TESOL COURSE BOOK

TABLE OF CONTENTS TEACHING TESOL SCHEDULE CHAPTER MINDSET/TEACHING PSYCHOLOGY CHAPTER LEARNING STYLE 12 CHAPTER TEACHING METHODOLOGY 26 CHAPTER LESSON PLANNING 35 CHAPTER TEACHING PRONUNCIATION 85 CHAPTER TEACHING GRAMMAR 101 CHAPTER TEACHING SPEAKING 117 CHAPTER TEACHING WRITING 129 CHAPTER 10 TEACHING LISTENING 137 CHAPTER 11 TEACHING READING 150 CHAPTER 12 CLASSROOM MANAGEMENT 158 CHAPTER 13 TEACHING SKILLS 182 Hannah Pham englishhannahpham@gmail.com TEACHING TESOL SCHEDULE Lesson Mindset/Teaching psychology Lesson Method and Learning styles Lesson Lesson planning Lesson Teaching Vocabulary Lesson Teaching Pronunciation Lesson Teaching Grammar Lesson Teaching the Speaking & the Writing skills Lesson Teaching the Listening & the Reading skills Lesson Classroom management Lesson 10 Teaching skills and Q & A Lesson 11 + 12 Teaching practice and Assessment Hannah Pham englishhannahpham@gmail.com CHAPTER MINDSET/TEACHING PSYCHOLOGY Hannah Pham englishhannahpham@gmail.com Tesol: Teaching English to speakers of other languages Purpose: Studying and applying effective methods of teaching English Value: - Internationally recognized diploma or certificate - Standard to teach English required by schools or language centers Hannah Pham englishhannahpham@gmail.com Why you choose to be a teacher? ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… When talking about the teaching job, what comes to your mind? ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… What makes an ideal trainer? ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… ………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Hannah Pham englishhannahpham@gmail.com …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… ATTITUDE COMPONENTS Hannah Pham …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… englishhannahpham@gmail.com Excuses Watch the video and answer the following questions: What did he blame for? What made him change his mind not to keep blaming? What did he say about “blaming” What from the video impresses you the most? What lesson can you get from the video? …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… RESPONSIBILITY What are you responsible for as a teacher? …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… NO BLAMING Why we blame? …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Hannah Pham englishhannahpham@gmail.com TEACHING PSYCHOLOGY …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… EMOTIONS …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Can you change your emotions? How? Hannah Pham …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… englishhannahpham@gmail.com Positive thinking …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… The messages of Water Watch the video and answer the following questions: Who created these experiments? What did he want to prove? What did he to prove this theory? What image from the video impresses you the most? What saying from the video impresses you the most? What lesson can you get from the video? …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… PYGMALION EFFECT Robert Merton, Columbia University, 1957 Pygmalion: Your belief about somebody can be true Hannah Pham …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… englishhannahpham@gmail.com • Preparation: Making photocopies for a large class can be very time-consuming Other teachers may be bothered by how much time you spend using the photocopier • Noise level: Large classes can become out of hand when students are working in pairs or groups At times you may feel more like a disciplinarian than a teacher • Monitoring students: Teachers may find it difficult to keep students on task as they monitor pair and group work …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Strategies for Coping with Large Classes …………………………………………………………… • Use a teacher's notebook: Take notes …………………………………………………………… while you are monitoring pair or group …………………………………………………………… learning Review common errors as a …………………………………………………………… whole group after an activity is …………………………………………………………… complete …………………………………………………………… • Spread out: Find another space that …………………………………………………………… your class can use for energetic whole …………………………………………………………… group activities Find a lobby or spare …………………………………………………………… classroom in the building that your …………………………………………………………… students can spread out into when they …………………………………………………………… are preparing a project or performance …………………………………………………………… Take students outside if there is no …………………………………………………………… indoor space available …………………………………………………………… • Create a participation grade: Make …………………………………………………………… homework and attendance count by …………………………………………………………… doing regular checks and making it part …………………………………………………………… of their final grade Giving a daily exam …………………………………………………………… tip also encourages attendance …………………………………………………………… • Encourage competition: Establish a fun …………………………………………………………… and competitive atmosphere within the …………………………………………………………… class, by dividing the class into teams …………………………………………………………… You may change the teams once in a …………………………………………………………… while or leave them the same …………………………………………………………… Hannah Pham englishhannahpham@gmail.com 179 throughout a semester Teams can win points for certain accomplishments (If noise and behavior is a problem, students can lose points too.) • Relax: Find ways to relax before class so that you don't feel anxious Never attempt to prepare a lesson in the morning, right before class Always have a water bottle handy Always have an extra activity on hand in case something doesn't go as you expect it to …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Strategies for Coping with Large Classes • Establish trust: Learn unique ways to remember names and your best to get to know something about each of your students Create a seating chart on the first day and ask students to stick with it for a while Tell your students at least one or two things about yourself beyond your role of teaching • Reduce marking and preparation time: Design quizzes and tests in a way so that you can reduce the amount of marking Use peer evaluations when possible If students submit journals, just read them and leave a short comment and/or suggestion, rather than fixing every grammar mistake Designate a specific time when the teacher's room is slow to most of your photocopying for the week This will save you from feeling guilty for taking up the photocopier • Manage the noise: Establish a signal that you want your class to stop what they are doing and listen This should be done from the first day, so that students become accustomed to it right away Be …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Hannah Pham englishhannahpham@gmail.com 180 careful not to use gestures or sounds that would offend anyone • Enforce a late policy: Notify students of your late policy on the first day and stick to it For example, don't let students enter your classroom after a warm-up has ended If students miss class, make it their responsibility to catch up, not yours …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Strategies for Coping with Large Classes  Share your e-mail address: In a large class, you will find yourself feeling drained before and after class if you let students come early or stay late to ask questions every day This alone can make you hate your job, especially if you are not paid for hours when you are not teaching Encourage students to e-mail you with questions, and answer them on your own time If you don't like the email suggestion, try finishing your class ten minutes early once in a while and allow your students free conversation time Take questions on a first come basis during this time …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Hannah Pham englishhannahpham@gmail.com 181 CHAPTER 13 TEACHING SKILLS Hannah Pham englishhannahpham@gmail.com 182 What are teaching skills? Teaching skills are defined as a group of teaching acts or behaviors intended to facilitate students learning directly or indirectly Why we need to have skills in teaching? • To ensure competency in teaching • To make the class interesting • To enable the teacher to develop confidence in teaching • To avoid confusion • To enable the teacher to understand individual difference in learning …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… LIST OF CORE TEACHING SKILLS? Communication skills Board writing skills Problem solving skills Reinforcement skills Error correction skills Skill of explanation Skill of introducing a lesson Skill of illustrating with examples Skill of questioning 10.Skill of time management 11 Skill of controlling your emotions …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Hannah Pham englishhannahpham@gmail.com 183 …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… TYPES OF COMMUNICATION Passive communicators: Allow things to happen or things to be said to them that make them feel uncomfortable or unsafe but they don’t speak up for fear of being disliked, made fun of Aggressive communicators: Stand up for themselves and don’t expect the other person Passive aggressive communicators: Show sarcasm or talk behind someone’s back Assertive communicators: Stand up for themselves and respect the other person Hannah Pham …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… englishhannahpham@gmail.com 184 VERBAL COMMUNICATION TIPS Always use active listening: Build trust and esteem Remember “listening – processing – thinking – responding model” Pause and take a breath before responding Never interrupt Use clarification language Always be mindful of your body language Take charge of your emotion Encourage the person you are talking with Use verbal cues: oh, I understand, that’s great! 10 Have something worth saying …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Hannah Pham englishhannahpham@gmail.com 185 Non-verbal communication - Appearance  Clothing  Hairstyle  Choce of colors - Para-linguistics  Tone of voice  Pitch  Loundness - Body langugage  Posture  Body movements  Arm crossing  Leg crossing  Seating positions  Gestures  Hand movements  Winking  Nodding  Facial expressions  Smile  Frown  Eye contact  Movement of eyes  Blinking Hannah Pham …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… englishhannahpham@gmail.com 186 NONVERBAL COMMUNICATION STRATEGIES Stand up straight Avoid folding your arms, standing behind a desk, and using barriers Use the whole classroom Adopt different poses when you want your students to response in a particular way • Your hand on your chin: encourages Ss to think about the answer and you’re waiting for their answer • Hands out and palms up: shows that you’re open to questions and answering Stand next to misbehaving students Stoop to their level Move slower …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Hannah Pham englishhannahpham@gmail.com 187 …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… BLACKBOARD WRITING SKILL Legibility Size and alignment Highlighting the main points Utilization (notice Ss’ seats) Correctness The position of the teacher Eye contact with the students Cleaning of blackboard (always ask Ss 1st) …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Hannah Pham englishhannahpham@gmail.com 188 …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… PROBLEM SOLVING SKILL …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Hannah Pham englishhannahpham@gmail.com 189 …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Teaching is very much about practice so when you learn a skill, you have to practice it Hannah Pham …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… englishhannahpham@gmail.com 190 FOLLOW-UP Look at these statements Each one describes a teacher’s behavior in class Which of them would have a good effect on the classroom climate? Which would have a bad effect? The teacher corrects every error The teacher hardly ever corrects errors The teacher praises students who answer correctly The teacher criticizes students who repeatedly make mistakes The teacher punishes students who behave badly The teacher usually chooses good students to answer The teacher often chooses weaker students to answer The teacher uses only English in the lesson The teacher mostly uses English in the lesson 10 The teacher translates everything into the students’ own language …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… LESSON PLANNING Plan a complete lesson of 60 minutes Try to include a variety of activities, and to use some of the techniques introduced in this training course Include in your plan: • Class size, level,… • The aims of the lesson • The main stages of activity • Detailed notes for each stage • … …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… Hannah Pham englishhannahpham@gmail.com 191 TIPS FOR LESSON PLANNING Think about your lesson plan and answer these questions:  Structural clarity o Is the structure of the lesson plan clear?  Appropriateness of materials o Will Ss find the lesson very easy? o Will Ss have difficulty understanding the lesson?  Instructional clarity o Will they find the teacher’s instructions easy to understand?  Usefulness o Which teaching aids will I use in my class? How useful are they? o What activities/games will I use to help my Ss master the lesson?  Assessment o How can I make sure my Ss understood what I taught them? EVALUATION SHEET A demonstration of 20 minutes Is the aim of the lesson clear? Does the teacher write clearly on the board? (slide) Do Ss participate actively in the lesson? (involvement/interaction) Does the teacher encourage Ss to ask questions? Does the teacher encourage real use of language? Does the teacher a variety of activities? Hannah Pham …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… englishhannahpham@gmail.com 192 Are the stages of the lesson clear? Does the T have clear pronunciation? Does the teacher speak naturally (fluency)? 10.Does the teacher smile often/use eyecontact? 11.Does the teacher use visual aids appropriately? 12 Does the teacher seem interested in the lesson (attitude)? Criteria: Slides Ss’ interation/ involvement Grammar Pronunciation Fluency Attitude Presentation competencies Hannah Pham …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… …………………………………………………………… englishhannahpham@gmail.com 193 ... Materials/Resources: List everything you need to teach the lesson (handouts, photos, real objects, course book, textbook…) to make sure you won’t forget Goal/Aim: What will your Ss be able to do? Vocabulary,... Puzzle worksheet Pronunciation practice Fill-in-the-blank exercises A quick exercise from a course book …………………………………………………………… …………………………………………………………… …………………………………………………………… ……………………………………………………………... englishhannahpham@gmail.com CHAPTER MINDSET/TEACHING PSYCHOLOGY Hannah Pham englishhannahpham@gmail.com Tesol: Teaching English to speakers of other languages Purpose: Studying and applying effective