial 9 point font). You are limited to one page (no exceptions!), so be
simple, clear, and concise. Check the following books for ideas and inspiration:
“Listening Tasks” (*website)
Using songs in the classroom [38 activities]
“Music and Song” by Tim Murphey (Oxford)
Listening by Goodith White (Oxford)
New Ways in Teaching Listening by David Nunan and Linsay Miller, Editors (TESOL)
Zero Prep for Beginners (Chapter 1) by Laurel Pollard, Natalie Hess and Jan Herron (Alta Book Center
Publishers)
 Zero Prep (Chapter 2) by Laurel Pollard and Natalie Hess (Alta Book Center Publishers)
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You can also search “listening lesson plans” on www.google.com (not www.google.co.kr).
*For more info on teaching listening, see “Practical English Language Teaching: Listening.”
Homework 2 – Due Week 8
Read your “Reading Reminders” unit and my summary notes, and prepare a short 2-3 minute PowerPoint presentation.
Week 8
Schedule – Reading 1 (approaches, textbooks, and extensive reading) [LT 8]
1. Reading PPT
2. Intensive reading
3. Extensive reading
Framework:
 The reading material is easy.
 A variety of reading material on a wide range of topics is available.
 Learners choose what they want to read.
 Learners read as much as possible.
 Reading speed is usually faster than slower.
 The purpose of reading is usually related to pleasure, information, and general understanding.
 Reading is individual and silent.
 Reading is its own reward.
 The teacher orients and guides the students.
 The teacher is a role model of a reader.
Benefits:
 Extensive reading can provide comprehensible input.
 Extensive reading can enhance learners’ general language competence.
 Extensive reading can enhance learners’ general knowledge.
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Extensive reading motivates learners to read.
Extensive reading consolidates and increases knowledge of vocabulary.
Extensive reading can lead to improvements in grammar and writing.
Extensive reading can develop autonomous learning.
Activities:
 One-Sentence Summaries
 Instant Book Report
 The 4/3/2 Technique
 What’s Next
*For more extensive reading activities, see “Extensive Reading Activities for Teaching Language.”
4. “Reading Reminders”
*Check out 103 things to do before/during/after reading on PDF pages 66-68. Great ideas! 
Homework reminder
Your extensive reading assignment (350 pages) is due next week.
*For more info on teaching reading, see “Reading Reminders.”
Week 9
Schedule – Reading 2 (literature, newspapers, vocabulary, and graphic organizers) [LT 11]
1. Newspapers
 Collecting (plan in advance and build a stash)
 Choosing (interesting, appropriate – knowledge and level)
 Organizing (sections, themes and topics, language skills – e.g. reading , language systems – e.g. vocabulary,
level)
 Making accessible (PRE: read text before lesson, preview challenging vocabulary, summarize text, discuss
topic or theme to activate background knowledge, brainstorm, watch a video, predict and preview/DURING:
add a gloss to deal with anticipated language problems, explain problem vocabulary as it arises, encourage
students to understand overall meaning rather than every word)
 Features (headlines, articles, photographs, advertisements, horoscopes, problems page letters, TV guides,
comics, weather, whole newspaper)
 Importance (general education value, never-ending supply)
 Activity: “Three-Minute Warning” – Koreans Develop Robotic Plant
*See “Newspapers” and “Using Newspapers in the Classroom” for many great activities.
2. Vocabulary – Examples from “Voluminous Vocabulary” (fantastic, pilot, crazy/sane)
Vocabulary teaching techniques:
 Read and learn words in context
 Grammatical classifications (nouns, verbs)
 Word or topic webs
 Root words, prefixes, and suffixes (anti-bio-tic)
 Associations (big)
 Synonyms and antonyms (beautiful/ugly)
 Categories – word families (food)
 Use word in a sentence
 Rank and sequence (small > medium > large)
 Draw a picture
 Flashcards
 Personal connection
 Games
 Vocabulary journal
 Illustrations, pictures, realia (banana)
 Mnemonic devices (egregious > egg reach us)
 Collocations/Chunks (dangerous adversary)
 Use the dictionary
*See (1) “Voluminous Vocabulary” for some more graphics organizers and (2) “Vocabulary Games and Activities for
Teachers,” “Vocabulary Games and Activities 1-2,” and “New Ways in Teaching Vocabulary” for activities.
Vocabulary teaching principles:
 Learners need to wean themselves off a reliance on direct translation from their mother tongue.
 Learners need tasks and strategies to help them organize their mental lexicon by building networks of
associations.
 Words need to be presented in their typical contexts, so that learners can get a feel for their meaning, register
(communicative usage), their collocations, and their syntactic (grammatical) environments.
 Learners need pre-, during, and post- work to enhance knowledge of new and known words.
 Teaching should direct attention to the sound of new words, particularly the way they are stressed.
 Teachers should use a variety tasks to appeal to different learning styles.
 Learners need multiple exposures to words and they need to retrieve words from memory repeatedly.
 Learners need to know more than just a dictionary definition or synonym. (*see LT pp.247-248)
 Memory of new words can be reinforced if they are used to express personally relevant meanings.
Useful pages from LT 11:
 Common pre-teaching tasks (p.231)
 Using short anecdotes for pre-teaching (p.232)
 After the first phase of listening or reading work (p.233)
 Making connections between lexical items (p.234)
 Lexical practice activities and games (p.237)
 Ideas for helping students really learn lexical items (pp.249-251)
*For more info about teaching vocabulary, see “Learning Vocabulary in Another Language” or “Teaching and
Learning Vocabulary.”
3. Graphic organizers
 Follow the Clues
 Story Board
 KWL
 Character Chart (*Do for one of the books you read for your extensive reading assignment.)
 What’s the Main Idea
*See the recommended Web sites below for many more graphic organizers.
4. Literature circles (“The Frog Prince”)
 Discussion Director
 Artful Adventurer and Character Specialist,
 Literary Luminary
 Connector
 Comprehension and Vocabulary Master
*For more info on using literature circles, see “Literature Circles” and “Moving Forward with Literature Circles.”
Homework – Due Week 10
Create (i.e. adapt, not copy) one reading activity – at least 20 minutes long. Download the “activity form” (website)
and type in the information above (using Arial 9 point font). You are limited to one page (no exceptions!), so be
simple, clear, and concise. Check the following books and websites for ideas and inspiration.
Books:
Extensive Reading Activities for Teaching Language by Julian Bamford and Richard Day, Editors (Cambridge)
Newspapers by Peter Grundy (Oxford)
Using Newspapers in the Classroom by Paul Sanderson (Cambridge)
New Ways in Teaching Reading by Ronald V. White, Editor (TESOL)
Zero Prep for Beginners (Chapter 3) by Laurel Pollard, Natalie Hess and Jan Herron (Alta Book Center
Publishers)
 Zero Prep (Chapter 4) by Laurel Pollard and Natalie Hess (Alta Book Center Publishers)
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Websites:
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Teachers.Net (http://teachers.net/cgi-bin/lessons/sort.cgi?searchterm=Reading)
Teachnology (http://www.teach-nology.com/teachers/lesson_plans/language_arts/reading/)
Teachervision (http://www.teachervision.fen.com/reading/teacher-resources/33727.html)
Scholastic (http://www2.scholastic.com/browse/lessonplans.jsp)
Recommended
When you have time, check out some of the websites below (*particularly the first two under “Reading strategies”)
Reading strategies [*Great sites! ]
http://www.justreadnow.com/strategies/index.htm
http://www.learner.org/jnorth/tm/ReadStrats_20Best.html
http://www.greece.k12.ny.us/instruction/ela/612/Reading/Reading%20Strategies/reading%20strategies%20index.htm
http://www.readingquest.org/strat/
http://www.readinga-z.com/more/reading_strat.html
Graphic organizers
http://www2.scholastic.com/browse/article.jsp?id=2983
http://www.teachervision.fen.com/graphic-organizers/printable/6293.html
http://gotoscience.com/Graphic_Organizers.html
http://freeology.com/graphicorgs/
Extensive reading
http://www.extensivereading.net
http://iteslj.org/Articles/Bell-Reading.html
http://onlinebooks.library.upenn.edu/
Week 10
Schedule – Writing 1 (writing process, 6+1 trait writing, paragraphs, and essays) [LT 9]
The writing process
1.
2.
3.
4.
5.
6.
7.
8.
Assessing the writing situation
Prewriting (brainstorming, clustering, freewriting)
Drafting
Sharing (peer review)
Revising
Editing
Publishing
Assessing
6+1 trait writing
1.
2.
3.
4.
5.
6.
7.
Ideas (content, theme, details)
Organization (structure)
Voice (writer coming through the words; genuine personal engagement with text)
Word choice (descriptive language – rich, colorful, and precise vocabulary and usage)
Sentence fluency (rhythm and flow of language, sound of word patterns, and sentence variety)
Conventions (mechanical correctness – spelling, grammar, usage, capitalization, punctuation, etc.)
Presentation (format guidelines)
Paragraphs [“Cheap Travel to New York City” and “Hazards of Moviegoing”; human scramble]
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Topic sentence (topic + controlling idea)
Supporting sentences (support the topic sentence)
Minor details (support the supporting sentences)
Transition signals (connecting words or phrases; link sentences and paragraphs together)
Concluding sentence (*optional)
Essays [“Hazards of Moviegoing” and “Cats Make Excellent Housepets”]
 Introduction
 Hook (capture reader’s interest – question, quotation, anecdote, etc.)
 Limiting sentences (connect hook to thesis statement)
 Thesis statement (topic + controlling idea > make a point about the topic)
 Body paragraphs (clarity, unity, development, organization, coherence)
 Topic sentence
 Supporting sentences
 Minor details
 Transition signals
 Conclusion
 Reemphasize, restate or summarize thesis statement
 Major deduction (what you want your reader to clearly understand about your essay)
 Final thoughts (reflect on larger significance; connect to larger issue)
Homework – Due Week 11
Write drafts of your paragraph and essay.
Week 11
Schedule – Writing 2 (teacher feedback)
1. Correction symbols
2. Peer review [revising and editing checklists] – paragraphs (correction symbols and comments) and essays
(teacher corrections and comments
3. Rubric – (undergraduate) student example
4. Review: Teaching paragraphs and essays
Teacher feedback
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Correction symbols (*students correct their own errors)
Teacher markup and comments
Rubric
Teacher-student conference
Homework 1 (*Choice) – Due Weeks 12-13
Revise and edit your paragraph (Week 12) and essay (Week 13) if you want my feedback.
Homework 2 (*Groups of 3) – Due Week 12
Person 1: Read LT 10 (pp.206-225) and answer questions 1-12 in your notebook.
Person 2: Read LT 12 (pp.252-283) and answer questions 13-27 in your notebook.
Person 3: Read LT 5 (pp. 79-108) and answer questions 28-40 in your notebook.
This is a single required reading assignment.
1.
What steps can you take to brush up on a grammar item before teaching it? (p.206)
2.
What is grammar concerned with? (p.207) [*form – meaning – use]
3.
What are the most commonly studied tenses and verb forms? (p.210)
4.
When teaching verbs, what do you need to make sure to do? (p.210)
5.
What’s an important grammatical distinction with English nouns? (p.210)
6.
Why do you think determiners are the number one error (by far!) in written English? How would you help students
make fewer mistakes with them? (*opinion)
7.
What advice does Scrivener give about teaching grammar (“where to go from here”)? (pp.214-214)
8.
When a student asks you the meaning of a word, how can you help him/her understand it? (p.215)
9.
When is the meaning of words often clearest? (p.217)
10. What are concept questions? How are they helpful in explaining a grammatical item? (pp.219-221)
11. What are the reasons for being so clear about meaning? (p.221)
12. Why is it important for students to understand context? (p.222)
13. What do learners have to do in order to make a new grammatical item part of their own personal stock of
language? (p.254)
14. What is the real learning experience for students learning grammar? (p.255)
15. Do you think drills are useful? Why or why not? (*opinion)
16. What are some factors that can vary a drill? (pp.256-257, 258-259)
17. What are substitution drills? Transformation drills? True sentences? (pp.257-258)
18. What are some possible feedback strategies? (p.260)
19. What are elicited dialogues? (p.262)
20. What are some grammar-practice activities and games? (pp.263-265)
21. What is clarification? What are three general categories? (p.265)
22. What should teachers do when giving explanations? (p.267)
23. What is Socratic questioning? What are some ways to use this to help with guided discovery? (p.268)
24. What is the difference between presentation and practice? (p.271)
25. How are many present-practice lessons structured? (p.273)
26. What is situational presentation? What are the guidelines for using it? (pp.276-277)
27. What are some other ways to grammar? (pp.278-283)
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
What are some common classroom management areas? (pp.79-80)
What does classroom management involve? What is the essential basic skill for classroom management? (p.80)
Task 40 (pp.80-81)
Why is increasing your options important? In terms of options, how can you decide what’s best to do? (pp.8183)
How can you maximize student interaction in class? (p.86)
What are some seating possibilities in class? (p.87-89)
How can teachers give clearer instructions? (pp.90-91) [*12 steps to clear instruction – website]
How can you get learners’ attention? (p.92) What is your role as a teacher once you’ve set up an activity?
(pp.93-94)
How are gestures useful? (p.95) How can you use the board well? (pp.96-97)
What is eliciting? How does it help the teacher? What are the three steps? (pp.98-99)
Why is it important to have an English-only classroom? What are some ways to encourage this? (pp.101-102)
Why is intuition fundamental to teaching? How do we use intuition? (pp.102-103)
What are some techniques that prevent learning? (pp.105-108)
Homework 3 – Due Week 13
Create (i.e. adapt, not copy) a 30-60 minute writing activity. Download the “activity form” (website) and type in the
information above (using Arial 9 point font). You are limited to one page (no exceptions!), so be clear and concise.
Check the following books and websites for ideas and inspiration.
*Note: You may not devise an activity around paragraphs or essays for this assignment.
Books:
 Writing by Tricia Hedges (Oxford)
 New Ways in Teaching Writing by Ronald V. White, Editor (TESOL)
 Zero Prep for Beginners (Chapter 4) by Laurel Pollard, Natalie Hess and Jan Herron (Alta Book Center
Publishers)
 Zero Prep (Chapter 5) by Laurel Pollard and Natalie Hess (Alta Book Center Publishers)
Websites:




Teachervision (http://www.teachervision.fen.com/lesson-plan/resource/5775.html?detoured=1)
Scholastic (http://www2.scholastic.com/browse/lessonplans.jsp)
Education World (http://www.educationworld.com/a_lesson/index.shtml)
NWREL (http://www.nwrel.org/assessment/lessonplans.php?odelay=0&d=1&search=1&grade=0&trait=0)
*See “Ready to Write More,” “Great Sentences for Great Paragraphs,” “Great Paragraphs,” “From Great Paragraphs to
great Essays,” “Great Essays, “ “First Steps in Academic Writing,” and “Introduction to Academic Writing” if you have to
teach academic writing.
Week 12
Schedule –Grammar [LT 10, 12]/Error Correction [LT 14]/Classroom management [LT 5]
1.
2.
3.
4.
Discuss LT 10 (pp.206-225), LT 12 (pp.252-283), and LT 5 (79-108) homework questions
12 steps to clearer instructions
Microteaching lesson
Final project
Homework 1 – Due the week you present
Prepare your microteaching lesson. You will need to:
(1) Find a 20-minute activity. This can be (preferably) from a published resource book or online. It could also be an
activity you have successfully taught before, or something you create for this assignment.
(2) Review Chapter 3 (“Classroom Activities”) and Chapter 5 (“Classroom Management”). The information and tips
in these two chapters will help ensure that your microteaching goes smoothly.
(3) Reread “12 Steps to Clearer Instructions.” Giving clear (step-by-step, modeled) instructions is essential for this
exercise.
(4) Practice your activity before you come to class. Preparation is another key to your success.
(5) Give me a copy of your activity on the day you microteach. If you are using a published resource book or website,
just make a photocopy of the page(s) and let me know the title, author, and publisher or website address. If you’re
using your own material, you’ll need to fill out an “activity form” (i.e. the one you’ve been using for your minilessons).
Homework 2 – Due Week 14
Create an integrated four skills lesson plan for a 2-3 hour class. Use the “activity form” and expand as necessary.
Include all materials this time.
*For more info on teaching grammar, see “Practical English Language Teaching – Grammar,” “How to Teach
Grammar,” “Explaining English Grammar,” and “From Grammar to Grammaring.” For grammar activities, see
“Grammar Games and Activities for Teachers,” “Games for Grammar Practice,” “The Grammar Activity Book,”
“Grammar Practice Activities,” “Grammar Games,” “More Grammar Games,” and “Grammar With Laughter.” For
grammar rules, see “Complete Idiot’s Guide to Grammar,’ “English Grammar for the Utterly Confused,” and “Practical
English Usage.”
Weeks 13-15
Schedule
Microteaching (*check schedule)