(3038,1,'2020-11-24 20:57:38','2020-11-25 01:57:38','<h1>WHAT YOU NEED TO BE A GOOD ENGLISH TEACHER</h1>\n<div class=\"page\" title=\"Page 2\">\n<div class=\"layoutArea\">\n<div class=\"column\">\n<div class=\"layoutArea\">\n<div class=\"column\">\n\nEnglish teachers have an important job. They teach students how to read and write well, how to understand what they read, how to learn from their peers, and how to have productive and challenging conversations. Being a successful English teacher can be difficult, but there are steps you can take to improve, so that both you and your students get more out of your time in the classroom.\n\n<strong>Part 1</strong>\n<h1>Developing Lesson Plans</h1>\n<div class=\"step_num\"><b class=\"whb\">1- Choose material that will interest your students.</b> While classics like <i>Moby Dick</i> are incredibly important historically and have a lot of literary value, they can be too long, boring, and seemingly irrelevant to hold your students\' interest for long. Instead, assign shorter or more contemporary works, or works that you know your students will enjoy.</div>\n<div class=\"step\">\n\n&nbsp;\n<ul>\n 	<li>Look for literary or academic merit in unlikely places: even a zombie apocalypse novel like Colson Whitehead\'s <i>Zone One</i> deals with challenging and important topics that perfectly complement a classic like Hemingway\'s <i>In Our Time</i> while still remaining relevant to modern audiences.</li>\n</ul>\n<strong>2</strong>- <b class=\"whb\">Assign reasonable amounts of homework.</b> While it may seem nice to have your students read a lengthy novel in a week, this can be an unreasonable expectation. Your students won\'t be able to finish the reading and will skim it, read a summary instead, or not read it at all. Encourage your students to complete their homework and get the most out of their education by assigning smaller amounts of homework that directly relate to the class work.\n<ul>\n 	<li>Your focus should be on creating an in-class environment where you can monitor your student\'s work and progress. If you choose to give homework, it should be brief and relate directly to your in-class assignments and discussions.</li>\n 	<li>Short stories are excellent ways pieces to assign as critical reading. Just because there\'s less to read doesn\'t mean your students can\'t learn key concepts. Find short stories that illustrate what you\'re discussing in class and use them to keep your students engaged.</li>\n</ul>\n<b class=\"whb\">3- Give homework assignments that help students understand the material.</b> Ask students to write a short response to a reading assignment, including an interpretation of or questions about the reading. These assignments should challenge students to think critically and consider important questions, or make connections between class topics.\n<ul>\n 	<li>Don\'t assign busywork. Some assignments like vocabulary sentences and definition work are helpful. However, sending home a reading that isn\'t related to class work just to make sure your students have English homework is stressful and unnecessary. Focus on the quality of the homework you assign rather than the quantity.</li>\n</ul>\n<strong>4</strong>- <b class=\"whb\">Focus on the big-picture understanding.</b> Focus on their general understanding of the topics you teach in addition to skills like vocabulary. Impress upon them the larger significance of what they\'re studying and how this can help them elsewhere in their lives. Teach them how to learn rather than simple facts. This will help them come away from your class with a more lasting understanding of and appreciation for the subject.\n\n<strong>5</strong>- <b class=\"whb\">Order your lessons to make them cohesive.</b> Rather than jumping from topic to topic at will, order your lessons chronologically or thematically. Tie different topics together in your discussions so that your students understand how each topic is related. Help them draw connections and encourage them to consider their ideas in different contexts. What does Whitman\'s relationship with nature have to do with Tennyson\'s, or Hemingway\'s? How are they the same or different, and why?\n<ul>\n 	<li>Ordering your lessons chronologically can make the progression from one topic to the next feel natural — it makes sense to study 18th century writers before 19th century ones. Also consider ordering topics thematically, so that you study the progression of a theme or idea across several texts.</li>\n</ul>\n<div class=\"altblock\">\n<div><strong>Part 2</strong></div>\n</div>\n<h1 class=\"in-block\"><span id=\"Leading-Discussions\" class=\"mw-headline\">Leading Discussions</span></h1>\n<strong>1-</strong> <b class=\"whb\">Know the material well.</b> If you\'ll be discussing a short story, reread it several times to make sure you pick up the smaller details that you might not have noticed the first time. Come up with an interpretation of the work, but remind yourself that yours is not the only possible interpretation. Make sure you\'ll be able to answer common questions students might have about the work.<sup id=\"_ref-4\" class=\"reference trusted\" aria-label=\"Link to Reference 4\"><a href=\"https://www.wikihow.com/Be-a-Good-English-Teacher#_note-4\">[4]</a></sup>\n<ul>\n 	<li>It\'s alright if you don\'t have answers to every question that comes up. Instead of trying to compensate, open the topic up to a discussion from the class so that they can become learning moments for everyone.</li>\n</ul>\n<strong>2-</strong> <b class=\"whb\">Bring in outside material.</b> While the main focus of the discussion should be based in the text itself, it can be helpful to bring in outside material like biographical information about the author, the backstory of the text, or famous or controversial interpretations. Do some research and bring in the most relevant or interesting information you find.\n\n</div>\n<strong>3-</strong> <b class=\"whb\">Know what you want to discuss.</b> Pick out a few key points of the text that you think your students will find most challenging or confusing. Have in mind the specific topics you\'ll want to cover, and come up with a few important points your students should take away from the discussion.\n<ul>\n 	<li>Keep in mind that your students will have questions and interests that you may not be able to anticipate. Your lesson plans should not be set in stone. Responding to what your students want to talk about will create a lively, engaging, productive discussion.</li>\n</ul>\n<strong>4</strong>- <b class=\"whb\">Ask interpretive questions.</b> You should guide your students to interpret the text rather than discuss factual aspects. Ask \"how\" and \"why\" questions rather than \"what\" or yes or no questions. For example, \"What did Ender do to Bonzo Madrid?\" is a very simple question, while \"Why did Ender do it?\" is much more challenging and complex, and \"How do you know?\" demands close reading and attention to the text.\n\n<strong>5-</strong> <b class=\"whb\">Ask specific questions.</b> It can be good to start with broad questions like \"What did you like about this story?\", but only if they are quickly followed by much more specific questions. Broad questions don\'t help students think critically about the text, and they encourage generalizations and assumptions rather than text-based arguments. In contrast, asking specific questions about specific aspects of the text will challenge your students to focus on things they may have missed, construct arguments based in the text, and contend with details that challenge their interpretations\n\n<strong>6-</strong> <b class=\"whb\">Encourage your students to respond to each other.</b> In a discussion, students shouldn\'t talk to you. Rather, they should direct their questions and comments to each other, and you should step in only to keep the discussion moving forward. They will learn best if they work together to build their own ideas and interpretations — they won\'t get much out of the conversation if you simply tell them what you think. Remember, you\'re helping them learn, and a large part of that is teaching them how best to learn.\n<ul>\n 	<li>Break your students up into small groups and have them discuss topics amongst themselves. Then, have each group talk about what they discussed with the whole class. Try having each group act as an authority on a certain area and lead the class in a discussion about that topic.</li>\n 	<li>If your students will listen to and respect each other, encourage them to jump into the discussion without raising their hands and waiting to be called on. This will create a more responsive, quickly-moving, and engaging conversation that can sustain itself without you. If your students talk over each other or if a few students monopolize the discussion, have the person who just spoke choose the next person to talk, or find another way to allocate speaking time without having to do it yourself.</li>\n</ul>\n<b class=\"whb\">7- Challenge your students\' ideas, and encourage them to do the same.</b> You shouldn\'t disagree with everything they say, but ask them to support their claims with textual evidence, and encourage other students to come up with different interpretations. Putting pressure on students\' ideas makes them think harder to come up with convincing arguments. It also helps them develop the skills to speak persuasively and debate with their peers.\n<ul>\n 	<li>Debates and arguments help a discussion become lively, engaging, and interesting. If these debates start to get personal, or if students might offend each other, think about turning the conversation back to the text. You should challenge students\' interpretations of the text, not the students themselves.</li>\n</ul>\n<div class=\"altblock\">\n<div><strong>Part 3</strong></div>\n</div>\n<h3 class=\"in-block\"><span id=\"Knowing-Your-Material\" class=\"mw-headline\">Knowing Your Material</span></h3>\n<strong>1-</strong> <b class=\"whb\">Read regularly.</b> Read many kinds of literature including books, magazines, newspapers and poetry.Reading is the best way to confront challenging topics, pick up vocabulary and writing techniques, and discover new material to bring to the classroom. Depending on the grade you teach, you should be familiar with the most important works in literary history. And you should always be able to give reading suggestions to your students.\n<ul>\n 	<li>As well as reading important literature, read for fun. Remember why you love reading, and encourage your students to do the same.</li>\n 	<li>Be aware of current trends in reading material, and try out the things you think your students might be reading. This will help you better understand their interests and relate to them outside the classroom, which will make you a more effective teacheroverall.</li>\n</ul>\n<strong>2-</strong> <b class=\"whb\">Expand your vocabulary.</b> Make a point of looking up new words that you come across in your reading. Study your favorite words and begin to amass a large vocabulary. Challenge yourself to think about words you don\'t know. Guess at their etymology, and use similar words to figure out their meaning. Don\'t be afraid to look up words that you\'re unsure about, and encourage your students to do the same.\n<ul>\n 	<li>At the same time, teach your students that the mark of a good writer isn\'t just whipping out two-dollar words and using them to sound sophisticated. Teach your students the difference between using a word to draw a historical comparison, or using an alliterative word, and using a word to impress someone with your learning. There are more and less useful ways of wielding words.</li>\n 	<li>Never talk down to your students for not knowing or understanding a word. Let them know, \"It\'s alright, that\'s a difficult word.\" Then, use a synonym, provide them with context clues, or help them look it up so that they become familiar with a more advanced vocabulary.</li>\n</ul>\n<strong>3-</strong> <b class=\"whb\">Practice your handwriting.</b> Students need to be able to read your handwriting so that they can understand notes you take on the whiteboard or feedback you give on an essay. Write letters or keep a journal to keep your handwriting alive and healthy, and always focus on readability rather than the speed of your writing.\n\n<strong>4-</strong> <b class=\"whb\">Develop your English language skills.</b> Make sure you have a firm grasp of spelling, punctuation, and grammar. You don\'t want to find yourself teaching your students mistaken or wrong information. Use reference books and the Internet as sources for grammar and punctuation rules, and don\'t be afraid to look up topics you\'re not sure about.\n\n</div>\n<div class=\"altblock\">\n<div><strong>Part 4</strong></div>\n</div>\n<h3 class=\"in-block\"><span id=\"Developing-Your-Skills-in-the-Classroom\" class=\"mw-headline\">Developing Your Skills in the Classroom</span></h3>\n1- <b class=\"whb\">Become comfortable speaking in front of your class.</b> Learn to be confident, to stand in front of your students and speak well. Practice reading aloud to get comfortable speaking loudly and clearly and to make sure you won\'t stumble when you do it in front of your class. Practice good public speaking skills so that you can perform well in the classroom.<sup id=\"_ref-8\" class=\"reference\" aria-label=\"Link to Reference 8\"></sup>\n\n2- <b class=\"whb\">Encourage your students.</b> Pay attention to your students and give their ideas your full consideration.<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"><a href=\"https://www.wikihow.com/Be-a-Good-English-Teacher#_note-9\">[9]</a> </sup>Work on building a rapport early on in the school year. Treat them as intelligent and worthy people, and respect them academically and otherwise. Try getting to know one thing each student is passionate about outside the classroom. Then, encourage them to pursue their interests and curiosities, and challenge them in and out of the classroom. When you give them attention and respect, you\'ll find that they perform well so as to be worthy of it.\n\n3- <b class=\"whb\">Be available outside of class.</b> Encourage your students to drop by at lunch or after school. This can make a huge difference for students who may be struggling or who want to pursue a discussion further. Being available for them encourages them to foster a genuine interest in the material, and it\'s a display of your respect and desire to help them learn\n\n4-\n<div class=\"column\">\n\n&nbsp;\n\n</div>\n</div>\n</div>\n</div>\n</div>','Unit 5','','inherit','closed','closed','','335-autosave-v1','','','2020-11-24 20:57:38','2020-11-25 01:57:38','',335,'https://tesoll.com/335-autosave-v1/',0,'revision','',0),(3040,1,'2020-11-24 20:42:37','2020-11-25 01:42:37','WHAT YOU NEED TO BE A GOOD ENGLISH TEACHER\r\n<div class=\"page\" title=\"Page 2\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\nEnglish teachers have an important job. They teach students how to read and write well, how to understand what they read, how to learn from their peers, and how to have productive and challenging conversations. Being a successful English teacher can be difficult, but there are steps you can take to improve, so that both you and your students get more out of your time in the classroom.\r\n<h1>Developing Lesson Plans</h1>\r\n<div class=\"step_num\"><b class=\"whb\">1- Choose material that will interest your students.</b> While classics like <i>Moby Dick</i> are incredibly important historically and have a lot of literary value, they can be too long, boring, and seemingly irrelevant to hold your students\' interest for long. Instead, assign shorter or more contemporary works, or works that you know your students will enjoy.</div>\r\n<div class=\"step\">\r\n\r\n&nbsp;\r\n<ul>\r\n 	<li>Look for literary or academic merit in unlikely places: even a zombie apocalypse novel like Colson Whitehead\'s <i>Zone One</i> deals with challenging and important topics that perfectly complement a classic like Hemingway\'s <i>In Our Time</i> while still remaining relevant to modern audiences.</li>\r\n</ul>\r\n<strong>2</strong>- <b class=\"whb\">Assign reasonable amounts of homework.</b> While it may seem nice to have your students read a lengthy novel in a week, this can be an unreasonable expectation. Your students won\'t be able to finish the reading and will skim it, read a summary instead, or not read it at all. Encourage your students to complete their homework and get the most out of their education by assigning smaller amounts of homework that directly relate to the class work.\r\n<ul>\r\n 	<li>Your focus should be on creating an in-class environment where you can monitor your student\'s work and progress. If you choose to give homework, it should be brief and relate directly to your in-class assignments and discussions.</li>\r\n 	<li>Short stories are excellent ways pieces to assign as critical reading. Just because there\'s less to read doesn\'t mean your students can\'t learn key concepts. Find short stories that illustrate what you\'re discussing in class and use them to keep your students engaged.</li>\r\n</ul>\r\n<b class=\"whb\">3- Give homework assignments that help students understand the material.</b> Ask students to write a short response to a reading assignment, including an interpretation of or questions about the reading. These assignments should challenge students to think critically and consider important questions, or make connections between class topics.<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup>\r\n<ul>\r\n 	<li>Don\'t assign busywork. Some assignments like vocabulary sentences and definition work are helpful. However, sending home a reading that isn\'t related to class work just to make sure your students have English homework is stressful and unnecessary. Focus on the quality of the homework you assign rather than the quantity.</li>\r\n</ul>\r\n<strong>4</strong>- <b class=\"whb\">Focus on the big-picture understanding.</b> Focus on their general understanding of the topics you teach in addition to skills like vocabulary. Impress upon them the larger significance of what they\'re studying and how this can help them elsewhere in their lives. Teach them how to learn rather than simple facts. This will help them come away from your class with a more lasting understanding of and appreciation for the subject.\r\n\r\n<strong>5</strong>- <b class=\"whb\">Order your lessons to make them cohesive.</b> Rather than jumping from topic to topic at will, order your lessons chronologically or thematically. Tie different topics together in your discussions so that your students understand how each topic is related. Help them draw connections and encourage them to consider their ideas in different contexts. What does Whitman\'s relationship with nature have to do with Tennyson\'s, or Hemingway\'s? How are they the same or different, and why?\r\n<ul>\r\n 	<li>Ordering your lessons chronologically can make the progression from one topic to the next feel natural — it makes sense to study 18th century writers before 19th century ones. Also consider ordering topics thematically, so that you study the progression of a theme or idea across several texts.</li>\r\n</ul>\r\n&nbsp;\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 5','','inherit','closed','closed','','335-revision-v1','','','2020-11-24 20:42:37','2020-11-25 01:42:37','',335,'https://tesoll.com/335-revision-v1/',0,'revision','',0),(3041,1,'2020-11-24 20:55:34','2020-11-25 01:55:34','<h1>WHAT YOU NEED TO BE A GOOD ENGLISH TEACHER</h1>\r\n<div class=\"page\" title=\"Page 2\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\nEnglish teachers have an important job. They teach students how to read and write well, how to understand what they read, how to learn from their peers, and how to have productive and challenging conversations. Being a successful English teacher can be difficult, but there are steps you can take to improve, so that both you and your students get more out of your time in the classroom.\r\n\r\n<strong>Part 1</strong>\r\n<h1>Developing Lesson Plans</h1>\r\n<div class=\"step_num\"><b class=\"whb\">1- Choose material that will interest your students.</b> While classics like <i>Moby Dick</i> are incredibly important historically and have a lot of literary value, they can be too long, boring, and seemingly irrelevant to hold your students\' interest for long. Instead, assign shorter or more contemporary works, or works that you know your students will enjoy.</div>\r\n<div class=\"step\">\r\n\r\n&nbsp;\r\n<ul>\r\n 	<li>Look for literary or academic merit in unlikely places: even a zombie apocalypse novel like Colson Whitehead\'s <i>Zone One</i> deals with challenging and important topics that perfectly complement a classic like Hemingway\'s <i>In Our Time</i> while still remaining relevant to modern audiences.</li>\r\n</ul>\r\n<strong>2</strong>- <b class=\"whb\">Assign reasonable amounts of homework.</b> While it may seem nice to have your students read a lengthy novel in a week, this can be an unreasonable expectation. Your students won\'t be able to finish the reading and will skim it, read a summary instead, or not read it at all. Encourage your students to complete their homework and get the most out of their education by assigning smaller amounts of homework that directly relate to the class work.\r\n<ul>\r\n 	<li>Your focus should be on creating an in-class environment where you can monitor your student\'s work and progress. If you choose to give homework, it should be brief and relate directly to your in-class assignments and discussions.</li>\r\n 	<li>Short stories are excellent ways pieces to assign as critical reading. Just because there\'s less to read doesn\'t mean your students can\'t learn key concepts. Find short stories that illustrate what you\'re discussing in class and use them to keep your students engaged.</li>\r\n</ul>\r\n<b class=\"whb\">3- Give homework assignments that help students understand the material.</b> Ask students to write a short response to a reading assignment, including an interpretation of or questions about the reading. These assignments should challenge students to think critically and consider important questions, or make connections between class topics.\r\n<ul>\r\n 	<li>Don\'t assign busywork. Some assignments like vocabulary sentences and definition work are helpful. However, sending home a reading that isn\'t related to class work just to make sure your students have English homework is stressful and unnecessary. Focus on the quality of the homework you assign rather than the quantity.</li>\r\n</ul>\r\n<strong>4</strong>- <b class=\"whb\">Focus on the big-picture understanding.</b> Focus on their general understanding of the topics you teach in addition to skills like vocabulary. Impress upon them the larger significance of what they\'re studying and how this can help them elsewhere in their lives. Teach them how to learn rather than simple facts. This will help them come away from your class with a more lasting understanding of and appreciation for the subject.\r\n\r\n<strong>5</strong>- <b class=\"whb\">Order your lessons to make them cohesive.</b> Rather than jumping from topic to topic at will, order your lessons chronologically or thematically. Tie different topics together in your discussions so that your students understand how each topic is related. Help them draw connections and encourage them to consider their ideas in different contexts. What does Whitman\'s relationship with nature have to do with Tennyson\'s, or Hemingway\'s? How are they the same or different, and why?\r\n<ul>\r\n 	<li>Ordering your lessons chronologically can make the progression from one topic to the next feel natural — it makes sense to study 18th century writers before 19th century ones. Also consider ordering topics thematically, so that you study the progression of a theme or idea across several texts.</li>\r\n</ul>\r\n<div class=\"altblock\">\r\n<div><strong>Part 2</strong></div>\r\n</div>\r\n<h1 class=\"in-block\"><span id=\"Leading-Discussions\" class=\"mw-headline\">Leading Discussions</span></h1>\r\n<strong>1-</strong> <b class=\"whb\">Know the material well.</b> If you\'ll be discussing a short story, reread it several times to make sure you pick up the smaller details that you might not have noticed the first time. Come up with an interpretation of the work, but remind yourself that yours is not the only possible interpretation. Make sure you\'ll be able to answer common questions students might have about the work.<sup id=\"_ref-4\" class=\"reference trusted\" aria-label=\"Link to Reference 4\"><a href=\"https://www.wikihow.com/Be-a-Good-English-Teacher#_note-4\">[4]</a></sup>\r\n<ul>\r\n 	<li>It\'s alright if you don\'t have answers to every question that comes up. Instead of trying to compensate, open the topic up to a discussion from the class so that they can become learning moments for everyone.</li>\r\n</ul>\r\n<strong>2-</strong> <b class=\"whb\">Bring in outside material.</b> While the main focus of the discussion should be based in the text itself, it can be helpful to bring in outside material like biographical information about the author, the backstory of the text, or famous or controversial interpretations. Do some research and bring in the most relevant or interesting information you find.\r\n\r\n</div>\r\n<strong>3-</strong> <b class=\"whb\">Know what you want to discuss.</b> Pick out a few key points of the text that you think your students will find most challenging or confusing. Have in mind the specific topics you\'ll want to cover, and come up with a few important points your students should take away from the discussion.\r\n<ul>\r\n 	<li>Keep in mind that your students will have questions and interests that you may not be able to anticipate. Your lesson plans should not be set in stone. Responding to what your students want to talk about will create a lively, engaging, productive discussion.</li>\r\n</ul>\r\n<strong>4</strong>- <b class=\"whb\">Ask interpretive questions.</b> You should guide your students to interpret the text rather than discuss factual aspects. Ask \"how\" and \"why\" questions rather than \"what\" or yes or no questions. For example, \"What did Ender do to Bonzo Madrid?\" is a very simple question, while \"Why did Ender do it?\" is much more challenging and complex, and \"How do you know?\" demands close reading and attention to the text.\r\n\r\n<strong>5-</strong> <b class=\"whb\">Ask specific questions.</b> It can be good to start with broad questions like \"What did you like about this story?\", but only if they are quickly followed by much more specific questions. Broad questions don\'t help students think critically about the text, and they encourage generalizations and assumptions rather than text-based arguments. In contrast, asking specific questions about specific aspects of the text will challenge your students to focus on things they may have missed, construct arguments based in the text, and contend with details that challenge their interpretations\r\n\r\n<strong>6-</strong> <b class=\"whb\">Encourage your students to respond to each other.</b> In a discussion, students shouldn\'t talk to you. Rather, they should direct their questions and comments to each other, and you should step in only to keep the discussion moving forward. They will learn best if they work together to build their own ideas and interpretations — they won\'t get much out of the conversation if you simply tell them what you think. Remember, you\'re helping them learn, and a large part of that is teaching them how best to learn.\r\n<ul>\r\n 	<li>Break your students up into small groups and have them discuss topics amongst themselves. Then, have each group talk about what they discussed with the whole class. Try having each group act as an authority on a certain area and lead the class in a discussion about that topic.</li>\r\n 	<li>If your students will listen to and respect each other, encourage them to jump into the discussion without raising their hands and waiting to be called on. This will create a more responsive, quickly-moving, and engaging conversation that can sustain itself without you. If your students talk over each other or if a few students monopolize the discussion, have the person who just spoke choose the next person to talk, or find another way to allocate speaking time without having to do it yourself.</li>\r\n</ul>\r\n<b class=\"whb\">7- Challenge your students\' ideas, and encourage them to do the same.</b> You shouldn\'t disagree with everything they say, but ask them to support their claims with textual evidence, and encourage other students to come up with different interpretations. Putting pressure on students\' ideas makes them think harder to come up with convincing arguments. It also helps them develop the skills to speak persuasively and debate with their peers.\r\n<ul>\r\n 	<li>Debates and arguments help a discussion become lively, engaging, and interesting. If these debates start to get personal, or if students might offend each other, think about turning the conversation back to the text. You should challenge students\' interpretations of the text, not the students themselves.</li>\r\n</ul>\r\n<div class=\"altblock\">\r\n<div><strong>Part 3</strong></div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Knowing-Your-Material\" class=\"mw-headline\">Knowing Your Material</span></h3>\r\n<strong>1-</strong> <b class=\"whb\">Read regularly.</b> Read many kinds of literature including books, magazines, newspapers and poetry.<sup id=\"_ref-6\" class=\"reference\" aria-label=\"Link to Reference 6\"> </sup>Reading is the best way to confront challenging topics, pick up vocabulary and writing techniques, and discover new material to bring to the classroom. Depending on the grade you teach, you should be familiar with the most important works in literary history. And you should always be able to give reading suggestions to your students.\r\n<ul>\r\n 	<li>As well as reading important literature, read for fun. Remember why you love reading, and encourage your students to do the same.</li>\r\n 	<li>Be aware of current trends in reading material, and try out the things you think your students might be reading. This will help you better understand their interests and relate to them outside the classroom, which will make you a more effective teacheroverall.</li>\r\n</ul>\r\n<strong>2-</strong> <b class=\"whb\">Expand your vocabulary.</b> Make a point of looking up new words that you come across in your reading. Study your favorite words and begin to amass a large vocabulary. Challenge yourself to think about words you don\'t know. Guess at their etymology, and use similar words to figure out their meaning. Don\'t be afraid to look up words that you\'re unsure about, and encourage your students to do the same.<sup id=\"_ref-7\" class=\"reference\" aria-label=\"Link to Reference 7\"></sup>\r\n<ul>\r\n 	<li>At the same time, teach your students that the mark of a good writer isn\'t just whipping out two-dollar words and using them to sound sophisticated. Teach your students the difference between using a word to draw a historical comparison, or using an alliterative word, and using a word to impress someone with your learning. There are more and less useful ways of wielding words.</li>\r\n 	<li>Never talk down to your students for not knowing or understanding a word. Let them know, \"It\'s alright, that\'s a difficult word.\" Then, use a synonym, provide them with context clues, or help them look it up so that they become familiar with a more advanced vocabulary.</li>\r\n</ul>\r\n<strong>3-</strong> <b class=\"whb\">Practice your handwriting.</b> Students need to be able to read your handwriting so that they can understand notes you take on the whiteboard or feedback you give on an essay. Write letters or keep a journal to keep your handwriting alive and healthy, and always focus on readability rather than the speed of your writing.\r\n\r\n<strong>4-</strong> <b class=\"whb\">Develop your English language skills.</b> Make sure you have a firm grasp of spelling, punctuation, and grammar. You don\'t want to find yourself teaching your students mistaken or wrong information. Use reference books and the Internet as sources for grammar and punctuation rules, and don\'t be afraid to look up topics you\'re not sure about.\r\n\r\n&nbsp;\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 5','','inherit','closed','closed','','335-revision-v1','','','2020-11-24 20:55:34','2020-11-25 01:55:34','',335,'https://tesoll.com/335-revision-v1/',0,'revision','',0),(3044,1,'2020-11-24 21:51:25','2020-11-25 02:51:25','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL- Four Language Skills</h1>\n<h1 id=\"section_0\" class=\"title_lg\">- Teach Reading Skills</h1>\nReading is the first step into a better life. Without basic reading skills, we can’t get jobs in most fields or negotiate contracts like leases. Unfortunately, today’s hyper-visual culture makes reading less appealing to children and adults. However, you shouldn’t just throw your hands up in defeat. With a few handy tricks, you can teach reading skills to children and adult learners.\n<div class=\"step\">\n\n<b class=\"whb\">1- Find out their learning styles.</b> You need to figure this out before you can teach reading skills. Most students learn by seeing (visual learners), hearing (auditory learners), or doing (kinesthetic learners).<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>Talk to your principal or school guidance counselor about which tests you can give them.\n<ul>\n 	<li>Teach visual learners with outlines, diagrams, and illustrated handouts.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup></li>\n 	<li>Teach auditory learners through audio books, oral reports, and rhyming games.<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup></li>\n 	<li>Teach kinesthetic learners through role-playing activities, games, and field trips.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\n 	<li>If you\'re a school teacher or are teaching more than one child, it\'s important to balance these approaches to appeal to different types of learners.</li>\n</ul>\n<div class=\"step\">\n\n<b class=\"whb\">2- Determine their likes and dislikes.</b> One of the best ways to help kids get excited about reading is to choose material that already interests them. During the first week of school, talk to your students about their likes. You can ask about favorite movies, characters, or songs. Then you can tailor the reading material towards their interests.\n<ul>\n 	<li>For example, maybe several kids say that they love monkeys. <i>Curious George</i>would be a great place to start!</li>\n 	<li>Maybe your kids are into magic. <i>Harry Potter and the Sorcerer’s Stone</i> is a good choice for young readers.</li>\n</ul>\n<b class=\"whb\">3- Start with easy material.</b> For very young readers, try titles along the lines of Dr. Seuss books or first-reader skill level. Literary devices like rhyming or alliteration also appeal to young readers. Look for books that are richly illustrated with engaging pictures so that students can connect words and images.<sup id=\"_ref-5\" class=\"reference trusted\" aria-label=\"Link to Reference 5\"><a href=\"https://www.wikihow.com/Teach-Reading-Skills#_note-5\">[5]</a></sup> In addition to Dr. Seuss, some good examples include:\n<ul>\n 	<li><i>The Cat from Hunger Mountain</i> by Ed Young.</li>\n 	<li><i>Little Red</i> by Bethan Woollvin.</li>\n 	<li><i>Freedom in Congo Square</i> by Carole Boston Weatherford.</li>\n</ul>\n<b class=\"whb\">4- Read to them.</b> As you read, angle the book so that your students can see the text and the illustrations. Make connections between the texts and the images. Before you turn the page, ask students engaging questions, such as:\n<ul>\n 	<li>What do you think Little Red Riding Hood will do next?</li>\n 	<li>Why do you think Dr. Seuss made the Lorax speak for the trees?</li>\n 	<li>If you were one of the billy goats, what would you do?</li>\n</ul>\n<b class=\"whb\">5- Assign written responses.</b> Writing can build grammar, stamina, and a love for reading.<sup id=\"_ref-6\" class=\"reference trusted\" aria-label=\"Link to Reference 6\"><a href=\"https://www.wikihow.com/Teach-Reading-Skills#_note-6\">[6]</a></sup> At the beginning of class, have students write a short paragraph that summarizes their homework assignment or what they read in class yesterday. To make the response a bit more enjoyable, ask them to also write about what they liked about the reading and what they disliked. Other ideas for assignments include:\n<ul>\n 	<li>Writing a letter to the main character.</li>\n 	<li>Converting the plot of the book into a news story.</li>\n 	<li>Writing an interview with the main character.</li>\n</ul>\n<h3 class=\"in-block\"><span id=\"Making-Reading-Fun\" class=\"mw-headline\">Making Reading Fun</span></h3>\n1- <b class=\"whb\">Introduce the book in a fun way.</b> You could play a game related to the book, watch a clip from a movie, or do an artistic project. Choose any fun way to get your student(s) excited about the book. Some books may be easy to match with an activity, such as one that\'s already been made into a movie, while others may take some thought.\n<ul>\n 	<li>For example, you could show them a clip from the movie <i>Bridge to Terabithia</i> before assigning the book.</li>\n 	<li>Similarly, you could introduce a <i>Sherlock Holmes</i> book by playing a mystery game.</li>\n</ul>\n2- <b class=\"whb\">Assign some of your favorites.</b> Pick out books that really grabbed your attention as a child or teenager. Enthusiasm is contagious. If your students see you getting excited about the reading material, they’re more likely to take an interest. Some timeless examples include:\n<ul>\n 	<li>Beverly Cleary’s books about Ramona Quimby</li>\n 	<li>Carolyn Keene’s Nancy Drew series</li>\n 	<li>Sir Arthur Conan Doyle’s books about Sherlock Holmes</li>\n</ul>\n3- <b class=\"whb\">Play audio books.</b> Check out the school library or your local public library for books on tape or CD. Look for free downloadable versions of classics at Librivox.org. Audio books can fire up interest in reading. The right narrator can add an element of drama that a student might miss from text alone. Some good examples are:\n<ul>\n 	<li><i>The Sorrows of Young Werther</i> by Johann Wolfgang von Goethe, narrated by Rob de Lorenzo</li>\n 	<li><i>The Odyssey</i> by Homer, narrated by Ian McKellen</li>\n 	<li>“Sonnet XIX” by William Shakespeare, narrated by Patrick Stewart</li>\n</ul>\n4- <b class=\"whb\">Make connections to the outside world.</b> Students will more likely engage with the material if they can see how it relates to the real world. Think of a variety of interesting activities that could make this connection. You could:<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"></sup>\n<ul>\n 	<li>Have students connect the reading to something in their lives. For example, you could ask them if they know a stubborn person like the narrator in <i>Green Eggs and Ham</i>.</li>\n 	<li>Assign students to act out scenes or from their reading.</li>\n 	<li>Plan a field trip on a related topic or theme to their assigned reading.</li>\n</ul>\n5- <b class=\"whb\">Hold contests.</b> Sometimes the best motivation is competition. Keep a weekly book quota to help students stay on track. Give them small prizes for the books they read.\n<ul>\n 	<li>For example, you could give each student a ticket for each book they read. Set up a list of rewards they could redeem their tickets for, such as extra credit points or 15 minutes on the computer.</li>\n</ul>\n6- <b class=\"whb\">Play solo or group games.</b> Search websites like PBS Kids or RIF.org to find fun games appropriate for your students’ reading levels. Look for games that you can either print out. If you can only find computer games, try making a paper-based adaptation. Some examples are:\n<ul>\n 	<li>Matching pictures to words or phrases that describe them.</li>\n 	<li>Writing a chain story. Break the class up into groups. Give each group an opening sentence. Each student builds on the previous sentence until they have a complete story.</li>\n 	<li>Playing a modified “Go Fish” game. The rules are the same as the traditional game. However, in this game, students match words, rather than pictures.</li>\n</ul>\n&nbsp;\n\n<b class=\"whb\">Start with easy material.</b> For very young readers, try titles along the lines of Dr. Seuss books or first-reader skill level. Literary devices like rhyming or alliteration also appeal to young readers. Look for books that are richly illustrated with engaging pictures so that students can connect words and images.<sup id=\"_ref-5\" class=\"reference trusted\" aria-label=\"Link to Reference 5\"></sup>In addition to Dr. Seuss, some good examples include:\n<ul>\n 	<li><i>The Cat from Hunger Mountain</i> by Ed Young.</li>\n 	<li><i>Little Red</i> by Bethan Woollvin.</li>\n 	<li><i>Freedom in Congo Square</i> by Carole Boston Weatherford.</li>\n</ul>\n</div>\n</div>','Unit 6','','inherit','closed','closed','','341-autosave-v1','','','2020-11-24 21:51:25','2020-11-25 02:51:25','',341,'https://tesoll.com/341-autosave-v1/',0,'revision','',0),(3046,1,'2020-11-24 21:39:15','2020-11-25 02:39:15','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL- Four Language Skills</h1>\r\n<h1 id=\"section_0\" class=\"title_lg\">Teach Reading Skills</h1>\r\nReading is the first step into a better life. Without basic reading skills, we can’t get jobs in most fields or negotiate contracts like leases. Unfortunately, today’s hyper-visual culture makes reading less appealing to children and adults. However, you shouldn’t just throw your hands up in defeat. With a few handy tricks, you can teach reading skills to children and adult learners.\r\n<div class=\"step\"><b class=\"whb\">1- Find out their learning styles.</b> You need to figure this out before you can teach reading skills. Most students learn by seeing (visual learners), hearing (auditory learners), or doing (kinesthetic learners).<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>Talk to your principal or school guidance counselor about which tests you can give them.\r\n<ul>\r\n 	<li>Teach visual learners with outlines, diagrams, and illustrated handouts.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup></li>\r\n 	<li>Teach auditory learners through audio books, oral reports, and rhyming games.<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup></li>\r\n 	<li>Teach kinesthetic learners through role-playing activities, games, and field trips.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\r\n 	<li>If you\'re a school teacher or are teaching more than one child, it\'s important to balance these approaches to appeal to different types of learners.</li>\r\n</ul>\r\n</div>','Unit 6','','inherit','closed','closed','','341-revision-v1','','','2020-11-24 21:39:15','2020-11-25 02:39:15','',341,'https://tesoll.com/341-revision-v1/',0,'revision','',0),(3047,1,'2020-11-24 21:40:37','2020-11-25 02:40:37','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL- Four Language Skills</h1>\r\n<h1 id=\"section_0\" class=\"title_lg\">- Teach Reading Skills</h1>\r\nReading is the first step into a better life. Without basic reading skills, we can’t get jobs in most fields or negotiate contracts like leases. Unfortunately, today’s hyper-visual culture makes reading less appealing to children and adults. However, you shouldn’t just throw your hands up in defeat. With a few handy tricks, you can teach reading skills to children and adult learners.\r\n<div class=\"step\">\r\n\r\n<b class=\"whb\">1- Find out their learning styles.</b> You need to figure this out before you can teach reading skills. Most students learn by seeing (visual learners), hearing (auditory learners), or doing (kinesthetic learners).<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>Talk to your principal or school guidance counselor about which tests you can give them.\r\n<ul>\r\n 	<li>Teach visual learners with outlines, diagrams, and illustrated handouts.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup></li>\r\n 	<li>Teach auditory learners through audio books, oral reports, and rhyming games.<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup></li>\r\n 	<li>Teach kinesthetic learners through role-playing activities, games, and field trips.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\r\n 	<li>If you\'re a school teacher or are teaching more than one child, it\'s important to balance these approaches to appeal to different types of learners.</li>\r\n</ul>\r\n<div class=\"step\"><b class=\"whb\">2- Determine their likes and dislikes.</b> One of the best ways to help kids get excited about reading is to choose material that already interests them. During the first week of school, talk to your students about their likes. You can ask about favorite movies, characters, or songs. Then you can tailor the reading material towards their interests.\r\n<ul>\r\n 	<li>For example, maybe several kids say that they love monkeys. <i>Curious George</i>would be a great place to start!</li>\r\n 	<li>Maybe your kids are into magic. <i>Harry Potter and the Sorcerer’s Stone</i> is a good choice for young readers.</li>\r\n</ul>\r\n</div>\r\n</div>','Unit 6','','inherit','closed','closed','','341-revision-v1','','','2020-11-24 21:40:37','2020-11-25 02:40:37','',341,'https://tesoll.com/341-revision-v1/',0,'revision','',0),(3049,1,'2020-11-24 21:53:27','2020-11-25 02:53:27','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL- Four Language Skills</h1>\r\n<h1 id=\"section_0\" class=\"title_lg\">- Teach Reading Skills</h1>\r\nReading is the first step into a better life. Without basic reading skills, we can’t get jobs in most fields or negotiate contracts like leases. Unfortunately, today’s hyper-visual culture makes reading less appealing to children and adults. However, you shouldn’t just throw your hands up in defeat. With a few handy tricks, you can teach reading skills to children and adult learners.\r\n<div class=\"step\">\r\n\r\n<b class=\"whb\">1- Find out their learning styles.</b> You need to figure this out before you can teach reading skills. Most students learn by seeing (visual learners), hearing (auditory learners), or doing (kinesthetic learners).<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>Talk to your principal or school guidance counselor about which tests you can give them.\r\n<ul>\r\n 	<li>Teach visual learners with outlines, diagrams, and illustrated handouts.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup></li>\r\n 	<li>Teach auditory learners through audio books, oral reports, and rhyming games.<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup></li>\r\n 	<li>Teach kinesthetic learners through role-playing activities, games, and field trips.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\r\n 	<li>If you\'re a school teacher or are teaching more than one child, it\'s important to balance these approaches to appeal to different types of learners.</li>\r\n</ul>\r\n<div class=\"step\">\r\n\r\n<b class=\"whb\">2- Determine their likes and dislikes.</b> One of the best ways to help kids get excited about reading is to choose material that already interests them. During the first week of school, talk to your students about their likes. You can ask about favorite movies, characters, or songs. Then you can tailor the reading material towards their interests.\r\n<ul>\r\n 	<li>For example, maybe several kids say that they love monkeys. <i>Curious George</i>would be a great place to start!</li>\r\n 	<li>Maybe your kids are into magic. <i>Harry Potter and the Sorcerer’s Stone</i> is a good choice for young readers.</li>\r\n</ul>\r\n<b class=\"whb\">3- Start with easy material.</b> For very young readers, try titles along the lines of Dr. Seuss books or first-reader skill level. Literary devices like rhyming or alliteration also appeal to young readers. Look for books that are richly illustrated with engaging pictures so that students can connect words and images.<sup id=\"_ref-5\" class=\"reference trusted\" aria-label=\"Link to Reference 5\"></sup> In addition to Dr. Seuss, some good examples include:\r\n<ul>\r\n 	<li><i>The Cat from Hunger Mountain</i> by Ed Young.</li>\r\n 	<li><i>Little Red</i> by Bethan Woollvin.</li>\r\n 	<li><i>Freedom in Congo Square</i> by Carole Boston Weatherford.</li>\r\n</ul>\r\n<b class=\"whb\">4- Read to them.</b> As you read, angle the book so that your students can see the text and the illustrations. Make connections between the texts and the images. Before you turn the page, ask students engaging questions, such as:\r\n<ul>\r\n 	<li>What do you think Little Red Riding Hood will do next?</li>\r\n 	<li>Why do you think Dr. Seuss made the Lorax speak for the trees?</li>\r\n 	<li>If you were one of the billy goats, what would you do?</li>\r\n</ul>\r\n<b class=\"whb\">5- Assign written responses.</b> Writing can build grammar, stamina, and a love for reading.<sup id=\"_ref-6\" class=\"reference trusted\" aria-label=\"Link to Reference 6\"></sup> At the beginning of class, have students write a short paragraph that summarizes their homework assignment or what they read in class yesterday. To make the response a bit more enjoyable, ask them to also write about what they liked about the reading and what they disliked. Other ideas for assignments include:\r\n<ul>\r\n 	<li>Writing a letter to the main character.</li>\r\n 	<li>Converting the plot of the book into a news story.</li>\r\n 	<li>Writing an interview with the main character.</li>\r\n</ul>\r\n<h3 class=\"in-block\"><span id=\"Making-Reading-Fun\" class=\"mw-headline\">Making Reading Fun</span></h3>\r\n1- <b class=\"whb\">Introduce the book in a fun way.</b> You could play a game related to the book, watch a clip from a movie, or do an artistic project. Choose any fun way to get your student(s) excited about the book. Some books may be easy to match with an activity, such as one that\'s already been made into a movie, while others may take some thought.\r\n<ul>\r\n 	<li>For example, you could show them a clip from the movie <i>Bridge to Terabithia</i> before assigning the book.</li>\r\n 	<li>Similarly, you could introduce a <i>Sherlock Holmes</i> book by playing a mystery game.</li>\r\n</ul>\r\n2- <b class=\"whb\">Assign some of your favorites.</b> Pick out books that really grabbed your attention as a child or teenager. Enthusiasm is contagious. If your students see you getting excited about the reading material, they’re more likely to take an interest. Some timeless examples include:\r\n<ul>\r\n 	<li>Beverly Cleary’s books about Ramona Quimby</li>\r\n 	<li>Carolyn Keene’s Nancy Drew series</li>\r\n 	<li>Sir Arthur Conan Doyle’s books about Sherlock Holmes</li>\r\n</ul>\r\n3- <b class=\"whb\">Play audio books.</b> Check out the school library or your local public library for books on tape or CD. Look for free downloadable versions of classics at Librivox.org. Audio books can fire up interest in reading. The right narrator can add an element of drama that a student might miss from text alone. Some good examples are:\r\n<ul>\r\n 	<li><i>The Sorrows of Young Werther</i> by Johann Wolfgang von Goethe, narrated by Rob de Lorenzo</li>\r\n 	<li><i>The Odyssey</i> by Homer, narrated by Ian McKellen</li>\r\n 	<li>“Sonnet XIX” by William Shakespeare, narrated by Patrick Stewart</li>\r\n</ul>\r\n4- <b class=\"whb\">Make connections to the outside world.</b> Students will more likely engage with the material if they can see how it relates to the real world. Think of a variety of interesting activities that could make this connection. You could:<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"></sup>\r\n<ul>\r\n 	<li>Have students connect the reading to something in their lives. For example, you could ask them if they know a stubborn person like the narrator in <i>Green Eggs and Ham</i>.</li>\r\n 	<li>Assign students to act out scenes or from their reading.</li>\r\n 	<li>Plan a field trip on a related topic or theme to their assigned reading.</li>\r\n</ul>\r\n5- <b class=\"whb\">Hold contests.</b> Sometimes the best motivation is competition. Keep a weekly book quota to help students stay on track. Give them small prizes for the books they read.\r\n<ul>\r\n 	<li>For example, you could give each student a ticket for each book they read. Set up a list of rewards they could redeem their tickets for, such as extra credit points or 15 minutes on the computer.</li>\r\n</ul>\r\n6- <b class=\"whb\">Play solo or group games.</b> Search websites like PBS Kids or RIF.org to find fun games appropriate for your students’ reading levels. Look for games that you can either print out. If you can only find computer games, try making a paper-based adaptation. Some examples are:\r\n<ul>\r\n 	<li>Matching pictures to words or phrases that describe them.</li>\r\n 	<li>Writing a chain story. Break the class up into groups. Give each group an opening sentence. Each student builds on the previous sentence until they have a complete story.</li>\r\n 	<li>Playing a modified “Go Fish” game. The rules are the same as the traditional game. However, in this game, students match words, rather than pictures.</li>\r\n</ul>\r\n&nbsp;\r\n\r\n</div>\r\n</div>','Unit 6','','inherit','closed','closed','','341-revision-v1','','','2020-11-24 21:53:27','2020-11-25 02:53:27','',341,'https://tesoll.com/341-revision-v1/',0,'revision','',0),(3048,1,'2020-11-24 21:52:37','2020-11-25 02:52:37','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL- Four Language Skills</h1>\r\n<h1 id=\"section_0\" class=\"title_lg\">- Teach Reading Skills</h1>\r\nReading is the first step into a better life. Without basic reading skills, we can’t get jobs in most fields or negotiate contracts like leases. Unfortunately, today’s hyper-visual culture makes reading less appealing to children and adults. However, you shouldn’t just throw your hands up in defeat. With a few handy tricks, you can teach reading skills to children and adult learners.\r\n<div class=\"step\">\r\n\r\n<b class=\"whb\">1- Find out their learning styles.</b> You need to figure this out before you can teach reading skills. Most students learn by seeing (visual learners), hearing (auditory learners), or doing (kinesthetic learners).<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>Talk to your principal or school guidance counselor about which tests you can give them.\r\n<ul>\r\n 	<li>Teach visual learners with outlines, diagrams, and illustrated handouts.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup></li>\r\n 	<li>Teach auditory learners through audio books, oral reports, and rhyming games.<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup></li>\r\n 	<li>Teach kinesthetic learners through role-playing activities, games, and field trips.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\r\n 	<li>If you\'re a school teacher or are teaching more than one child, it\'s important to balance these approaches to appeal to different types of learners.</li>\r\n</ul>\r\n<div class=\"step\">\r\n\r\n<b class=\"whb\">2- Determine their likes and dislikes.</b> One of the best ways to help kids get excited about reading is to choose material that already interests them. During the first week of school, talk to your students about their likes. You can ask about favorite movies, characters, or songs. Then you can tailor the reading material towards their interests.\r\n<ul>\r\n 	<li>For example, maybe several kids say that they love monkeys. <i>Curious George</i>would be a great place to start!</li>\r\n 	<li>Maybe your kids are into magic. <i>Harry Potter and the Sorcerer’s Stone</i> is a good choice for young readers.</li>\r\n</ul>\r\n<b class=\"whb\">3- Start with easy material.</b> For very young readers, try titles along the lines of Dr. Seuss books or first-reader skill level. Literary devices like rhyming or alliteration also appeal to young readers. Look for books that are richly illustrated with engaging pictures so that students can connect words and images.<sup id=\"_ref-5\" class=\"reference trusted\" aria-label=\"Link to Reference 5\"><a href=\"https://www.wikihow.com/Teach-Reading-Skills#_note-5\">[5]</a></sup> In addition to Dr. Seuss, some good examples include:\r\n<ul>\r\n 	<li><i>The Cat from Hunger Mountain</i> by Ed Young.</li>\r\n 	<li><i>Little Red</i> by Bethan Woollvin.</li>\r\n 	<li><i>Freedom in Congo Square</i> by Carole Boston Weatherford.</li>\r\n</ul>\r\n<b class=\"whb\">4- Read to them.</b> As you read, angle the book so that your students can see the text and the illustrations. Make connections between the texts and the images. Before you turn the page, ask students engaging questions, such as:\r\n<ul>\r\n 	<li>What do you think Little Red Riding Hood will do next?</li>\r\n 	<li>Why do you think Dr. Seuss made the Lorax speak for the trees?</li>\r\n 	<li>If you were one of the billy goats, what would you do?</li>\r\n</ul>\r\n<b class=\"whb\">5- Assign written responses.</b> Writing can build grammar, stamina, and a love for reading.<sup id=\"_ref-6\" class=\"reference trusted\" aria-label=\"Link to Reference 6\"><a href=\"https://www.wikihow.com/Teach-Reading-Skills#_note-6\">[6]</a></sup> At the beginning of class, have students write a short paragraph that summarizes their homework assignment or what they read in class yesterday. To make the response a bit more enjoyable, ask them to also write about what they liked about the reading and what they disliked. Other ideas for assignments include:\r\n<ul>\r\n 	<li>Writing a letter to the main character.</li>\r\n 	<li>Converting the plot of the book into a news story.</li>\r\n 	<li>Writing an interview with the main character.</li>\r\n</ul>\r\n<h3 class=\"in-block\"><span id=\"Making-Reading-Fun\" class=\"mw-headline\">Making Reading Fun</span></h3>\r\n1- <b class=\"whb\">Introduce the book in a fun way.</b> You could play a game related to the book, watch a clip from a movie, or do an artistic project. Choose any fun way to get your student(s) excited about the book. Some books may be easy to match with an activity, such as one that\'s already been made into a movie, while others may take some thought.\r\n<ul>\r\n 	<li>For example, you could show them a clip from the movie <i>Bridge to Terabithia</i> before assigning the book.</li>\r\n 	<li>Similarly, you could introduce a <i>Sherlock Holmes</i> book by playing a mystery game.</li>\r\n</ul>\r\n2- <b class=\"whb\">Assign some of your favorites.</b> Pick out books that really grabbed your attention as a child or teenager. Enthusiasm is contagious. If your students see you getting excited about the reading material, they’re more likely to take an interest. Some timeless examples include:\r\n<ul>\r\n 	<li>Beverly Cleary’s books about Ramona Quimby</li>\r\n 	<li>Carolyn Keene’s Nancy Drew series</li>\r\n 	<li>Sir Arthur Conan Doyle’s books about Sherlock Holmes</li>\r\n</ul>\r\n3- <b class=\"whb\">Play audio books.</b> Check out the school library or your local public library for books on tape or CD. Look for free downloadable versions of classics at Librivox.org. Audio books can fire up interest in reading. The right narrator can add an element of drama that a student might miss from text alone. Some good examples are:\r\n<ul>\r\n 	<li><i>The Sorrows of Young Werther</i> by Johann Wolfgang von Goethe, narrated by Rob de Lorenzo</li>\r\n 	<li><i>The Odyssey</i> by Homer, narrated by Ian McKellen</li>\r\n 	<li>“Sonnet XIX” by William Shakespeare, narrated by Patrick Stewart</li>\r\n</ul>\r\n4- <b class=\"whb\">Make connections to the outside world.</b> Students will more likely engage with the material if they can see how it relates to the real world. Think of a variety of interesting activities that could make this connection. You could:<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"></sup>\r\n<ul>\r\n 	<li>Have students connect the reading to something in their lives. For example, you could ask them if they know a stubborn person like the narrator in <i>Green Eggs and Ham</i>.</li>\r\n 	<li>Assign students to act out scenes or from their reading.</li>\r\n 	<li>Plan a field trip on a related topic or theme to their assigned reading.</li>\r\n</ul>\r\n5- <b class=\"whb\">Hold contests.</b> Sometimes the best motivation is competition. Keep a weekly book quota to help students stay on track. Give them small prizes for the books they read.\r\n<ul>\r\n 	<li>For example, you could give each student a ticket for each book they read. Set up a list of rewards they could redeem their tickets for, such as extra credit points or 15 minutes on the computer.</li>\r\n</ul>\r\n6- <b class=\"whb\">Play solo or group games.</b> Search websites like PBS Kids or RIF.org to find fun games appropriate for your students’ reading levels. Look for games that you can either print out. If you can only find computer games, try making a paper-based adaptation. Some examples are:\r\n<ul>\r\n 	<li>Matching pictures to words or phrases that describe them.</li>\r\n 	<li>Writing a chain story. Break the class up into groups. Give each group an opening sentence. Each student builds on the previous sentence until they have a complete story.</li>\r\n 	<li>Playing a modified “Go Fish” game. The rules are the same as the traditional game. However, in this game, students match words, rather than pictures.</li>\r\n</ul>\r\n<strong>Important notes:</strong>\r\n\r\n<b class=\"whb\">Start with easy material.</b> For very young readers, try titles along the lines of Dr. Seuss books or first-reader skill level. Literary devices like rhyming or alliteration also appeal to young readers. Look for books that are richly illustrated with engaging pictures so that students can connect words and images.\r\n\r\n</div>\r\n</div>','Unit 6','','inherit','closed','closed','','341-revision-v1','','','2020-11-24 21:52:37','2020-11-25 02:52:37','',341,'https://tesoll.com/341-revision-v1/',0,'revision','',0),(3053,1,'2020-11-24 22:44:03','2020-11-25 03:44:03','<h1 id=\"section_0\" class=\"title_lg\" style=\"text-align: center;\">Teach Effectively</h1>\r\n<h1>Using Clear Communication</h1>\r\nYou probably became a teacher because you care about young people and want to help them learn. That\'s great! But sometimes you might wonder if you could teach more effectively. You can do this by using clear communication and offering helpful explanations. Another great way to be effective is to help students engage with the material by using discussions and other activities. Finally, you can help students learn by offering them direct and constructive feedback. When you use these methods, you can adapt them so that they apply to the age group you teach.\r\n\r\n1- <b class=\"whb\">Explain learning objectives.</b> Learning objectives help students understand why they are learning the material they are. As the teacher, you already know what you want students to achieve by the end of a lesson or the end of the term. Share that information with your students so you can all be on the same page.<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"></sup>\r\n<ul>\r\n 	<li>For elementary school kids, you might say, “Multiplication is a way for us to add faster. Won\'t that be great to be able to do math super fast?\"</li>\r\n 	<li>Learning objectives for a college course might include, “Students should be able to articulate all of the long-term effects of World War II on the United States by the end of the term.”</li>\r\n</ul>\r\n2- <b class=\"whb\">Provide detailed information on assignments.</b> Help your students succeed by giving them clear guidelines. Don\'t just say, “Write a paper on World War II.” Instead, state what the paper should analyze, how long it should be, and what types of sources should be used.\r\n<ul>\r\n 	<li>You can use examples to help explain assignments, especially to students who aren\'t yet proficient in reading. For example, say, “We are going to make a poster of the solar system. You can cut out circles to represent the different planets. See how I\'ve done that here?”</li>\r\n</ul>\r\n3- <b class=\"whb\">Respond promptly to questions.</b> When a student asks a question, it\'s important to give them a clear and thoughtful answer. Don\'t brush them off, take a moment to answer them then and there. If a student raises their hand to ask a question during class, take a moment to pause and help them out. Chances are, if someone is confused, other students might be, too.\r\n<ul>\r\n 	<li>For younger kids, you might say, \"Sue, that\'s an interesting question! Thanks for asking. Let\'s all take a minute to think about that.\"</li>\r\n 	<li>Set aside time each day to answer emails from your students. Sometimes they might not have realized they have a question until after class is over.</li>\r\n 	<li>Be honest if you don\'t know the answer. Just say, \"That\'s a great question. I\'m not sure of the answer, but I\'ll look into it and get back to you.\"</li>\r\n</ul>\r\n4- <b class=\"whb\">Write a thorough syllabus for high school and college students.</b> The syllabus is a great way for you to lay out the course themes, objectives, schedule, and expectations. Before the semester begins, make sure that you put some effort into making your syllabus clear and thorough. Remember to include key components such as:\r\n<ul>\r\n 	<li>Your contact information.</li>\r\n 	<li>Required books or resources.</li>\r\n 	<li>Graded components.</li>\r\n 	<li>Course schedule.</li>\r\n 	<li>Any school policies and procedures.</li>\r\n</ul>\r\n<h1>Helping Students Engage with Material</h1>\r\n1- <b class=\"whb\">Facilitate class discussions with thought-provoking questions.</b> Students can learn a lot from actively participating in class. One way that you can encourage participation is by having constructive class discussions. Ask open-ended questions so that students have to give more than a yes or no answer. Don\'t ask questions with a set answer in mind. Discussions should help students explore different ideas.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup>\r\n<ul>\r\n 	<li>Younger kids can start to learn critical thinking by answering questions. You could try, \"What are some ways to show kindness?\" You\'ll get lots of different answers!</li>\r\n 	<li>For example, you could ask, “Why is it so important that we take steps to protect the environment?”</li>\r\n 	<li>You could also try, “Do you think the U.S. should get involved in trying to solve problems in other countries? Why or why not?”</li>\r\n</ul>\r\n2- <b class=\"whb\">Try in-class activities.</b> In addition to discussion, you can try lots of other ways to help students get involved in class. Anything that gets the students doing something new for a few minutes is good. You can easily adjust activities according to the subject you teach. For almost any subject, you could try short in-class writing assignments. This will give students a break from listening to you talk and give them some time to learn more actively.\r\n<ul>\r\n 	<li>Say, “Okay, everyone spend 5 minutes writing about what you think the key points of today\'s topic. When you\'re done, we\'ll share our thoughts as a large group.” <sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"><a href=\"https://www.wikihow.com/Teach-Effectively#_note-3\">[3]</a></sup></li>\r\n 	<li>Ask students to relate the topic to their own lives. For example, “Write a paragraph about what kinds of things your family does to help the environment.”</li>\r\n 	<li>Try Stand Up Sit Down. For example, if you are trying to teach the difference between proper nouns and common nouns, you can have students stand up if the word you say is a proper noun and sit down if it is a common noun. You can apply this to many subjects, including math. Try having students stand up if a number is prime and sit down if it is not.</li>\r\n</ul>\r\n3- <b class=\"whb\">Use activities that require interaction with other students.</b> Working together can help students see material in a new way. It can also make things more fun! In addition to assigning group projects, you can find other creative ways to help students interact with one another.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"><a href=\"https://www.wikihow.com/Teach-Effectively#_note-4\">[4]</a></sup>\r\n<ul>\r\n 	<li>Try Think-Pair-Share. Give students a question, and give them a few minutes to think about their answer. Then, have them pair up and share their answers with each other. Finally, have each pair share their answers with the whole class. This works great with high school and college students.</li>\r\n 	<li>Play a matching game. Hand out a note card with a word or phrase on it and have students get up and find their match. You can do this with rhyming words, synonyms, problems/solutions, or anything that you want! Elementary school kids can have lots of fun with this one.</li>\r\n</ul>\r\n4- <b class=\"whb\">Take a field trip.</b> Getting out of the classroom is a great way to help students connect to material! Field trips are a great way to bring some excitement to the topic you\'re teaching. Make sure that the field trip clearly relates to what you are teaching. For example, if you\'ve been learning about environmental issues, take students to a self-sustaining farm.<sup id=\"_ref-5\" class=\"reference\" aria-label=\"Link to Reference 5\"><a href=\"https://www.wikihow.com/Teach-Effectively#_note-5\">[5]</a></sup>\r\n<ul>\r\n 	<li>If you\'ve been teaching about the solar system, take a trip to a planetarium.</li>\r\n 	<li>Make sure to follow all school policies when you\'re planning a field trip.</li>\r\n</ul>\r\n5- <b class=\"whb\">Encourage debate if you are teaching high school or college courses.</b> For high school and college students, constructive debates are a great way for students to connect with the material. During discussions, encourage students to share opposing viewpoints. For example, if you are talking about whether or not peaceful protests are constructive, have students clearly explain their viewpoints.<sup id=\"_ref-6\" class=\"reference\" aria-label=\"Link to Reference 6\"></sup>\r\n<ul>\r\n 	<li>Make sure that students remain civil. No name calling, raised voices, or insults! If things start to get heated, wrap up the debate. Say, \"We obviously have lots of strong feelings on this. To wrap up, take 5 minutes to write down what you feel are the key points on this issue.\"</li>\r\n</ul>\r\n<h1>Giving Constructive Feedback</h1>\r\n1- <b class=\"whb\">Tell students what they are doing right and what they are doing wrong.</b> Don\'t just mark papers and assignments with a grade. Instead, write comments that will help students improve. Write something that they are doing right, such as, “You did a nice job providing specific examples from the readings.<sup id=\"_ref-7\" class=\"reference\" aria-label=\"Link to Reference 7\"></sup>\r\n<ul>\r\n 	<li>If you have a critique, state it clearly. For example, “Make sure to write a clear thesis statement in your introduction.”</li>\r\n 	<li>Try using a feedback sandwich to avoid sounding to harsh. Two positive statements are the \"bread\" that sandwich a critique. You could write, \"Your organization looks great! You could elaborate on the ideas in your conclusion. Overall, your writing is improving.\"</li>\r\n 	<li>Younger students will benefit from feedback, too. Try telling a kindergartner, \"I love how you\'ve been sharing with your friends. Next time, try hanging on to your scissors yourself so that you have plenty of time to work on the project.\"</li>\r\n</ul>\r\n2- <b class=\"whb\">Provide feedback in a timely manner.</b> Try to return assignments within a week. If you take much longer than that, students might have already moved on from the topic of the assignment. That means they might not pay much attention to feedback.<sup id=\"_ref-8\" class=\"reference\" aria-label=\"Link to Reference 8\"></sup>\r\n<ul>\r\n 	<li>If you see a young child breaking a rule, address it right away. They might have forgotten the incident if you wait until the end of the day.</li>\r\n 	<li>Avoid grading burn out by grading only about 10 papers at a time. Then it\'s time to give your brain a little break!</li>\r\n</ul>\r\n3- <b class=\"whb\">Give concrete examples to help students understand the issue.</b> Don\'t just tell students what they\'ve done wrong. Show them how they could do better! For example, you could say, “I understand the chronological approach you\'ve taken in this paper. However, let\'s look at an outline of a thematic essay. See how that allows you to more clearly connect different themes?<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"></sup>\r\n<ul>\r\n 	<li>You could do the same with a math problem. “Here\'s an example of how to correctly use this formula. See, X should be used as the first variable in the equation.</li>\r\n</ul>\r\n4- <b class=\"whb\">Offer written and verbal feedback.</b> Written feedback is important for all assignments, projects, and papers. This gives students a chance to refer to your comments when they are doing their next assignment. Remember to make it clear and constructive. Oral feedback is important to use during class, because it gives students instant feedback. It will help them to get a better understanding of how to constructively participate.\r\n<ul>\r\n 	<li>For example, if a student answers a question, you can say something like, “That\'s a really interesting way to look at it. Thanks for sharing.”<sup id=\"_ref-10\" class=\"reference\" aria-label=\"Link to Reference 10\"><a href=\"https://www.wikihow.com/Teach-Effectively#_note-10\">[10]</a></sup></li>\r\n 	<li>You can also give verbal feedback when a student asks for help. If they want to know how they can improve, you can say, “I\'ve noticed a lot of spelling and grammatical issues in your papers. Your points would be much more clear and effective if you would take the time to edit carefully.”</li>\r\n</ul>\r\n<div class=\"description user_content student-version enhanced\">\r\n\r\n&nbsp;\r\n\r\n</div>','Unit 7','','inherit','closed','closed','','347-revision-v1','','','2020-11-24 22:44:03','2020-11-25 03:44:03','',347,'https://tesoll.com/347-revision-v1/',0,'revision','',0),(3054,1,'2020-11-24 22:51:06','2020-11-25 03:51:06','<h1 class=\"page-title\">TESOL- Teaching Conversation</h1>\nConversational English can be difficult for anyone to learn, so teaching it can be a challenge! The main goals in a conversational English class are to encourage learners to build vocabulary and practice speaking as much as possible. You can also introduce fun activities that engage your students in learning English.\n<div class=\"altblock\">\n<div>Part 1</div>\n</div>\n<h3 class=\"in-block\"><span id=\"Establishing-a-Structure-for-Conversation-Class\" class=\"mw-headline\">Establishing a Structure for Conversation Class</span></h3>\n1- <b class=\"whb\">Establish conversational rules and guidelines before getting started.</b> Talk with your students during your first class to come up with a set of guidelines for your classes. You can suggest rules, but you can also ask your students to make suggestions. Everyone should agree to these guidelines, and you can keep them posted in the classroom.<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"><a href=\"https://www.wikihow.com/Teach-English-Conversation#_note-1\">[1]</a></sup>\n<ul>\n 	<li>Prepare a few ahead of time that you can write on the board, which will help the conversation along.</li>\n 	<li>For instance, some guidelines could be \"Be courteous to each other; no name-calling\" and \"Let everyone have a turn.\"</li>\n</ul>\n2- <b class=\"whb\">Emphasize meaning over correctness in class at first.</b> When you first start out, let the students know that your main focus will be to get meaning across. Correctness is important, but if everyone can understand what the person is saying, that\'s more important. In practice, this may mean that you don\'t stop the conversation just because someone\'s syntax was off.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"><a href=\"https://www.wikihow.com/Teach-English-Conversation#_note-2\">[2]</a></sup>\n<ul>\n 	<li>While students will be concerned about correctness, let them know that even native speakers don\'t say things correctly all the time in conversation.</li>\n</ul>\n3- <b class=\"whb\">Work on the day’s vocabulary at the beginning of each class.</b> If you have novice or intermediate speakers, they may need help with the words to speak about certain topics. For instance, if you want to talk about the weather one day, start by introducing words that students can use to discuss it, such as \"rainy,\" \"cloudy,\" \"sunny,\" and \"windy.\"<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"><a href=\"https://www.wikihow.com/Teach-English-Conversation#_note-3\">[3]</a></sup>\n<ul>\n 	<li>Write these on the board for the students to see or hand out a sheet with the words on it.</li>\n</ul>\n4- <b class=\"whb\">Match the discussion topics to your students’ levels.</b> Make sure you know what level your students speak at. You don\'t want to introduce a complex topic to beginning speakers; they don\'t have the skills yet to talk about it. Instead, stick to topics that are interesting but simple enough for your students to grasp.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup>\n<ul>\n 	<li>Ask your students about topics they are interested in. You could even give a survey to your students in your first class to both establish their speaking level and ask for topic ideas.</li>\n 	<li>For other simple topics, try conversing about food, talking about their families, or discussing what they did over the weekend.</li>\n</ul>\n5- <b class=\"whb\">Avoid controversial topics when you can.</b> Typically, you want to keep your class smooth and easy-going so that everyone feels welcome and included. For that reason, you may want to stay away from hot-button topics like politics, religion, and topics that may have a sexual nature.<sup id=\"_ref-5\" class=\"reference\" aria-label=\"Link to Reference 5\"></sup>\n<ul>\n 	<li>However, if these topics do come up and you feel comfortable with it, allow things to take their natural course. Just ensure that the students stay respectful of each other and allow each person to have their say.</li>\n</ul>\n6- <b class=\"whb\">Allow student-led discussion once your students are at the intermediate level.</b> If your students are already decent speakers, they may be willing to step up and take the lead when it comes to topics. You could even ask 1 student each week to come up with a list of topics. Doing so ensures you get topics they\'re interested in!<sup id=\"_ref-6\" class=\"reference\" aria-label=\"Link to Reference 6\"></sup>\n<ul>\n 	<li>Encourage them to come up with a few vocabulary words and a list of questions to help keep the conversation going. Let them know that it\'s their job to get the conversation going not necessarily speak for a certain amount of time.</li>\n 	<li>You could also encourage them to lead the discussion, as that will help build confidence and conversation skills.</li>\n</ul>\n7- <b class=\"whb\">Ask open-ended questions to encourage conversation.</b> Asking \"Yes\" or \"No\" (closed-ended questions) requires students to understand what you\'re asking but not to answer fluently. Open-ended questions, or ones that require an answer beyond \"Yes\" or \"No,\" ask students to formulate a response, which helps with conversation skills.<sup id=\"_ref-7\" class=\"reference trusted\" aria-label=\"Link to Reference 7\"></sup>\n<ul>\n 	<li>Plus, open-ended questions help move the conversation along.</li>\n 	<li>For instance, instead of saying, \"Does this topic make you feel sad?\" you could ask, \"How does this topic make you feel?\"</li>\n 	<li>Instead of \"Do you like movies?\" you could say, \"Can you tell me about your favorite movie?\"</li>\n</ul>\n8- <b class=\"whb\">Let the conversation branch off into unexpected directions if your students are engaged.</b>. While you\'ll likely establish a topic, you don\'t need to stick to it rigidly. The goal is to get the students talking to each other so if the conversation veers off in another direction, let it go, as long as the students are still enthusiastically engaged.<sup id=\"_ref-8\" class=\"reference\" aria-label=\"Link to Reference 8\"></sup>\n<ul>\n 	<li>If the conversation gets heated or some of your students start to look uncomfortable, you may want to rein it back in to your original topic. You could say something like, \"Let\'s switch gears a little bit and give this topic a break. Why don\'t we go back to what we were talking about earlier? June, I think you may have had something more to say about that.\"</li>\n</ul>\n<div class=\"altblock\">\n<div>Part 2</div>\n</div>\n<h3 class=\"in-block\"><span id=\"Using-Fun-Activities\" class=\"mw-headline\">Using Fun Activities</span></h3>\n1- <b class=\"whb\">Divide the group into pairs and give them a conversation topic and outline.</b>Novice speakers often don\'t know where to begin. Give them a short script to jumpstart the conversation, then have them take it from there. Try picking a specific theme or topic to focus on. You can write the script on the board or simply hand it out to them on a sheet of paper.<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"></sup>\n<ul>\n 	<li>For example, you could choose the topic of \"weather\" and give your students this script to start:\n<ul>\n 	<li>Student A: Hi, what do you think about the weather today?</li>\n 	<li>Student B: It\'s ____ (good, bad, okay). I ____(hate, love, like) ___ (cloudy, sunny, rainy, windy, etc.) weather. What\'s your favorite kind of weather?</li>\n 	<li>Student A: I like ____ (sunny, cloudy, rainy, etc.) weather.</li>\n</ul>\n</li>\n 	<li>Ask the students at the end what they learned from their partners.</li>\n</ul>\n2- <b class=\"whb\">Let the students discuss 2 related pictures to practice comparison speech.</b> Put the pictures up where all the students can easily see them or pass out copies to everyone in the room. If you have a projector, use that to put the pictures up. Ask the students to discuss the differences between the pictures.<sup id=\"_ref-10\" class=\"reference\" aria-label=\"Link to Reference 10\"><a href=\"https://www.wikihow.com/Teach-English-Conversation#_note-10\">[10]</a></sup>\n<ul>\n 	<li>For example, you could ask students to compare an urban setting with a rural one or a desert with a lake. You could have students compare a messy bedroom versus a neat one.</li>\n 	<li>You could also do this in pairs.</li>\n</ul>\n3-\n<h1 class=\"page-title\">TESOL- Teaching Conversation Activities- Assignment I</h1>\n<strong>Conversation Activities Guideline</strong>\n\n<strong> </strong>\n\n<em>A Practical Approach to Conversation Activities &amp; Conversation Workshops\nTeaching English to Speakers of Other Languages</em>\n\n&nbsp;\n\n<strong><u>A) Designing Conversation Activities</u></strong>\n\n<strong><u>1. Designing Conversation Activities:</u></strong>\n\nThis practical approach is an introduction to design Conversation Activities that can be used in Conversation Workshops &amp; Group Classes of more than two people.  The idea is straightforward and to the point. To have a conversation we need a Subject. Once a topic is selected, we then need to know a few parameters to design a Conversation Lesson.  Following are important points to be considered in a conversation class.\n\n<strong><u>2. The Number of Participants/ Students.</u></strong>\n\nBased on the number of participants an activity can change its time duration, the flow of conversation, participation of students, time sharing of each student, and even the presented material.\n\n<strong><u>3. The Level of Students &amp; their basic knowledge in the selected language.</u></strong>\n\nStudents’ language levels will make a significant impact on the selection of a conversation activity, and its presentation. Lower levels tend to be at ease with basic vocabularies (i.e., greeting, shopping, etc.,) intermediate levels would prefer more challenging vocabularies such as daily conversation on tabloids/ journals, and advanced level students would prefer professional topics within the academic contexts. Depending on the selected vocabularies each subject can be presented at various levels from beginners to the advanced. Depending on their levels, use of material can also be modified. For instance, beginners tend to understand a conversation much better when they hear it &amp; see it; hence the use of video or YouTube programs can be advantageous.  On the other hand, advanced students may further benefit from reading an article in a newspaper, or listening to the news on the radio, and discussing the topics in the class. A class with multiple levels of students is best to be corrected for their levels or avoided, but if you were in such a class, the suggestion is to carry on with the intermediate level.\n\n<strong><u>4. Average Age of Students.</u></strong>\n\nDepending on the students’ age, to grasp students’ full attention class activities can be modified &amp; tuned to the subjects that would be more appropriate for their age.\n\n5. <strong><u>Knowledge of Professional &amp; Educational Background &amp; Interests.</u></strong>\n\nTo plan and present a relevant Conversation Activity in class, knowledge of students’ interests is essential.  They can then practice and learn vocabularies that they will be facing in their work or studies.  When a Chef, a Waiter, and a Pilot are in the same class, your best activity would be the ones dealing with Food/ Menu and its process of serving in a plane. This way they can all relate to the subject. Although it’s not always easy to link the subjects, as teachers, we do our best in using our imaginations.\n\n<strong><u>6. Knowledge of Student’s First Language/ Mother Tongue &amp; Cultural Background.</u></strong>\n\nStudents often have different language backgrounds. As mother tongues can be different while learning a new language, they can all have slightly different accents. Knowledge of their original language will assist teachers in improvements &amp; corrections of students’ accents. Spanish speaking students have the habit of reading &amp; sounding “LL” as “Y”, reading “J” sometimes as “Y” and sometimes as “KH.” “RR” often is read as “L.”  In Japanese “R” is read as “L” so “Radio” would sound like “Ladio.” In Portuguese “R” is read as “H” and that can make “Rock &amp; Roll” to sound like “Hock &amp; Hole.” In Arabic, the words “CH” and “P” or “G” such as in “Gabriel” or “J” such as “Julie” (<em>French</em>) do not exist. Arabic sounds such as “Gh,” “Kh” &amp; “Dh” do not exist in English. These can explain some of the accent related issues. A professional teacher can significantly benefit from this knowledge and guide students in the right directions of accent correction.  In addition to the above, knowledge of cultural background can assist in selecting conversation activities that would not be offensive or disrespectful in certain cultures. Cultural knowledge can also serve in classroom management and understanding the interactions of some students.  In certain cultures, taping on the shoulder as a sign of good work &amp; encouragement is acceptable. In some other cultures touching is incredibly awkward, unprofessional, and sometimes even rude. For instance, in most parts of Asia women do not shake hands with men and politely keep a certain personal distance.\n\n<strong><u>7. Time Duration Specified for the Conversation Activity.</u></strong>\n\nNow that we have the necessary information, we need to know how much class time is designated to the Conversation Activities. Some classes are exclusively conversation classes, and some others are full Grammar Lesson classes with some short periods selected for communication. In general, a Conversation Activity should not last more than 45 minutes. When an exclusive Conversation Workshop class can last one to two hours, then each class may have 3 to 4 Conversation Activities.\n\n<strong><u>8. The environment of Practice (Native or non-Native area/ Classroom, Online, or Phone)</u></strong>\n\nA native speaking environment is always a preferred place to learn a language and practice conversation. However, due to their jobs, school, or other obligations, most people cannot travel. Teachers can facilitate this matter by providing a simulation place within the classroom or online. The material used in a native environment is slightly different than the non-native classes. To learn about shopping, in a native speaking country, a class can take a field trip right to the market, the mall, or a bazaar, while in a non-native area all must be conducted in a classroom or online using videos and role-plays.\n\n9. <strong><u>Methods Used in a Class (Par-Time, Intensive, Immersion, CLT, Audiolingual, etc.)</u></strong>\n\nA conversation activity must also consider the methodologies applicable to a particular class. As you are aware, TPRS, Montessori, CLT, Audiolingual, Berlitz, Immersion, and Intensive teaching approach all differ in their styles of activities and homework follow-ups.\n\n<strong><u>10. Available Material (Audio-Visual Material, Computers, Books, and Journals, etc.)</u></strong>\n\nBased on the availability of proper lighting, computers, Wi-Fi, CD Players, TV &amp; DVD Players, in-class network connections, available books and journals, and all other material that might be needed for a particular activity, the class presentations can and will vary. For online use, one must consider if students have full Internet access or should activities be downloadable for offline usage. Assuming the activity is about Cars and Types of Cars and their special gears, teachers must present the class with pictures, articles, website links, YouTube videos, or any other tool that can assist students through conversation.\n\n<strong><u>11. Goals, Terminal Objectives, and Enabling Objectives of Each Activity.</u></strong><em> (</em><em>Vocabulary Use, Accent corrections, Pronunciation, Listening, Speaking, Particular Subject practice and education, fluency in the use of grammar in conversation, cultural familiarity, etc.)</em>\n\n&nbsp;\n\nThe overall goal of Conversation Activity must be clear. If you aim to improve your students Pronunciations &amp; Fluency in a certain topic (i.e., Fishing, Cooking, etc.), you must then clearly identify this goal.\n\n<strong><u>12. The Enabling Objectives.</u></strong> (<em>Using the learned vocabulary and grammar to make a phone call, to reserve a flight ticket, to buy a concert ticket, to order food from the menu in a restaurant, etc</em><em>.)</em>\n\nOnce the goal is clear, you would try to achieve it through presenting Reading Subjects, related Vocabularies, related Listening Activity and Speaking episodes within the class. All these steps are parts of Enabling Objectives. Enabling Objectives are the baby steps taken to achieve a greater goal in a Terminal Objective.\n\n<strong><u>13. Conversation Activity, Direction, and Guide</u></strong>.\n\nAs a teacher, you can plan the class setup, start, follow through, pace, timing, vocabularies, the grammar used, and an instructional step by step guide in what you want to do in a class. This is broadly known as Lesson Plan but here we need it like a Conversation Lesson Plan, also called a Conversation Activity.  A Lesson Plan should have an introduction, objectives (enabling objectives), goal (terminal objectives), Topic of activity (Subject), and a guide on how to complete it. It will then follow with Vocabulary introduction, and any other related Reading, Listening or Videos. Once the material is transferred to students, it’s now the time to start the actual conversation or activity.\n\nB<u>) Conversation Activity Assignment:</u>\n\nAfter going over the attached samples of conversation activities, <strong><em>Your Assignment is to design 10 Conversation Activities with 30 to 45 minutes’ duration each</em></strong>. By considering the twelve parameters above, your conversation activities would be more aligned with the TESOL Canada Standards of Lesson Plans.\n\nSome attachments are samples of Conversation Activities, and some others are samples of full Grammar Lesson Plans. Although they all seem different, they maintain the uniform pattern of the above parameters through both the activities and the lesson plans.\n\nFor any additional assistance, please email your course coordinator.\n\n<strong>Here are the samples:</strong>\n\n<a href=\"https://tesoll.com/unit/unit-13/unit-13-conversation-sample-1-conversation-activities/\" rel=\"attachment wp-att-375\">unit 13 conversation Sample 1- Conversation Activities</a>\n<h1 class=\"page-title\">Supplemental Conversation Activities- Word Sort</h1>\n<strong>Follow this link to play a fun game!</strong>\n\n<strong><a class=\"external\" href=\"https://grammaropolis.com/games.php\" target=\"_blank\" rel=\"noreferrer noopener\">https://grammaropolis.com<span class=\"screenreader-only\"> (Links to an external site.)</span><span class=\"ui-icon ui-icon-extlink ui-icon-inline\" title=\"Links to an external site.\"><span class=\"screenreader-only\">Links to an external site.</span></span></a></strong>\n<h1 class=\"page-title\">Supplemental Conversation Activities- News Room</h1>\n<strong>Follow this link to play a fun game!</strong>\n\n<strong><a class=\"external\" href=\"http://www.e-learningforkids.org/language-arts/lesson/news-room/\" target=\"_blank\" rel=\"noreferrer noopener\">http://www.e-learningforkids.org/language-arts/<span class=\"screenreader-only\"> (Links to an external site.)</span><span class=\"ui-icon ui-icon-extlink ui-icon-inline\" title=\"Links to an external site.\"><span class=\"screenreader-only\">Links to an external site.</span></span></a></strong>\n<div class=\"assignment-title\">\n<div class=\"title-content\">\n<h1 class=\"title\">Ten Conversation Activities (For Foundation,) and Twelve Conversation Activities (For Diploma)- Assignment I</h1>\n</div>\n<div class=\"assignment-buttons\">Submit Assignment</div>\n</div>\n<ul class=\"student-assignment-overview\">\n 	<li style=\"list-style-type: none;\">\n<ul class=\"student-assignment-overview\">\n 	<li><span class=\"title\">Due</span> <span class=\"value\"><span class=\"date_text\"><span class=\"display_date\">Jun 1</span> by <span class=\"display_time\">12:59 am</span></span></span></li>\n 	<li><span class=\"title\">Points</span> <span class=\"value\">25</span></li>\n 	<li><span class=\"title\">Submitting</span> <span class=\"value\">a text entry box or a file upload</span></li>\n 	<li><span class=\"title\">File Types</span> <span class=\"value\">pdf, doc, xls, txt, and docx</span></li>\n 	<li><span class=\"title\">Available</span> <span class=\"value\">Jan 6 at 1am - Jan 1, 2020 at 12:59am 12 months</span></li>\n</ul>\n</li>\n</ul>\n<div class=\"clear\"></div>\n<div class=\"clear\"></div>\n<div class=\"clear\"></div>\n<div class=\"description user_content student-version enhanced\">\n\nHello Everyone,\n\nAfter reviewing the attached documents, and samples of conversation activities, your task is to design ten activities of your own. The idea is to come up with new ideas in teaching \"Conversation Workshops -CW\" through \"Conversation Activities- CA.\" Conversation Workshops are generally where students engage in Listening and Speaking activities (supervised and directed by a teacher) to improve their Comprehension, Speaking Fluency, Pronunciation, and their use of Vocabularies &amp; Grammar. Workshops are aimed to complement the Listening and Speaking parts of the Four-Skills teaching method of CLT Communicative Language Teaching approach where the Grammar, Reading, and Writing sections are introduced in a more structured class commonly known as the Grammar Class. The Lesson Plans used in a Grammar Class should typically correspond and relate to the Lesson Plans used on a Conversation Workshop that would refer to the corresponding Grammar Lessons. Lesson Plans for the Conversation Workshops are called \"Conversation Activities.\" Such activities may or may not happen in the same class. Teachers are allowed to take the students on a field trip, use a computer lab, use a basketball court, or any other environment that can influence rapid improvements of students conversation skills. Teachers must surely double check with their school\'s administration on external school activities arrangements. Note that Conversation Activities can also be inserted in specified time periods within a Grammar Class. For example, each activity can be 30 to 45 minutes and start right after a 45 to 60 minutes Grammar and Reading class. Please follow the directions in the attached material, and to get a better idea, please review the samples.\n\nIn addition to the attached material, more samples and ideas can be viewed at <a class=\"external\" href=\"http://www.iteslj.org/\" target=\"_blank\" rel=\"noreferrer noopener\">www.iteslj.org<span class=\"screenreader-only\"> (Links to an external site.)</span><span class=\"ui-icon ui-icon-extlink ui-icon-inline\" title=\"Links to an external site.\"><span class=\"screenreader-only\">Links to an external site.</span></span></a>\n\nYour primary task is to understand the set-up of a conversation activity, and design 10 activities of your own along with material and visual support. (Pictures, maps, video links, etc.) These are very similar to regular 4-skills based Lesson Plans except the Grammar, and the Writing. That means the conversation activities may include Reading, Speaking and Listening. Each activity should be 30-45 minutes.\n\n<em><strong>TESOL Foundation Students need to submit 10 Conversation Activities. </strong></em>\n\n<em><strong>Diploma students need to submit 12 Conversation Activities. </strong></em>\n\nModule #3: Teaching Conversation\n\n<strong>Conversation Activities Guideline</strong>\n\n<em>A Practical Approach to Conversation Activities &amp; Workshops in Teaching English to Speakers of Other Languages.</em>\n\n<strong><u>A) Designing Conversation Activities</u></strong>\n<ol>\n 	<li><strong><u>I) Designing Conversation Activities:</u></strong></li>\n</ol>\nThis practical approach is an introduction to design Conversation Activities that can be used in Conversation Workshops &amp; Group Classes of more than two people.  The idea is straightforward and to the point. To have a conversation we need a Subject. Once a topic is selected, we then need to know a few parameters to design a Conversation Lesson.  Following are important points to be considered in a conversation class.\n<ol>\n 	<li><strong><u>The Number of Participants/ Students.</u></strong></li>\n</ol>\nBased on the number of participants an activity can change its time duration, the flow of conversation, participation of students, time sharing of each student, and even the presented material.\n<ol start=\"2\">\n 	<li><strong><u>The Level of Students &amp; their basic knowledge in the selected language.</u></strong></li>\n</ol>\nStudents’ language levels will make a significant impact on the selection of a conversation activity, and its presentation. Lower levels tend to be at ease with basic vocabularies (i.e., greeting, shopping, etc.,) intermediate levels would prefer more challenging vocabularies such as daily conversation on tabloids/ journals, and advanced level students would prefer professional topics within the academic contexts. Depending on the selected vocabularies each subject can be presented at various levels from beginners to the advanced. Depending on their levels, use of material can also be modified. For instance, beginners tend to understand a conversation much better when they hear it &amp; see it; hence the use of video or YouTube programs can be advantageous.  On the other hand, advanced students may further benefit from reading an article in a newspaper, or listening to the news on the radio, and discussing the topics in the class. A class with multiple levels of students is best to be corrected for their levels or avoided, but if you were in such a class, the suggestion is to carry on with the intermediate level.\n<ol start=\"3\">\n 	<li><strong><u>Average Age of Students.</u></strong></li>\n</ol>\nDepending on the students’ age, to grasp students’ full attention class activities can be modified &amp; tuned to the subjects that would be more appropriate for their age.\n<ol start=\"4\">\n 	<li><strong><u>Knowledge of Professional &amp; Educational Background &amp; Interests.</u></strong></li>\n</ol>\nTo plan and present a relevant Conversation Activity in class, knowledge of students’ interests is essential.  They can then practice and learn vocabularies that they will be facing in their work or studies.  When a Chef, a Waiter, and a Pilot are in the same class, your best activity would be the ones dealing with Food/ Menu and its process of serving in a plane. This way they can all relate to the subject. Although it’s not always easy to link the subjects, as teachers, we do our best in using our imaginations.\n<ol start=\"5\">\n 	<li><strong><u>Knowledge of Student’s First Language/ Mother Tongue &amp; Cultural Background.</u></strong></li>\n</ol>\nStudents often have different language backgrounds. As mother tongues can be different while learning a new language, they can all have slightly different accents. Knowledge of their original language will assist teachers in improvements &amp; corrections of students’ accents. Spanish speaking students have the habit of reading &amp; sounding “LL” as “Y”, reading “J” sometimes as “Y” and sometimes as “KH.” “RR” often is read as “L.”  In Japanese “R” is read as “L” so “Radio” would sound like “Ladio.” In Portuguese “R” is read as “H” and that can make “Rock &amp; Roll” to sound like “Hock &amp; Hole.” In Arabic, the words “CH” and “P” or “G” such as in “Gabriel” or “J” such as “Julie” (<em>French</em>) do not exist. Arabic sounds such as “Gh,” “Kh” &amp; “Dh” do not exist in English. These can explain some of the accent related issues. A professional teacher can significantly benefit from this knowledge and guide students in the right directions of accent correction.  In addition to the above, knowledge of cultural background can assist in selecting conversation activities that would not be offensive or disrespectful in certain cultures. Cultural knowledge can also serve in classroom management and understanding the interactions of some students.  In certain cultures, taping on the shoulder as a sign of good work &amp; encouragement is acceptable. In some other cultures touching is incredibly awkward, unprofessional, and sometimes even rude. For instance, in most parts of Asia women do not shake hands with men and politely keep a certain personal distance.\n<ol start=\"6\">\n 	<li><strong><u>Time Duration Specified for the Conversation Activity.</u></strong></li>\n</ol>\nNow that we have the necessary information, we need to know how much class time is designated to the Conversation Activities. Some classes are exclusively conversation classes, and some others are full Grammar Lesson classes with some short periods selected for communication. In general, a Conversation Activity should not last more than 45 minutes. When an exclusive Conversation Workshop class can last one to two hours, then each class may have 3 to 4 Conversation Activities.\n<ol start=\"7\">\n 	<li><strong><u>The environment of Practice (Native or non-Native area/ Classroom, Online, or Phone)</u></strong></li>\n</ol>\nA native speaking environment is always a preferred place to learn a language and practice conversation. However, due to their jobs, school, or other obligations, most people cannot travel. Teachers can facilitate this matter by providing a simulation place within the classroom or online. The material used in a native environment is slightly different than the non-native classes. To learn about shopping, in a native speaking country, a class can take a field trip right to the market, the mall, or a bazaar, while in a non-native area all must be conducted in a classroom or online using videos and role-plays.\n<ol start=\"8\">\n 	<li><strong><u>Methods Used in a Class (Par-Time, Intensive, Immersion, CLT, Audiolingual, etc.)</u></strong></li>\n</ol>\nA conversation activity must also consider the methodologies applicable to a particular class. As you are aware, TPRS, Montessori, CLT, Audiolingual, Berlitz, Immersion, and Intensive teaching approach all differ in their styles of activities and homework follow-ups.\n<ol start=\"9\">\n 	<li><strong><u>Available Material (Audio-Visual Material, Computers, Books, and Journals, etc.)</u></strong></li>\n</ol>\nBased on the availability of proper lighting, computers, Wi-Fi, CD Players, TV &amp; DVD Players, in-class network connections, available books and journals, and all other material that might be needed for a particular activity, the class presentations can and will vary. For online use, one must consider if students have full Internet access or should activities be downloadable for offline usage. Assuming the activity is about Cars and Types of Cars and their special gears, teachers must present the class with pictures, articles, website links, YouTube videos, or any other tool that can assist students through conversation.\n<ol start=\"10\">\n 	<li><strong><u>Goals, Terminal Objectives, and Enabling Objectives of Each Activity.</u></strong><em> (</em><em>Vocabulary Use, Accent corrections, Pronunciation, Listening, Speaking, Particular Subject practice and education, fluency in the use of grammar in conversation, cultural familiarity, etc.)</em><em>\n</em></li>\n</ol>\nThe overall goal of Conversation Activity must be clear. If you aim to improve your students Pronunciations &amp; Fluency in a certain topic (i.e., Fishing, Cooking, etc.), you must then clearly identify this goal.\n\n&nbsp;\n<ol start=\"11\">\n 	<li><strong><u>The Enabling Objectives.</u></strong> (<em>Using the learned vocabulary and grammar to make a phone call, to reserve a flight ticket, to buy a concert ticket, to order food from the menu in a restaurant, etc</em><em>.)\n</em>Once the goal is clear, you would try to achieve it through presenting Reading Subjects, related Vocabularies, related Listening Activity and Speaking episodes within the class. All these steps are parts of Enabling Objectives. Enabling Objectives are the baby steps taken to achieve a greater goal in a Terminal Objective.</li>\n 	<li><strong><u>Conversation Activity, Direction, and Guide</u></strong>.</li>\n</ol>\nAs a teacher, you can plan the class setup, start, follow through, pace, timing, vocabularies, the grammar used, and an instructional step by step guide in what you want to do in a class. This is broadly known as Lesson Plan but here we need it like a Conversation Lesson Plan, also called a Conversation Activity.  A Lesson Plan should have an introduction, objectives (enabling objectives), goal (terminal objectives), Topic of activity (Subject), and a guide on how to complete it. It will then follow with Vocabulary introduction, and any other related Reading, Listening or Videos. Once the material is transferred to students, it’s now the time to start the actual conversation or activity.\n\n<strong>B<u>) Conversation Activity Assignment:</u></strong>\n\nAfter going over the attached samples of conversation activities, <strong><em>Your Assignment is to design 10 Conversation Activities with 30 to 45 minutes’ duration each</em></strong>. By considering the twelve parameters above, your conversation activities would be more aligned with the TESOL Canada Standards of Lesson Plans.\n\nSome attachments are samples of Conversation Activities, and some others are samples of full Grammar Lesson Plans. Although they all seem different, they maintain the uniform pattern of the above parameters through both the activities and the lesson plans.\n\nFor any additional assistance, please email your course coordinator.\n<p style=\"text-align: center;\">[button url=\"https://tesoll.com/unit/unit-14/?id=251\" class=\"\" bg=\"\" hover_bg=\"\" size=\"0px\" color=\"\" radius=\"0px\" width=\"0px\" height=\"0px\" target=\"_self\"] GO TO UNIT 14 [/button]</p>\n&nbsp;\n\n</div>','Unit 8','','inherit','closed','closed','','374-autosave-v1','','','2020-11-24 22:51:06','2020-11-25 03:51:06','',374,'https://tesoll.com/374-autosave-v1/',0,'revision','',0),(3055,1,'2020-11-24 22:49:52','2020-11-25 03:49:52','<h1 class=\"page-title\">TESOL- Teaching Conversation</h1>\r\nConversational English can be difficult for anyone to learn, so teaching it can be a challenge! The main goals in a conversational English class are to encourage learners to build vocabulary and practice speaking as much as possible. You can also introduce fun activities that engage your students in learning English.\r\n<div class=\"altblock\">\r\n<div>Part 1</div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Establishing-a-Structure-for-Conversation-Class\" class=\"mw-headline\">Establishing a Structure for Conversation Class</span></h3>\r\n1- <b class=\"whb\">Establish conversational rules and guidelines before getting started.</b> Talk with your students during your first class to come up with a set of guidelines for your classes. You can suggest rules, but you can also ask your students to make suggestions. Everyone should agree to these guidelines, and you can keep them posted in the classroom.<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"><a href=\"https://www.wikihow.com/Teach-English-Conversation#_note-1\">[1]</a></sup>\r\n<ul>\r\n 	<li>Prepare a few ahead of time that you can write on the board, which will help the conversation along.</li>\r\n 	<li>For instance, some guidelines could be \"Be courteous to each other; no name-calling\" and \"Let everyone have a turn.\"</li>\r\n</ul>\r\n2- <b class=\"whb\">Emphasize meaning over correctness in class at first.</b> When you first start out, let the students know that your main focus will be to get meaning across. Correctness is important, but if everyone can understand what the person is saying, that\'s more important. In practice, this may mean that you don\'t stop the conversation just because someone\'s syntax was off.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"><a href=\"https://www.wikihow.com/Teach-English-Conversation#_note-2\">[2]</a></sup>\r\n<ul>\r\n 	<li>While students will be concerned about correctness, let them know that even native speakers don\'t say things correctly all the time in conversation.</li>\r\n</ul>\r\n3- <b class=\"whb\">Work on the day’s vocabulary at the beginning of each class.</b> If you have novice or intermediate speakers, they may need help with the words to speak about certain topics. For instance, if you want to talk about the weather one day, start by introducing words that students can use to discuss it, such as \"rainy,\" \"cloudy,\" \"sunny,\" and \"windy.\"<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"><a href=\"https://www.wikihow.com/Teach-English-Conversation#_note-3\">[3]</a></sup>\r\n<ul>\r\n 	<li>Write these on the board for the students to see or hand out a sheet with the words on it.</li>\r\n</ul>\r\n4- <b class=\"whb\">Match the discussion topics to your students’ levels.</b> Make sure you know what level your students speak at. You don\'t want to introduce a complex topic to beginning speakers; they don\'t have the skills yet to talk about it. Instead, stick to topics that are interesting but simple enough for your students to grasp.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup>\r\n<ul>\r\n 	<li>Ask your students about topics they are interested in. You could even give a survey to your students in your first class to both establish their speaking level and ask for topic ideas.</li>\r\n 	<li>For other simple topics, try conversing about food, talking about their families, or discussing what they did over the weekend.</li>\r\n</ul>\r\n5- <b class=\"whb\">Avoid controversial topics when you can.</b> Typically, you want to keep your class smooth and easy-going so that everyone feels welcome and included. For that reason, you may want to stay away from hot-button topics like politics, religion, and topics that may have a sexual nature.<sup id=\"_ref-5\" class=\"reference\" aria-label=\"Link to Reference 5\"></sup>\r\n<ul>\r\n 	<li>However, if these topics do come up and you feel comfortable with it, allow things to take their natural course. Just ensure that the students stay respectful of each other and allow each person to have their say.</li>\r\n</ul>\r\n6- <b class=\"whb\">Allow student-led discussion once your students are at the intermediate level.</b> If your students are already decent speakers, they may be willing to step up and take the lead when it comes to topics. You could even ask 1 student each week to come up with a list of topics. Doing so ensures you get topics they\'re interested in!<sup id=\"_ref-6\" class=\"reference\" aria-label=\"Link to Reference 6\"></sup>\r\n<ul>\r\n 	<li>Encourage them to come up with a few vocabulary words and a list of questions to help keep the conversation going. Let them know that it\'s their job to get the conversation going not necessarily speak for a certain amount of time.</li>\r\n 	<li>You could also encourage them to lead the discussion, as that will help build confidence and conversation skills.</li>\r\n</ul>\r\n7- <b class=\"whb\">Ask open-ended questions to encourage conversation.</b> Asking \"Yes\" or \"No\" (closed-ended questions) requires students to understand what you\'re asking but not to answer fluently. Open-ended questions, or ones that require an answer beyond \"Yes\" or \"No,\" ask students to formulate a response, which helps with conversation skills.<sup id=\"_ref-7\" class=\"reference trusted\" aria-label=\"Link to Reference 7\"></sup>\r\n<ul>\r\n 	<li>Plus, open-ended questions help move the conversation along.</li>\r\n 	<li>For instance, instead of saying, \"Does this topic make you feel sad?\" you could ask, \"How does this topic make you feel?\"</li>\r\n 	<li>Instead of \"Do you like movies?\" you could say, \"Can you tell me about your favorite movie?\"</li>\r\n</ul>\r\n8- <b class=\"whb\">Let the conversation branch off into unexpected directions if your students are engaged.</b>. While you\'ll likely establish a topic, you don\'t need to stick to it rigidly. The goal is to get the students talking to each other so if the conversation veers off in another direction, let it go, as long as the students are still enthusiastically engaged.<sup id=\"_ref-8\" class=\"reference\" aria-label=\"Link to Reference 8\"></sup>\r\n<ul>\r\n 	<li>If the conversation gets heated or some of your students start to look uncomfortable, you may want to rein it back in to your original topic. You could say something like, \"Let\'s switch gears a little bit and give this topic a break. Why don\'t we go back to what we were talking about earlier? June, I think you may have had something more to say about that.\"</li>\r\n</ul>\r\n&nbsp;\r\n<h1 class=\"page-title\">TESOL- Teaching Conversation Activities- Assignment I</h1>\r\n<strong>Conversation Activities Guideline</strong>\r\n\r\n<strong> </strong>\r\n\r\n<em>A Practical Approach to Conversation Activities &amp; Conversation Workshops\r\nTeaching English to Speakers of Other Languages</em>\r\n\r\n&nbsp;\r\n\r\n<strong><u>A) Designing Conversation Activities</u></strong>\r\n\r\n<strong><u>1. Designing Conversation Activities:</u></strong>\r\n\r\nThis practical approach is an introduction to design Conversation Activities that can be used in Conversation Workshops &amp; Group Classes of more than two people.  The idea is straightforward and to the point. To have a conversation we need a Subject. Once a topic is selected, we then need to know a few parameters to design a Conversation Lesson.  Following are important points to be considered in a conversation class.\r\n\r\n<strong><u>2. The Number of Participants/ Students.</u></strong>\r\n\r\nBased on the number of participants an activity can change its time duration, the flow of conversation, participation of students, time sharing of each student, and even the presented material.\r\n\r\n<strong><u>3. The Level of Students &amp; their basic knowledge in the selected language.</u></strong>\r\n\r\nStudents’ language levels will make a significant impact on the selection of a conversation activity, and its presentation. Lower levels tend to be at ease with basic vocabularies (i.e., greeting, shopping, etc.,) intermediate levels would prefer more challenging vocabularies such as daily conversation on tabloids/ journals, and advanced level students would prefer professional topics within the academic contexts. Depending on the selected vocabularies each subject can be presented at various levels from beginners to the advanced. Depending on their levels, use of material can also be modified. For instance, beginners tend to understand a conversation much better when they hear it &amp; see it; hence the use of video or YouTube programs can be advantageous.  On the other hand, advanced students may further benefit from reading an article in a newspaper, or listening to the news on the radio, and discussing the topics in the class. A class with multiple levels of students is best to be corrected for their levels or avoided, but if you were in such a class, the suggestion is to carry on with the intermediate level.\r\n\r\n<strong><u>4. Average Age of Students.</u></strong>\r\n\r\nDepending on the students’ age, to grasp students’ full attention class activities can be modified &amp; tuned to the subjects that would be more appropriate for their age.\r\n\r\n5. <strong><u>Knowledge of Professional &amp; Educational Background &amp; Interests.</u></strong>\r\n\r\nTo plan and present a relevant Conversation Activity in class, knowledge of students’ interests is essential.  They can then practice and learn vocabularies that they will be facing in their work or studies.  When a Chef, a Waiter, and a Pilot are in the same class, your best activity would be the ones dealing with Food/ Menu and its process of serving in a plane. This way they can all relate to the subject. Although it’s not always easy to link the subjects, as teachers, we do our best in using our imaginations.\r\n\r\n<strong><u>6. Knowledge of Student’s First Language/ Mother Tongue &amp; Cultural Background.</u></strong>\r\n\r\nStudents often have different language backgrounds. As mother tongues can be different while learning a new language, they can all have slightly different accents. Knowledge of their original language will assist teachers in improvements &amp; corrections of students’ accents. Spanish speaking students have the habit of reading &amp; sounding “LL” as “Y”, reading “J” sometimes as “Y” and sometimes as “KH.” “RR” often is read as “L.”  In Japanese “R” is read as “L” so “Radio” would sound like “Ladio.” In Portuguese “R” is read as “H” and that can make “Rock &amp; Roll” to sound like “Hock &amp; Hole.” In Arabic, the words “CH” and “P” or “G” such as in “Gabriel” or “J” such as “Julie” (<em>French</em>) do not exist. Arabic sounds such as “Gh,” “Kh” &amp; “Dh” do not exist in English. These can explain some of the accent related issues. A professional teacher can significantly benefit from this knowledge and guide students in the right directions of accent correction.  In addition to the above, knowledge of cultural background can assist in selecting conversation activities that would not be offensive or disrespectful in certain cultures. Cultural knowledge can also serve in classroom management and understanding the interactions of some students.  In certain cultures, taping on the shoulder as a sign of good work &amp; encouragement is acceptable. In some other cultures touching is incredibly awkward, unprofessional, and sometimes even rude. For instance, in most parts of Asia women do not shake hands with men and politely keep a certain personal distance.\r\n\r\n<strong><u>7. Time Duration Specified for the Conversation Activity.</u></strong>\r\n\r\nNow that we have the necessary information, we need to know how much class time is designated to the Conversation Activities. Some classes are exclusively conversation classes, and some others are full Grammar Lesson classes with some short periods selected for communication. In general, a Conversation Activity should not last more than 45 minutes. When an exclusive Conversation Workshop class can last one to two hours, then each class may have 3 to 4 Conversation Activities.\r\n\r\n<strong><u>8. The environment of Practice (Native or non-Native area/ Classroom, Online, or Phone)</u></strong>\r\n\r\nA native speaking environment is always a preferred place to learn a language and practice conversation. However, due to their jobs, school, or other obligations, most people cannot travel. Teachers can facilitate this matter by providing a simulation place within the classroom or online. The material used in a native environment is slightly different than the non-native classes. To learn about shopping, in a native speaking country, a class can take a field trip right to the market, the mall, or a bazaar, while in a non-native area all must be conducted in a classroom or online using videos and role-plays.\r\n\r\n9. <strong><u>Methods Used in a Class (Par-Time, Intensive, Immersion, CLT, Audiolingual, etc.)</u></strong>\r\n\r\nA conversation activity must also consider the methodologies applicable to a particular class. As you are aware, TPRS, Montessori, CLT, Audiolingual, Berlitz, Immersion, and Intensive teaching approach all differ in their styles of activities and homework follow-ups.\r\n\r\n<strong><u>10. Available Material (Audio-Visual Material, Computers, Books, and Journals, etc.)</u></strong>\r\n\r\nBased on the availability of proper lighting, computers, Wi-Fi, CD Players, TV &amp; DVD Players, in-class network connections, available books and journals, and all other material that might be needed for a particular activity, the class presentations can and will vary. For online use, one must consider if students have full Internet access or should activities be downloadable for offline usage. Assuming the activity is about Cars and Types of Cars and their special gears, teachers must present the class with pictures, articles, website links, YouTube videos, or any other tool that can assist students through conversation.\r\n\r\n<strong><u>11. Goals, Terminal Objectives, and Enabling Objectives of Each Activity.</u></strong><em> (</em><em>Vocabulary Use, Accent corrections, Pronunciation, Listening, Speaking, Particular Subject practice and education, fluency in the use of grammar in conversation, cultural familiarity, etc.)</em>\r\n\r\n&nbsp;\r\n\r\nThe overall goal of Conversation Activity must be clear. If you aim to improve your students Pronunciations &amp; Fluency in a certain topic (i.e., Fishing, Cooking, etc.), you must then clearly identify this goal.\r\n\r\n<strong><u>12. The Enabling Objectives.</u></strong> (<em>Using the learned vocabulary and grammar to make a phone call, to reserve a flight ticket, to buy a concert ticket, to order food from the menu in a restaurant, etc</em><em>.)</em>\r\n\r\nOnce the goal is clear, you would try to achieve it through presenting Reading Subjects, related Vocabularies, related Listening Activity and Speaking episodes within the class. All these steps are parts of Enabling Objectives. Enabling Objectives are the baby steps taken to achieve a greater goal in a Terminal Objective.\r\n\r\n<strong><u>13. Conversation Activity, Direction, and Guide</u></strong>.\r\n\r\nAs a teacher, you can plan the class setup, start, follow through, pace, timing, vocabularies, the grammar used, and an instructional step by step guide in what you want to do in a class. This is broadly known as Lesson Plan but here we need it like a Conversation Lesson Plan, also called a Conversation Activity.  A Lesson Plan should have an introduction, objectives (enabling objectives), goal (terminal objectives), Topic of activity (Subject), and a guide on how to complete it. It will then follow with Vocabulary introduction, and any other related Reading, Listening or Videos. Once the material is transferred to students, it’s now the time to start the actual conversation or activity.\r\n\r\nB<u>) Conversation Activity Assignment:</u>\r\n\r\nAfter going over the attached samples of conversation activities, <strong><em>Your Assignment is to design 10 Conversation Activities with 30 to 45 minutes’ duration each</em></strong>. By considering the twelve parameters above, your conversation activities would be more aligned with the TESOL Canada Standards of Lesson Plans.\r\n\r\nSome attachments are samples of Conversation Activities, and some others are samples of full Grammar Lesson Plans. Although they all seem different, they maintain the uniform pattern of the above parameters through both the activities and the lesson plans.\r\n\r\nFor any additional assistance, please email your course coordinator.\r\n\r\n<strong>Here are the samples:</strong>\r\n\r\n<a href=\"https://tesoll.com/unit/unit-13/unit-13-conversation-sample-1-conversation-activities/\" rel=\"attachment wp-att-375\">unit 13 conversation Sample 1- Conversation Activities</a>\r\n<h1 class=\"page-title\">Supplemental Conversation Activities- Word Sort</h1>\r\n<strong>Follow this link to play a fun game!</strong>\r\n\r\n<strong><a class=\"external\" href=\"https://grammaropolis.com/games.php\" target=\"_blank\" rel=\"noreferrer noopener\">https://grammaropolis.com<span class=\"screenreader-only\"> (Links to an external site.)</span><span class=\"ui-icon ui-icon-extlink ui-icon-inline\" title=\"Links to an external site.\"><span class=\"screenreader-only\">Links to an external site.</span></span></a></strong>\r\n<h1 class=\"page-title\">Supplemental Conversation Activities- News Room</h1>\r\n<strong>Follow this link to play a fun game!</strong>\r\n\r\n<strong><a class=\"external\" href=\"http://www.e-learningforkids.org/language-arts/lesson/news-room/\" target=\"_blank\" rel=\"noreferrer noopener\">http://www.e-learningforkids.org/language-arts/<span class=\"screenreader-only\"> (Links to an external site.)</span><span class=\"ui-icon ui-icon-extlink ui-icon-inline\" title=\"Links to an external site.\"><span class=\"screenreader-only\">Links to an external site.</span></span></a></strong>\r\n<div class=\"assignment-title\">\r\n<div class=\"title-content\">\r\n<h1 class=\"title\">Ten Conversation Activities (For Foundation,) and Twelve Conversation Activities (For Diploma)- Assignment I</h1>\r\n</div>\r\n<div class=\"assignment-buttons\">Submit Assignment</div>\r\n</div>\r\n<ul class=\"student-assignment-overview\">\r\n 	<li style=\"list-style-type: none;\">\r\n<ul class=\"student-assignment-overview\">\r\n 	<li><span class=\"title\">Due</span> <span class=\"value\"><span class=\"date_text\"><span class=\"display_date\">Jun 1</span> by <span class=\"display_time\">12:59 am</span></span></span></li>\r\n 	<li><span class=\"title\">Points</span> <span class=\"value\">25</span></li>\r\n 	<li><span class=\"title\">Submitting</span> <span class=\"value\">a text entry box or a file upload</span></li>\r\n 	<li><span class=\"title\">File Types</span> <span class=\"value\">pdf, doc, xls, txt, and docx</span></li>\r\n 	<li><span class=\"title\">Available</span> <span class=\"value\">Jan 6 at 1am - Jan 1, 2020 at 12:59am 12 months</span></li>\r\n</ul>\r\n</li>\r\n</ul>\r\n<div class=\"clear\"></div>\r\n<div class=\"clear\"></div>\r\n<div class=\"clear\"></div>\r\n<div class=\"description user_content student-version enhanced\">\r\n\r\nHello Everyone,\r\n\r\nAfter reviewing the attached documents, and samples of conversation activities, your task is to design ten activities of your own. The idea is to come up with new ideas in teaching \"Conversation Workshops -CW\" through \"Conversation Activities- CA.\" Conversation Workshops are generally where students engage in Listening and Speaking activities (supervised and directed by a teacher) to improve their Comprehension, Speaking Fluency, Pronunciation, and their use of Vocabularies &amp; Grammar. Workshops are aimed to complement the Listening and Speaking parts of the Four-Skills teaching method of CLT Communicative Language Teaching approach where the Grammar, Reading, and Writing sections are introduced in a more structured class commonly known as the Grammar Class. The Lesson Plans used in a Grammar Class should typically correspond and relate to the Lesson Plans used on a Conversation Workshop that would refer to the corresponding Grammar Lessons. Lesson Plans for the Conversation Workshops are called \"Conversation Activities.\" Such activities may or may not happen in the same class. Teachers are allowed to take the students on a field trip, use a computer lab, use a basketball court, or any other environment that can influence rapid improvements of students conversation skills. Teachers must surely double check with their school\'s administration on external school activities arrangements. Note that Conversation Activities can also be inserted in specified time periods within a Grammar Class. For example, each activity can be 30 to 45 minutes and start right after a 45 to 60 minutes Grammar and Reading class. Please follow the directions in the attached material, and to get a better idea, please review the samples.\r\n\r\nIn addition to the attached material, more samples and ideas can be viewed at <a class=\"external\" href=\"http://www.iteslj.org/\" target=\"_blank\" rel=\"noreferrer noopener\">www.iteslj.org<span class=\"screenreader-only\"> (Links to an external site.)</span><span class=\"ui-icon ui-icon-extlink ui-icon-inline\" title=\"Links to an external site.\"><span class=\"screenreader-only\">Links to an external site.</span></span></a>\r\n\r\nYour primary task is to understand the set-up of a conversation activity, and design 10 activities of your own along with material and visual support. (Pictures, maps, video links, etc.) These are very similar to regular 4-skills based Lesson Plans except the Grammar, and the Writing. That means the conversation activities may include Reading, Speaking and Listening. Each activity should be 30-45 minutes.\r\n\r\n<em><strong>TESOL Foundation Students need to submit 10 Conversation Activities. </strong></em>\r\n\r\n<em><strong>Diploma students need to submit 12 Conversation Activities. </strong></em>\r\n\r\nModule #3: Teaching Conversation\r\n\r\n<strong>Conversation Activities Guideline</strong>\r\n\r\n<em>A Practical Approach to Conversation Activities &amp; Workshops in Teaching English to Speakers of Other Languages.</em>\r\n\r\n<strong><u>A) Designing Conversation Activities</u></strong>\r\n<ol>\r\n 	<li><strong><u>I) Designing Conversation Activities:</u></strong></li>\r\n</ol>\r\nThis practical approach is an introduction to design Conversation Activities that can be used in Conversation Workshops &amp; Group Classes of more than two people.  The idea is straightforward and to the point. To have a conversation we need a Subject. Once a topic is selected, we then need to know a few parameters to design a Conversation Lesson.  Following are important points to be considered in a conversation class.\r\n<ol>\r\n 	<li><strong><u>The Number of Participants/ Students.</u></strong></li>\r\n</ol>\r\nBased on the number of participants an activity can change its time duration, the flow of conversation, participation of students, time sharing of each student, and even the presented material.\r\n<ol start=\"2\">\r\n 	<li><strong><u>The Level of Students &amp; their basic knowledge in the selected language.</u></strong></li>\r\n</ol>\r\nStudents’ language levels will make a significant impact on the selection of a conversation activity, and its presentation. Lower levels tend to be at ease with basic vocabularies (i.e., greeting, shopping, etc.,) intermediate levels would prefer more challenging vocabularies such as daily conversation on tabloids/ journals, and advanced level students would prefer professional topics within the academic contexts. Depending on the selected vocabularies each subject can be presented at various levels from beginners to the advanced. Depending on their levels, use of material can also be modified. For instance, beginners tend to understand a conversation much better when they hear it &amp; see it; hence the use of video or YouTube programs can be advantageous.  On the other hand, advanced students may further benefit from reading an article in a newspaper, or listening to the news on the radio, and discussing the topics in the class. A class with multiple levels of students is best to be corrected for their levels or avoided, but if you were in such a class, the suggestion is to carry on with the intermediate level.\r\n<ol start=\"3\">\r\n 	<li><strong><u>Average Age of Students.</u></strong></li>\r\n</ol>\r\nDepending on the students’ age, to grasp students’ full attention class activities can be modified &amp; tuned to the subjects that would be more appropriate for their age.\r\n<ol start=\"4\">\r\n 	<li><strong><u>Knowledge of Professional &amp; Educational Background &amp; Interests.</u></strong></li>\r\n</ol>\r\nTo plan and present a relevant Conversation Activity in class, knowledge of students’ interests is essential.  They can then practice and learn vocabularies that they will be facing in their work or studies.  When a Chef, a Waiter, and a Pilot are in the same class, your best activity would be the ones dealing with Food/ Menu and its process of serving in a plane. This way they can all relate to the subject. Although it’s not always easy to link the subjects, as teachers, we do our best in using our imaginations.\r\n<ol start=\"5\">\r\n 	<li><strong><u>Knowledge of Student’s First Language/ Mother Tongue &amp; Cultural Background.</u></strong></li>\r\n</ol>\r\nStudents often have different language backgrounds. As mother tongues can be different while learning a new language, they can all have slightly different accents. Knowledge of their original language will assist teachers in improvements &amp; corrections of students’ accents. Spanish speaking students have the habit of reading &amp; sounding “LL” as “Y”, reading “J” sometimes as “Y” and sometimes as “KH.” “RR” often is read as “L.”  In Japanese “R” is read as “L” so “Radio” would sound like “Ladio.” In Portuguese “R” is read as “H” and that can make “Rock &amp; Roll” to sound like “Hock &amp; Hole.” In Arabic, the words “CH” and “P” or “G” such as in “Gabriel” or “J” such as “Julie” (<em>French</em>) do not exist. Arabic sounds such as “Gh,” “Kh” &amp; “Dh” do not exist in English. These can explain some of the accent related issues. A professional teacher can significantly benefit from this knowledge and guide students in the right directions of accent correction.  In addition to the above, knowledge of cultural background can assist in selecting conversation activities that would not be offensive or disrespectful in certain cultures. Cultural knowledge can also serve in classroom management and understanding the interactions of some students.  In certain cultures, taping on the shoulder as a sign of good work &amp; encouragement is acceptable. In some other cultures touching is incredibly awkward, unprofessional, and sometimes even rude. For instance, in most parts of Asia women do not shake hands with men and politely keep a certain personal distance.\r\n<ol start=\"6\">\r\n 	<li><strong><u>Time Duration Specified for the Conversation Activity.</u></strong></li>\r\n</ol>\r\nNow that we have the necessary information, we need to know how much class time is designated to the Conversation Activities. Some classes are exclusively conversation classes, and some others are full Grammar Lesson classes with some short periods selected for communication. In general, a Conversation Activity should not last more than 45 minutes. When an exclusive Conversation Workshop class can last one to two hours, then each class may have 3 to 4 Conversation Activities.\r\n<ol start=\"7\">\r\n 	<li><strong><u>The environment of Practice (Native or non-Native area/ Classroom, Online, or Phone)</u></strong></li>\r\n</ol>\r\nA native speaking environment is always a preferred place to learn a language and practice conversation. However, due to their jobs, school, or other obligations, most people cannot travel. Teachers can facilitate this matter by providing a simulation place within the classroom or online. The material used in a native environment is slightly different than the non-native classes. To learn about shopping, in a native speaking country, a class can take a field trip right to the market, the mall, or a bazaar, while in a non-native area all must be conducted in a classroom or online using videos and role-plays.\r\n<ol start=\"8\">\r\n 	<li><strong><u>Methods Used in a Class (Par-Time, Intensive, Immersion, CLT, Audiolingual, etc.)</u></strong></li>\r\n</ol>\r\nA conversation activity must also consider the methodologies applicable to a particular class. As you are aware, TPRS, Montessori, CLT, Audiolingual, Berlitz, Immersion, and Intensive teaching approach all differ in their styles of activities and homework follow-ups.\r\n<ol start=\"9\">\r\n 	<li><strong><u>Available Material (Audio-Visual Material, Computers, Books, and Journals, etc.)</u></strong></li>\r\n</ol>\r\nBased on the availability of proper lighting, computers, Wi-Fi, CD Players, TV &amp; DVD Players, in-class network connections, available books and journals, and all other material that might be needed for a particular activity, the class presentations can and will vary. For online use, one must consider if students have full Internet access or should activities be downloadable for offline usage. Assuming the activity is about Cars and Types of Cars and their special gears, teachers must present the class with pictures, articles, website links, YouTube videos, or any other tool that can assist students through conversation.\r\n<ol start=\"10\">\r\n 	<li><strong><u>Goals, Terminal Objectives, and Enabling Objectives of Each Activity.</u></strong><em> (</em><em>Vocabulary Use, Accent corrections, Pronunciation, Listening, Speaking, Particular Subject practice and education, fluency in the use of grammar in conversation, cultural familiarity, etc.)</em><em>\r\n</em></li>\r\n</ol>\r\nThe overall goal of Conversation Activity must be clear. If you aim to improve your students Pronunciations &amp; Fluency in a certain topic (i.e., Fishing, Cooking, etc.), you must then clearly identify this goal.\r\n\r\n&nbsp;\r\n<ol start=\"11\">\r\n 	<li><strong><u>The Enabling Objectives.</u></strong> (<em>Using the learned vocabulary and grammar to make a phone call, to reserve a flight ticket, to buy a concert ticket, to order food from the menu in a restaurant, etc</em><em>.)\r\n</em>Once the goal is clear, you would try to achieve it through presenting Reading Subjects, related Vocabularies, related Listening Activity and Speaking episodes within the class. All these steps are parts of Enabling Objectives. Enabling Objectives are the baby steps taken to achieve a greater goal in a Terminal Objective.</li>\r\n 	<li><strong><u>Conversation Activity, Direction, and Guide</u></strong>.</li>\r\n</ol>\r\nAs a teacher, you can plan the class setup, start, follow through, pace, timing, vocabularies, the grammar used, and an instructional step by step guide in what you want to do in a class. This is broadly known as Lesson Plan but here we need it like a Conversation Lesson Plan, also called a Conversation Activity.  A Lesson Plan should have an introduction, objectives (enabling objectives), goal (terminal objectives), Topic of activity (Subject), and a guide on how to complete it. It will then follow with Vocabulary introduction, and any other related Reading, Listening or Videos. Once the material is transferred to students, it’s now the time to start the actual conversation or activity.\r\n\r\n<strong>B<u>) Conversation Activity Assignment:</u></strong>\r\n\r\nAfter going over the attached samples of conversation activities, <strong><em>Your Assignment is to design 10 Conversation Activities with 30 to 45 minutes’ duration each</em></strong>. By considering the twelve parameters above, your conversation activities would be more aligned with the TESOL Canada Standards of Lesson Plans.\r\n\r\nSome attachments are samples of Conversation Activities, and some others are samples of full Grammar Lesson Plans. Although they all seem different, they maintain the uniform pattern of the above parameters through both the activities and the lesson plans.\r\n\r\nFor any additional assistance, please email your course coordinator.\r\n<p style=\"text-align: center;\">[button url=\"https://tesoll.com/unit/unit-14/?id=251\" class=\"\" bg=\"\" hover_bg=\"\" size=\"0px\" color=\"\" radius=\"0px\" width=\"0px\" height=\"0px\" target=\"_self\"] GO TO UNIT 14 [/button]</p>\r\n&nbsp;\r\n\r\n</div>','Unit 8','','inherit','closed','closed','','374-revision-v1','','','2020-11-24 22:49:52','2020-11-25 03:49:52','',374,'https://tesoll.com/374-revision-v1/',0,'revision','',0);


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