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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 w[r]
(1)What is English?
History of the English Language
A short history of the origins and development of English
The history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD These tribes, the Angles, the Saxons and the Jutes, crossed the North Sea from what today is Denmark and
northern Germany At that time the inhabitants of Britain spoke a Celtic language But most of the Celtic speakers were pushed west and north by the invaders - mainly into what is now Wales, Scotland and Ireland The Angles came from Englaland and their language was called Englisc - from which the words England and English are derived
Germanic invaders entered Britain on the east and south coasts in the 5th century Old English (450-1100 AD)
The invading Germanic tribes spoke similar languages, which in Britain developed into what we now call Old English Old English did not sound or look like English today Native English speakers now would have great difficulty understanding Old English
Nevertheless, about half of the most commonly used words in Modern English have Old
English roots The words be,strong and water, for example, derive from Old English Old English was spoken until around 1100 Middle English (1100-1500)
In 1066 William the Conqueror, the Duke of Normandy (part of modern France), invaded and conquered England The new conquerors (called the Normans) brought with them a kind of French, which became the language of the
(2)Royal Court, and the ruling and business classes For a period there was a kind of linguistic class division, where the lower classes spoke English and the upper classes spoke French In the 14th century English became dominant in Britain again, but with many French words added This language is called Middle English It was the language of the great poet Chaucer (c1340-1400), but it would still be difficult for native English speakers to
understand today Modern English
Early Modern English (1500-1800)
Towards the end of Middle English, a sudden and distinct change in pronunciation (the Great Vowel Shift) started, with vowels being
pronounced shorter and shorter From the 16th century the British had contact with many peoples from around the world This, and the Renaissance of Classical learning, meant that many new words and phrases entered the
language The invention of printing also meant that there was now a common language in print Books became cheaper and more people
learned to read Printing also brought standardization to English Spelling and grammar became fixed, and the dialect of London, where most publishing houses were, became the standard In 1604 the first English dictionary was published Late Modern English (1800-Present)
The main difference between Early Modern English and Late Modern English is vocabulary Late Modern English has many more words, arising from two principal factors: firstly, the Industrial Revolution and technology created a need for new words; secondly, the British Empire at its height covered one quarter of the earth's surface, and the English language adopted foreign words from many countries Varieties of English
From around 1600, the English colonization of North America resulted in the creation of a distinct American variety of English Some English pronunciations and words "froze" when they reached America In some ways, American English is more like the English of Shakespeare than modern British English is Some
expressions that the British call "Americanisms" are in fact original British
expressions that were preserved in the colonies while lost for a time in Britain (for example trash for rubbish, loan as a verb instead of lend, and fall for autumn; another example, frame-up, was re-imported into Britain through Hollywood gangster movies) Spanish also had an influence on American English (and subsequently British English), with words
like canyon, ranch, stampede and vigilante being examples of Spanish words that entered English through the settlement of the American West French words
(through Louisiana) and West African words (through the slave trade) also influenced American English (and so, to an extent, British English)
(3)Today, American English is particularly influential, due to the USA's dominance of cinema, television, popular music, trade and technology (including the Internet) But there are many other varieties of English around the world, including for example Australian English, New Zealand English, Canadian English, South African English, Indian English and Caribbean English
The Germanic Family of Languages
English is a member of the Germanic family of languages Germanic is a branch of the Indo-European language family
A brief chronology of English
BC 55Roman invasion of Britain by Julius Caesar Local inhabitants speak Celtish BC 43Roman invasion and occupation Beginning of Roman
rule of Britain
436Roman withdrawal from Britain complete
449Settlement of Britain by Germanic invaders begins
450-480Earliest known Old English inscriptions Old English 1066William the Conqueror, Duke of Normandy, invades
and conquers England
c1150Earliest surviving manuscripts in Middle English Middle English 1348English replaces Latin as the language of instruction
in most schools
1362English replaces French as the language of law English is used in Parliament for the first time c1388Chaucer starts writing The Canterbury Tales c1400The Great Vowel Shift begins
1476William Caxton establishes the first English printing
press Early ModernEnglish
1564Shakespeare is born
1604Table Alphabeticall, the first English dictionary, is published
(4)1616Shakespeare dies
1623Shakespeare's First Folio is published
1702The first daily English-language newspaper, The Daily Courant, is published in London.
1755Samuel Johnson publishes his English dictionary 1776Thomas Jefferson writes the American Declaration of
Independence
1782Britain abandons its American colonies
1828Webster publishes his American English dictionary Late Modern English 1922The British Broadcasting Corporation is founded
1928The Oxford English Dictionary is published Teaching Large Classes
Most teachers agree that teaching a small group of students is easier, more
enjoyable, and less time consuming than teaching a large group Unfortunately, due to budgets, space, or lack of teachers, many ESL schools only offer large classes In some schools, large classes may consist of up to 50 or more students While your class may look more like a University lecture hall, your job is not to lecture Just like teaching a small class, you must come up with engaging activities that keep all of your students interested and participating with the goal of improving their
communication skills While there are numerous challenges when it comes to teaching large classes, there are many coping skills and activities that you can use to make your job easier
Advantages of Teaching Large Classes
High Energy: Classes with many students may be noisy, but they are also fun
and exciting
Timing: Classes go by quickly in a large class, and you will rarely catch
yourself looking at the clock You will regularly find yourself with extra activities that you did not complete that you can save and use in your next class
Participation: There is always someone who is willing to answer questions
even if they are just guessing Make sure to take answers from a variety of students
Fillers: Teachers have less need for fillers since core activities and lessons
take longer to complete
Challenges of Teaching Large Classes
Intimacy: Remembering student's names can take a while Teachers may feel
that they not get to know their students as well as they would like to
Anxiety: Some teachers feel anxious being so outnumbered by the students
(5) Student needs: Meeting individual needs can be difficult or impossible when
class size is very large
Marking: Grading assignments and tests can be very time consuming, and
your pay will generally be the same for a smaller class
Distractions: There are more distractions for teachers in large classes, such as
latecomers and people chatting while you are teaching
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
Space: There is limited space in a classroom for energetic activities such as
role-playing
Textbooks and resources: There may not be enough textbooks or computers
available for all students
Strategies for Coping with Large Classes
Use a teacher's notebook: Attach a small notebook and pen to your belt
loop 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 throughout a semester Teams can win points for certain accomplishments (If noise and behaviour 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
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
Manage the noise: Establish a signal that you want your class to stop what
(6)students become accustomed to it right away Be careful not to use gestures or sounds that would offend anyone
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 for a long time when another teacher only has a few copies to make
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 warm-up, not yours
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 e-mail 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
Activities to use in Large Classes
Small group discussions: Use topics related to a theme, or ask students to
submit topic suggestions
Who Am I?: Tape the name of a famous person to the back of each student
Students go around the room asking questions and trying to identify
themselves Once they guess who they are they can place their nametag on the front and continue helping other students identify themselves
Team spelling contests: Each student who gets the spelling correct gets a
point for their team
Balderdash: Large class can be split into teams Teacher calls out a word and
students have to write down the part of speech and definition Each student to get both correct gets a point for her team
Write the question: Large class can be split into teams The teacher calls out
an answer and the students have to write the question (ex "Lynn") Each student to write the correct question gets a point (ex answer: What's your middle name?")
Questionnaires: Students circulate around the room asking each other
questions Students can create their own questions on a given topic or theme, or you can provide the questionnaire handout Follow up by asking each student to report the most interesting answer they received
Categories: The teacher calls out a category, such as fruit, and each student
(7)seconds, he or she has to choose a new category and sit out the rest of the game The last person to get out wins
Teaching Small Classes
Most teachers would agree that teaching a small class comes with many benefits Teachers can offer one-on-one assistance at times and are more likely to meet the individual needs of their students Some teachers, however, find it quite challenging to keep their students interested and excited about learning in a small class
Depending on the location you are teaching in, small classes range from about three to seven students In countries where large classes are the norm, classes of twenty may still be considered small There are numerous coping strategies and activities that teachers can use to deal with the challenges of timing and student engagement Advantages of Teaching Small Classes
Comfort: Teachers and students often feel more comfortable when the class
size is smaller Students generally feel more comfortable voicing their questions and opinions
Students' needs met: Teachers can design customized lessons to meet the
needs and interests of all of the class members
Student centred: Teaching is student centred and often more communicative
than is possible in large classes Students also have more opportunity to speak
Space: Students have plenty of space to move around in the classroom
Teachers can also arrange excursions (or suggest spontaneous ones) outside of the classroom where students can be exposed to real world English
Attendance: Class attendance is usually high because students know they
will be missed if they are absent They also feel like they belong to the group
Tasks Completed: Assignments and homework are more likely to be
completed because the teacher is more likely to check
Preparation time: Less preparation time is required for photocopying There
are generally enough textbooks to go around so photocopying is limited to extra activities
Detailed Feedback: Teachers have time to provide detailed feedback when
marking assignments and tests, so students get a better sense of how they are improving and where they need to work harder Teachers also have more time to answer questions before, during, and after class
Challenges of Teaching Small Classes
Timing: Activities finish quickly, so teachers may need to prepare more
lessons and games
Distractions: Pairs can get distracted easily since they can hear what each
other are saying
Attendance: If a few students miss a class, planned lessons can
occasionally flop For example, you may plan a lesson that requires pair work, and then find that only three of your six students come to class
Fillers: Teachers must always have plenty of fillers on hand for times when
(8) Boredom: Students may become bored working with the same pairs or
groupings all of the time There may also be less energy in the room in a small class
Anxiety: While you will likely feel more comfortable teaching in a small
class, shy students who are used to blending into a large class may be
uncomfortable participating You will have to take special measures to help them gain confidence
Activities not always suitable: Some activities in textbooks, such as debates
or role-playing, may not be possible if a class is very small You will have to spend some preparation time adapting textbook activities
Strategies for Coping with Small Classes
Fillers: Always have plenty of fillers (such as puzzles and games) ready in
case activities finish quickly Keep a list of games or warm ups on hand to use when energy gets low Some may need to be adapted slightly if the class is very small
Review often: Take the time to make sure that your students understand the
lessons and material
Encourage confidence: Help shy students to feel more comfortable by trying
not to put them on the spot Let them get comfortable with you and their classmates before you start calling on them to speak up more Remember to praise them often and save criticism for private interviews
Change the dynamics: Invite students from other classes in once in a while
Prearrange pair group and getting to know you activities with other teachers who have small classes If you have high level students pair them with lower level students and give them the opportunity to teach
Ask for feedback: Take time to find out whether or not students are happy
with the class Ask for suggestions regarding activities they want to or skills they would like to improve Put a question box or envelope out so that students can remain anonymous if they want to
Activities to use in Small Classes
Use English newspapers: Ask students to bring in a daily paper Assign one
story to each student to read and present See the Guide for Teachers on how to use English Club's Monthly News Digest in the classroom
Use music in the classroom: Have students listen to English songs Use cloze
exercises and teach vocabulary and idioms
Storytelling: Have students tell stories from their own cultures or childhoods.
It is fun to take students to a new location to this, such as a park or a coffee shop
Chain writing: Each student writes one sentence on a piece of paper and then
passes it on until each story is complete
Role-playing: Give students lots of opportunity to use the language they are
learning in mock-style everyday settings
Board games: Small groups are great for playing board games such as Word
(9)Make sure that they speak in English rather than speaking with gestures or in their own native language
Online lessons: Besides our own Learning Center, English Club offers many
links to other online sites Small classes can make use of computer labs easily If your class does not have a computer lab, take students to the local library regularly to introduce them to the online learning sites
Films: There are numerous lessons online for incorporating film into your
class lessons This can be done at all levels with great success, especially in a small class Stop the film often in order to check comprehension and keep students focused
Class Excursions: Take advantage of the class size, by getting out of the
school as often as possible Exposing your students to real English outside of the classroom is one of the most important things you can if they are
visiting from foreign countries
Guest speakers: Invite people into your classroom to speak or participate in a
lesson This can be other students who have a special interest or
understanding about a topic you are working with, or other people from the community who would be willing to come into your class Your students will appreciate a new face from time to time in a class that has limited numbers Using Music in the ESL Classroom
Music is the universal language of mankind Henry Wadsworth Longfellow
When students make a major breakthrough in learning, it is music to a teacher's ears There is nothing more rewarding for a teacher, than seeing their students smile and laugh while they learn The same can be said for students Students who are taught in a fun and creative way, love coming to class Using music in the
classroom is a great way for teachers to achieve success with L2 learners Oliver Wendall Holmes suggests taking a musical bath once a week, saying that music is "to the soul what water is to the body."
Benefits of using Music
Have you ever heard of anyone who doesn't like music? Some people may not like art, dancing, reading, or movies, but almost everyone likes one kind of music or another Most people like many different kinds of music Studies have shown that music
improves concentration improves memory
brings a sense of community to a group motivates learning
relaxes people who are overwhelmed or stressed makes learning fun
(10)"Music stabilizes mental, physical and emotional rhythms to attain a state of deep concentration and focus in which large amounts of content information can be processed and learned." Chris Brewer, Music and Learning
Techniques for Using Music with L2 Learners
There are a variety of different ways to use music in the classroom Some teachers prefer to use background music and others use music lyrics as the basis of a lesson Music can be used to:
introduce a new theme or topic (Christmas/colours/feelings)
break the ice in a class where students don't know each other or are having difficulty communicating
change the mood (liven things up or calm things down) teach and build vocabulary and idioms
review material (background music improves memory) teach pronunciation and intonation
teach songs and rhymes about difficult grammar and spelling rules that need to be memorized ("i before e", irregular verbs, phrasal verbs)
teach reading comprehension inspire a class discussion
teach listening for details and gist
"Music is the universal language of mankind." Henry Wadsworth Longfellow Suggested Activities
Many teachers try using music once in the class, but forget to it again It might take a few times before you and your class get used to hearing music while
learning If you can commit to using music once a week, you may soon see the benefits, and realize that you want to it more often and in a variety of ways Here are 10 activities for you to try:
1 Use background music such as classical, Celtic music or natural sounds to inspire creativity
2 Teach your national anthem
3 Teach a song that uses slang expressions ("I heard it through the Grape Vine") Teach a song that uses a new tense you have introduced
5 Add variety to your reading comprehension lesson Students can read lyrics and search for main idea, theme, details
6 Teach Christmas vocabulary through traditional carols Write or choose a classroom theme song
8 Create (or use already prepared lessons) cloze exercises using popular song lyrics
9 Create variations to familiar songs by making them personal for your class members or your lesson
10 Have "lyp sync" contests Allow students to choose their own songs A little competition goes a long way in the classroom Have groups explain the lyrics of their song before or after they perform
(11)Using music with ESL kids has all of the same benefits mentioned above and more Children are natural music lovers You don't have to convince them that it will help them learn If you feel uncomfortable singing in front of the class to teach a song, use a tape or CD player (Don't expect your students to sing if you don't
Remember, that they don't care about the quality of your singing voice, just like you don't care about theirs.) Here are some suggested activities to use with kids (If you are not familiar with any of the songs mentioned, simply put the titles into an online search):
Transition songs: Teach simple songs that indicate transitions from one
activity to another, such as "clean up" songs and "hello/goodbye" songs
Energy boosters: Teach simple action songs that require kids to stand up and
move around Think of traditional birthday games that use songs, such as pass the parcel (use a classroom mascot or other favourite item instead of a gift) or musical chairs
Animal songs: Children love learning about animals! Teach animals and
animal sounds using repetitive songs like "Old McDonald had a Farm" and "There was an Old Lady who swallowed a fly."
Multi-culturalism: Teach about multi-cultural instruments and learn how
to create them in class
Remembering Names: Help students remember names of their classmates
(this helps teachers too) with songs like "Willoughby Wallaby Woo."
Alphabet songs: Use lots of different alphabet songs (not just the traditional
ABC) to help kids remember them in English Chicka Chicka Boom Boom by Bill Martin Jr and John Archambault is a catchy children's book and song
Colours: Teach the colours with various colour songs and rhythms, such as
Louis Armstrong's "What a Wonderful World" or Kermit the Frog's "It aint easy being green."
Rewards: Reward hard working kids with "Music Time" Let them make
requests for background music that they can listen to while they work on their written exercises
Student teachers: Encourage the kids to teach each other songs from their
own language Turn this into an English lesson by having students translate the meaning
"Musical nourishment which is rich in vitamins is essential for children." Zolton Kodaly
Tips for Using Music Effectively
When teaching students a song, it is a good idea to introduce an instrumental
version first (If an instrumental version is not available, play the song softly in the background while they are working on something or hum the melody before introducing the lyrics) If students become familiar with the sound of the music first, they will be more likely to understand the words
Make a vocabulary list ahead of time Go over the words once before you
(12) Expose students to a certain song many days in a row Within a few days,
students will not be able to get the song out of their head!
Choose interactive songs whenever possible Adding actions enhances
language acquisition and memory
Have soft or upbeat music playing before class to encourage a positive
atmosphere Turning the music off is a great way to signal to a large class that it is time to begin
Online Materials and Resources
These online music resources offer numerous ideas and tips for using music in the classroom
Teacher Taboos
As a teacher of ESL there is a fine balance between being yourself and showing respect If your students are learning English in your country, you want to share as much as you can about your own customs and lifestyle, while giving each of your students the opportunity and freedom to share theirs If you are teaching English in a foreign country, you should take active steps to learn as much about the culture and customs of its people This includes finding out about the taboo topics and actions that could embarrass, confuse or upset a student
Remember, that what is considered appropriate conduct or conversational material in your country may be considered rude, insulting or even bad luck in another You may also find that younger generations are more accepting of and accustomed to American or European topics and gestures, while older students still consider some things taboo
Talking about taboos in general can also be tricky! We want to make sure not to promote generalizations or stereotypes that could upset or insult anyone Before you travel to a foreign country, take the time to some research, by talking to other English teachers who are working there The EnglishClub.com Teacher Forums are a great place to start
Here are some general topics to avoid as an ESL teacher in a multicultural class:
Religious beliefs Political beliefs Sexuality
Poverty
Historical Conflict
Here are some general actions and gestures to avoid as an ESL teacher in a multicultural class:
Swearing
Touching students
Eating or chewing gum in class Embarrassing students
Pointing
(13)Country Topics and behaviour to avoid Helpful notes for travelling teachers
China Students may not maintain
steady eye contact with you when you are talking to them Try to be respectful of the culture by not
holding eye contact with a single student for too long
Punctuality is important in
China Make sure to begin and end your classes on time, even if there are students looking for help with homework
Try to avoid putting your
hand near your mouth or biting your fingernails This is considered rude
Never wave someone over
with your finger Wave them over with a hand and fingers pointed down This is also the way to hail a taxi
If your students give you
gifts, know that it is
customary not to open it in front of them
The student/teacher
relationship is generally formal in nature
You may think that your
Chinese students are unhappy or disliking your class because they don't smile as much as other students However,
Chinese students often repress their emotions because this is part of their culture
Be careful not to mix up the
history or culture of Asian countries or assume that things are the same in all of them
France Avoid discussions of jobs,
and financial success or wealth This is often considered the greatest taboo in France
Avoid talking about
immigration
In France it is considered
taboo for foreigners to introduce the topic of the
Maintaining eye contact is not
(14)European Union as a political and/or economic power
The American sign for OK
(making a circle with finger and thumb), which teachers often use to show that a student has done something correctly or perfectly means "nothing" in France
Students will cover their mouth
with their hands to gesture that they have made a mistake
Germany It is considered very rude to
be even a few minutes late
Never chew gum in public
or in class
The American sign for OK
(making a circle with finger and thumb), which teachers often use to show that a student has done something correctly or perfectly refers to female private body parts in Germany
Avoid discussing how much
money people earn
If you are dining out with
others, it is considered rude to start your meal before
everyone has received theirs
It is considered bad luck to
wish a German person a Happy Birthday before the actual date
India Avoid discussing the
relationship of India with Pakistan
Avoid discussing religious
beliefs
Avoid discussing poverty It is rude to point directly at
someone
Standing with your hands
on your hips is seen as a sign of aggression
Never touch people with
your shoes or feet, and apologize immediately if it happens accidentally
Avoid discussing the
marriage tradition of
For any teachers who may be
(15)dowries
Italy It is considered rude to
chew gum in public and to eat as you walk
In Italy, placing your hand
on your stomach (which is a sign of hunger in many countries) means that you dislike someone
When first being introduced to
a group of people you should take the time to shake
everyone's hand rather than just offering a communal wave
It is quite normal for Italians to
stand close to one another You may also get bumped or
pushed in line-ups or public places
Japan Teachers should not touch
their students (e.g hand on shoulder, high five)
Take steps not to say or
something that would cause a single student to feel
embarrassed Japanese people are more likely to feel ashamed and insulted rather than innocently embarrassed
The American sign for OK,
which teachers often use to show that a student has done something correctly or perfectly means "money" in Japan
Be discrete about blowing
your nose in the classroom
Avoid discussing World
War II
Be careful not to mix up the
history or culture of Asian countries or assume that things are the same in all of them
Korea Avoid discussing politics Avoid discussing personal
family matters
Avoid discussing the
relationship between North and South Korea
Provide criticism in private Avoid pointing or
If you are very animated when
you talk, you may want to try to tone your hand movements down
Many people wear surgical
masks in public if they have a cold to avoid spreading germs
(16)beckoning someone with your finger
Be discrete about blowing
your nose
history or culture of Asian countries or assume that things are the same in all of them Mexico Avoid discussing pollution
Avoid discussing illegal
immigration
Avoid discussing religion Don't make comparisons
between Mexico and the U.S
Avoid discussing sexuality It is considered very rude to
take the Lord's name in vain in Mexico If you are the type of person to use a form of the phrase, "Oh my
God," in your everyday conversation, you may want to practise eliminating it from your vocabulary
It is considered rude for
men to keep their hands in their pocket
It is helpful to be aware of the
taboo in Mexico for young people to live alone or with a girlfriend/boyfriend before getting married
Mexican people tend to stand
very close to one another when engaged in a conversation It is considered rude to move
further away
Mexican people often make the
sound "pst pst" to get
someone's attention This is not considered rude behaviour
Place the money for payment
directly into a person's hand rather than on the counter
Taiwan Avoid talking about politics
and the relationship between Taiwan and Mainland China
Western men should not
extend their hands to Taiwanese women in a greeting A nod of the head is appropriate
Taiwanese people
appreciate plenty of personal space
Save criticism for private
occasions before or after class
Never purposely embarrass
your students
It is common for Taiwanese
people to expect each other to read between the lines You will rarely hear an actual "no" for an answer
Be careful not to mix up the
(17)Thailand It is considered rude to look
directly at someone for more than a few seconds
Don't point your foot at
someone (especially their head!)
Don't pat students on the
head (in Thai culture this is where the spirits live)
If teaching children, don't
crouch down beside them with your head lower than theirs
Don't discuss or criticize the
monarchy
Avoid talking about
national security
Be careful not to mix up the
history or culture of Asian countries or assume that things are the same in all of them
Teachers are expected to dress
conservatively This usually involves wearing a necktie
Monthly News Digest | This Week in History Using English Club for Teaching in the ESL Classroom
A handy guide for the hard-pressed teacher
One of the most challenging parts of teaching English as a Second Language is lesson planning While some schools have a set curriculum for teachers to follow, most require teachers to bring in extra work for students Some teachers have textbooks to use for their core courses, but still need to come up with ideas for warm ups, quizzes, and time fillers The majority of ESL teachers have very few resources and are constantly having to reinvent their material to keep students interested
Whether you are a private tutor who teaches English in your home, or a college professor who teaches English in a large classroom, English Club can save you time There is so much to see and on this website that you may miss some resources that fit in wonderfully with your own curriculum The following pages are filled with ideas and links to help save you time while planning interesting, fun, and worthwhile activities and lessons for your students Depending on what your classroom resources are you may have to adapt some ideas and activities You can print out pages that you need, have students part of their assignments on a home or library computer, or set your entire class up in a computer lab
(18) Warm Ups and Time Fillers Theme-based Lessons
Skill-based Lessons
Using the Monthly News Digest Using This Week in History Other teaching resources:
Here are some great teaching Tips and Suggestions
Here is a quick and easy way to create Worksheets for your class
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Our curriculum for both General and Intensive Courses is based on the Common European Framework of Reference for Languages, and focuses very much on student-centred learning Our teachers use methodologies such as CLT
(Communicative Language Teaching), TBL (Task-Based Learning), and CLL (Cooperative Language Learning) which aim to develop our students'
communicative skills and deepen their understanding of the English language The Common European Framework of Reference for Languages describes six levels of language ability, from A1 up to C2 Students are accepted to ATC at all levels, from Beginner (level A0) and Elementary (level A1) up to Advanced (level C1) and Proficiency (level C2)
Testing
On arrival students are given a placement test which includes a written and oral needs analysis They are then placed in a class appropriate to their ability and needs
Class Placement
Each lesson is one full hour (60 minutes) Classes are available at all levels year round ATC classes hold a maximum of 14 students, but you can expect an average of to 12 students in class at most times of the year There are usually between 12 and 16 nationalities in the school at any one time, so you can expect a truly
(19)more than one teacher, two per morning allowing them the benefit of more than one voice and teaching style and having a team of teachers liaise on their learning paths A variety of classroom layouts suits different learning styles
Progress
Progress tests are done in class on a regular basis and in negotiation with teachers and the Director of Studies ATC aims to see students improving at a rate of one level per 80-120 hours, although learners may differ in this; it may take one student weeks, another weeks to improve We use the CEF to help teachers and students to navigate their progress, and we can recommend extra work to be done in the self-access study centre to promote it
Certification
All students receive a certificate of attendance on completion of the course, which includes a short didactic report signed by two teachers All ATC reports include the number of hours studied, which may be used for educational credits on return to education establishments at home
General English (20 hours per week, 60 minutes per lesson)
Monday to Friday (09:00-13:30 including a break 11:00-11:30)
The General English course syllabus is based on a 12 week cycle, during which time student’s progress through a set course book at the relevant level with the guidance of a highly qualified teacher
For more information
Intensive English (26 hours per week, 60 minutes per lesson)
Tuesday and Thursday (14:15-17:15)
The Intensive English syllabus course syllabus is based on the need for practice in fluency and accuracy in spoken English
Includes the General English programme with an additional hours a week taken over two afternoons with a focus on discourse structures on conversation
English Club Warm-up Games and Activities 20 Questions
One person thinks of an object (person, place, or thing) Everyone takes turns
asking yes/no questions until someone can guess correctly (or until 20 questions are asked) The difficult part is that you cannot ask "wh" questions!
Example: PINEAPPLE Does it talk? No Does it make life easier? No Do you eat it? Yes Is it something you would eat for dinner? No Etc
If someone makes a mistake in forming the question, other club members can help turn it into a proper question
Can't Say Yes or No
In this game everyone is given a certain number of coins or squares of paper (about 10) Everyone moves around the room starting conversations and asking each other questions The only rule is that you cannot say the words YES or NO If you
accidentally say one of these words, you have to give a coin or square to the person who you said it to Try to trick each other by asking questions that you would
(20)Sometimes asking two quick questions in a row works well (Especially tag questions: Are you new here? This is your first time in America, isn't it?) This game is a great way to practise using small talk and to add variety to your vocabulary It also makes everyone laugh
Fact or Fiction
In this game, one person tells a short story about themselves or someone they know or heard about Usually it is something funny or crazy It can be a true story, or something made up
Example: Josh tells a story about his Uncle Leo who sleeps in the nude One day Uncle Leo was sleepwalking and he went outside and took his dog for a walk The next door neighbour was coming home late from work and saw him! She called the police and he got arrested for being naked in public
Everyone around the room has to say whether they think Josh's story is fact (true) or fiction (made up) Josh reveals the truth when everyone has guessed Members can take turns telling a story
Chain Fairytale
This is a fun writing warm-up Everyone has a piece of paper and writes the first sentence or two to start a fairytale (not one that already exists)
Example: Once upon a time there was a frog that had no legs He wanted to get married, but there were no female legless frogs in the land
After one minute the leader will say "SWITCH" At this time the writers have to put down their pens and pass the papers They cannot finish their sentences Then, the next writers will continue the story After about ten minutes you will have as many silly stories to read as you have club members The leader should warn the writers that they will soon have to wrap-up the story during the last two minutes so that each story has a conclusion Read all of the stories out loud for a good laugh You can extend this activity by trying to edit each other's writing and spelling errors
Draw the Picture
In this activity members split up into pairs or small groups One person looks at a scene from a magazine or book (the leader should cut out enough pictures, or bring in enough magazines for the club) The other person has a pencil and a blank piece of paper The person with the picture will try to describe everything he sees to the drawer This is good practice for using prepositions of place When the describer is finished, compare the drawings to the real thing! Whose is the closest to the
original? Categories
For this game, one person thinks of a category, such as MOVIES In a circle, everyone must take a turn thinking of a Movie title (in English of course) If
someone takes too long to give an answer (the leader should count to five) then that person is out and a new category begins If someone gives an answer that doesn't make sense or is incorrect, he is also out of the game For example, if the category is VEGETABLES and someone says "banana" that person is out The game
(21)Who am I?
In this game, the leader prepares cards with famous people's names on them The leader tapes one card on the back of each member Then everyone pretends they are at a party and asks each other questions to find out their own identities When
someone guesses their own name correctly, the name-tag gets taped to their front and they continue to chat with the party guests until everyone is wearing the nametag on the front
Jeopardy
In this game, which is based on the famous gameshow Jeopardy, everyone writes down ten answers to questions about themselves After writing down the answers, people have to form pairs or small groups and try to find out what the questions are Example: (answer = purple) "What is your favorite colour?" "Blue." "What colour you hate?" "Green." "What colour is your underwear?" "Purple!" You can stop at three guesses if you want, or keep going until someone in the club can guess the question
Hot Seat
In this game, the club is split up into two teams One member from each team sits facing the group The leader holds up a word (or writes it on the board if you are in a classroom) for all of the team members to see except for the two players in the hot seats The teams must try to get the person in the hot seat to guess the word or
phrase The first person to guess correctly gets to stand up and a new member from their team takes the hot seat The person on the other team has to remain in the hot seat until she gets an answer first You can keep score or just play for fun This game can also be played in pairs One pair member closes their eyes while the
leader shows the word to the other pair members The first pair to get the word right gets a point Warning! This is a loud game because people tend to get excited and yell!
Broken Telephone
This is a listening and pronunciation activity that always gets people laughing The leader first must think of a sentence or phrase and whisper it to the person beside her That person will then whisper what she heard to the next person Each person can only say, "Can you please repeat that?" one time When the message reaches the end of the chain that person must speak out loud Oftentimes the message will be completely different when it reaches the end Try to find out where the chain broke! In a big group you can send the message two ways and find out which team comes closest to the real message (A famous example is the army message that started as "Send reinforcements, we're going to advance" and ended as "Send three and fourpence, we're going to a dance.")
abandons games or warm ups Guide for Teachers Monthly News Digest Word Up C Learning Center, E create online music resources EnglishClub.com Teacher Forums Monthly News Digest This Week in History Warm Ups and Time Fillers Theme-based Lessons Skill-based Lessons Tips Suggestions. Worksheets For more information ESL games and activities.