(3057,1,'2020-11-24 23:21:30','2020-11-25 04:21:30','<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<div class=\"altblock\">\r\n<div>Part 2</div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Using-Fun-Activities\" class=\"mw-headline\">Using Fun Activities</span></h3>\r\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>\r\n<ul>\r\n 	<li>For example, you could choose the topic of \"weather\" and give your students this script to start:\r\n<ul>\r\n 	<li>Student A: Hi, what do you think about the weather today?</li>\r\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>\r\n 	<li>Student A: I like ____ (sunny, cloudy, rainy, etc.) weather.</li>\r\n</ul>\r\n</li>\r\n 	<li>Ask the students at the end what they learned from their partners.</li>\r\n</ul>\r\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\"></sup>\r\n<ul>\r\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>\r\n 	<li>You could also do this in pairs.</li>\r\n</ul>\r\n3- <b class=\"whb\">Play conversation-based games to encourage more talking.</b> Try games like 20 questions, tic-tac-toe with conversation, Simon says, or even something like Mother, May I? These games will break up the monotony and encourage animated and engaged talking.\r\n<ul>\r\n 	<li>For tic-tac-toe with conversation, pick a small talk topic (such as the weather, what\'s going on this afternoon, etc.) and divide the group in 4s. Have pairs within the group talk about the topic and the other set of pairs run a timer, then switch off. Set a time goal for each pair and if they reach that goal, they can mark an \"X\" or \"O\" in a tic-tac-toe square on the board.<sup id=\"_ref-11\" class=\"reference\" aria-label=\"Link to Reference 11\"></sup></li>\r\n 	<li>Set times based on the students\' level. For instance, try 30 seconds for beginners, 1 minute for intermediate speakers, and 2 minutes for advanced students.</li>\r\n 	<li>Another way to use tic-tac-toe is to write out prompts for each square. If a student can answer the prompt, they can mark the square with an \"X\" or \"O</li>\r\n</ul>\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\n&nbsp;\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 23:21:30','2020-11-25 04:21:30','',374,'https://tesoll.com/374-revision-v1/',0,'revision','',0),(3056,1,'2020-11-24 22:51:22','2020-11-25 03:51:22','<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<div class=\"altblock\">\r\n<div>Part 2</div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Using-Fun-Activities\" class=\"mw-headline\">Using Fun Activities</span></h3>\r\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>\r\n<ul>\r\n 	<li>For example, you could choose the topic of \"weather\" and give your students this script to start:\r\n<ul>\r\n 	<li>Student A: Hi, what do you think about the weather today?</li>\r\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>\r\n 	<li>Student A: I like ____ (sunny, cloudy, rainy, etc.) weather.</li>\r\n</ul>\r\n</li>\r\n 	<li>Ask the students at the end what they learned from their partners.</li>\r\n</ul>\r\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\"></sup>\r\n<ul>\r\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>\r\n 	<li>You could also do this in pairs.</li>\r\n</ul>\r\n3- <b class=\"whb\">Play conversation-based games to encourage more talking.</b> Try games like 20 questions, tic-tac-toe with conversation, Simon says, or even something like Mother, May I? These games will break up the monotony and encourage animated and engaged talking.\r\n<ul>\r\n 	<li>For tic-tac-toe with conversation, pick a small talk topic (such as the weather, what\'s going on this afternoon, etc.) and divide the group in 4s. Have pairs within the group talk about the topic and the other set of pairs run a timer, then switch off. Set a time goal for each pair and if they reach that goal, they can mark an \"X\" or \"O\" in a tic-tac-toe square on the board.<sup id=\"_ref-11\" class=\"reference\" aria-label=\"Link to Reference 11\"></sup></li>\r\n 	<li>Set times based on the students\' level. For instance, try 30 seconds for beginners, 1 minute for intermediate speakers, and 2 minutes for advanced students.</li>\r\n 	<li>Another way to use tic-tac-toe is to write out prompts for each square. If a student can answer the prompt, they can mark the square with an \"X\" or \"O</li>\r\n</ul>\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 22:51:22','2020-11-25 03:51:22','',374,'https://tesoll.com/374-revision-v1/',0,'revision','',0),(3058,1,'2020-11-24 23:22:58','2020-11-25 04:22:58','<div class=\"description user_content student-version enhanced\">\n<h1 class=\"page-title\">TESOL- Designing Grammar &amp; Structured Lesson Plans</h1>\nDesigning Structured Lesson Plans\n\n&nbsp;\n\nIn designing Structured Lesson Plans that would include grammar, vocabularies, reading, and writing, one must consider the following guidelines. Note that the Listening and the Speaking parts are covered in Conversation Activities.\n\nAttached material are samples of lesson plans. These examples will assist you in designing two lesson plans needed as your assignments.\n\n<strong><em>This week </em></strong>deals with designing Grammar Lesson Plans, Four-Skills Lesson Plans, and Communicative Approach Methods. This section also includes introduction to MOOC, Online Learning and Teaching, use of Social Media in Teaching, Research introduction on MOOC, instructions on Lesson Plans, and information on Lesson Plan assignments.\n\n<strong>Lesson Planning</strong>\n\nThis section deals with the practicalities of classroom teaching from an administrative point of view. The term \"lesson\" is popularly considered to be a unified set of activities that cover periods of class time. These time units are administratively critical\' for teachers because they represent \'\'steps\" along a curriculum before which and after which you can evaluate and prepare the next lesson. Those lessons from the view of your students\' time management, are practical, definite units of effort that serve to provide rhythm to a course of study.\n\n<em><strong>Major points to consider:</strong></em>\n<ul>\n 	<li>Age: this will particularly affect topics chosen and the types of learning activity, such as the suitability of games or role-play.</li>\n 	<li>Interests: as with age, this may help in the specification of topics and learning activities.</li>\n 	<li>The level of proficiency in English: teachers will wish to know this, even where their classes are based on a mixed proficiency principle rather than streamed according to level.</li>\n 	<li>Aptitude: this can most usefully be thought of as a specific talent. In this case, for language learning, aptitude can be understood as something that learners might show themselves to be \"good at\" perhaps in contrast to others subjects in a school curriculum.</li>\n 	<li>Mother tongue: this may effect, for instance, the treatment of errors or the selection of syllabus items-areas of grammar or vocabulary and so on.</li>\n 	<li>Academic and educational level: which help to determine intellectual content, breadth of the topic or depth to which material may be studied.</li>\n 	<li>Attitudes and motivation towards learning, teachers, the institution, the target language itself and its speakers.</li>\n 	<li>Reasons for learning, if it is possible to state them: With school-age pupils, this may be less significant than with many adult learners, where it is often possible to carry out quite a detailed analysis of needs.</li>\n 	<li>Preferred learning style and personality: which will help in the evaluation of the suitability of different methods, affecting methodological choices such as willing acceptance of role play and an interactive classroom environment or a preference for “rote learning” and studying alone, for example?</li>\n</ul>\n&nbsp;\n\n<em><strong>We consider the following factors in the Educational Setting:</strong></em>\n<ul>\n 	<li>The role of English in the country: whether it is a regular means of communication or primarily a subject taught in the school curriculum where, in turn, it may or may not be the first foreign language. Is English spoken in the community outside class or never heard?</li>\n 	<li>The role of English in the school and its place in the curriculum.</li>\n 	<li>The teachers: their status, their training, mother tongue, attitudes to their job, expectations.</li>\n 	<li>Resources available: books and paper, audio-visual material, laboratories, computers, etc.</li>\n 	<li>Management, administration and support personnel: their particular roles about teaching staff. Additionally, the position of teacher in the overall system needs to be understood, as does the nature of the hierarchy in any particular institution.</li>\n 	<li>The number of pupils to be taught and the size of the classes. The large class problem is a very familiar one in many settings worldwide.</li>\n 	<li>Time available for the program, both over a working year and in any week or term.</li>\n 	<li>The types of tests used, and ways students are evaluated: assessment procedures may, for example, be formal or informal and subjective. They may also be external, in the form of a national examination, or internal to the institution and the course.</li>\n</ul>\n<em><strong>With these factors in mind, you should then consider the following essential elements of lesson planning:</strong></em>\n<ol>\n 	<li>GOAL (S): You should be able to identify an overall purpose or goal that you will attempt to accomplish by the end of the class period: This objective may be quite generalized, but it serves as a unifying theme for you.</li>\n 	<li>OBJECTIVES: it is imperative to state explicitly what you want students to gain from the lesson. Explicit statements help you to:</li>\n</ol>\n<ul>\n 	<li>⎯ Be sure that you indeed know what it is you want to accomplish</li>\n 	<li>⎯ Preserve the unity of your lesson plan</li>\n 	<li>⎯ Predetermine whether or not you are trying to accomplish too much</li>\n 	<li>⎯ Evaluate students\' success at the end of, or after, the lesson.</li>\n</ul>\nObjectives are most clearly captured concerning what students will do. However, many language objectives are not overtly observable and, therefore, you many need to depart from strictly behavioural terms for some objectives. Try to avoid vague statements like \"Students will learn about the passive voice, \" or \" students will practice some listening exercises,” or students will make the reading selection. \" You would be unable to confirm the realization of any of these sorts of loosely stated objectives.\n\nIn stating objectives, distinguish between terminal goals (final learning outcomes that will be measured and evaluated) and enabling objectives (interim steps that build upon each other and lead to the terminal obj.)\n\nFor example, the terminal lesson objective may be:\n\nStudents will successfully request information about airplane arrivals and departures while the Enabling objectives will be:\n<ul>\n 	<li>⎯ Students will comprehend and produce the following ten new vocabulary items,</li>\n 	<li>⎯ students will read and understand airline schedules,</li>\n 	<li>⎯ students will produce questions with when, where, and what time.</li>\n 	<li>⎯ students will produce appropriate, polite forms of requesting.</li>\n</ul>\n&nbsp;\n\n<em><strong>MATERIALS AND EQUIPMENT:</strong></em> Decent planning tactics includes knowing what needs to be taken inside the classroom.\n<ol>\n 	<li><strong>PROCEDURES:</strong> As a very general set of guidelines for planning, one might make sure his/ her plan includes:</li>\n</ol>\n<ul>\n 	<li>An opening statement or activity as a \"warm up.\"</li>\n 	<li>A set of activities and techniques in which he/ she has considered appropriate proportions of time for: whole class work, small group and pair work, teacher talk, student talk.</li>\n</ul>\n<ol start=\"3\">\n 	<li><strong>EVALUATION:</strong> lf a lesson has no evaluative component; one can easily make assumptions that are not informed by careful observation or measurement.  Evaluation does not have to be a separate element of lessons such as a test. It can take place in the course of \"regular\" classroom activity, informally, as an assessment that is made after the students have sufficient opportunities for learning. Adjustments can be made lesson plans for the following days.</li>\n 	<li><strong>EXTRA-CLASS WORK:</strong> Finding applications or extensions of classroom activity that will help students to do some learning beyond the class hour are essential parts of teaching. Homework in the form of hand -out sheets for written, repetitive exercises that have little to do with \"real-life” must be avoided.</li>\n</ol>\n<strong><em>Guidelines for Lesson Planning</em></strong>\n\n&nbsp;\n\nIf one is given a textbook and told to teach from it, he/ she must identify the requirements of how many chapters or units should be covered. Looking through the chapters one might go through the following sequence:\n<ul>\n 	<li><em>If the curriculum and the overall plan of the textbook are familiar to you, go </em>over the specific textbook chapter that you will teach. If you are without a manual and are simply following a curriculum set up by yourself, you will find that ESL websites come in extremely handy with tips, lessons, activities, and handouts. Try the following, but keep in mind that links are infinite:</li>\n 	<li>aitech.ac. i<em>pi </em>- itesl illinks/T ESL/Lessons</li>\n 	<li>aitech.ac.ip/-itesli/links/TESL/Handouts for Classroom Use</li>\n 	<li>tefl.net/resourceslhandouts/index .htm</li>\n 	<li>comment. edu/HP Ipages/darlingfgranunar.html-ssi</li>\n 	<li>comment.edu/HP Images/darlingforiginal.htm</li>\n 	<li>englishpage.com</li>\n 	<li>oacific.net/-sperling/eslcafe.html</li>\n 	<li><em>Determine what the topic and purpose of the lesson will be and write the overall</em></li>\n 	<li>Draft out perhaps one to three explicitly stated terminal objectives.</li>\n 	<li>Decide which exercises from the textbook shall be done, change, delete, add to, all based on objectives.</li>\n 	<li>Draft out a skeletal outline of what the lesson will look like</li>\n 	<li>Carefully anticipate step-by-step procedures for carrying out all techniques, especially those that involves changes and additions.</li>\n</ul>\n&nbsp;\n\nFor teachers who have never taught before, it can be useful to write a script of the lesson plan. In which the exact anticipated words are written down. Scripting out a lesson plan helps one to be more specific in planning and can often prevent classroom pitfalls. It can also give a sense of security by providing one with something to fall back on when the spontaneous words just can\'t seem to come out right! Of course, scripting an entire lesson is long, but more practical partial scripts should cover:\n<ul>\n 	<li>Introductions to activities</li>\n 	<li>Directions for a task</li>\n 	<li>Statements of rules and generalizations</li>\n 	<li>Oral testing techniques</li>\n 	<li>Conclusions to activities and the class hour/ lesson</li>\n</ul>\n&nbsp;\n\nAfter the step-by-step procedures are drafted, look at how the lesson holds together.  Four considerations come into play here:\n<ul>\n 	<li>Variety: are there enough different activities to keep minds alert and enthusiasm high?</li>\n 	<li>Sequence: are all elements of the lesson put together logically, building progressively toward accomplishing the ultimate goal?</li>\n 	<li>Pace: Too many short activities are as ineffective as too few long ones! Students should get comfortable with one activity, work at it, and switch before it becomes too easy or tedious.</li>\n 	<li>Time: If the planned lesson ends early, have some back-up activity ready to insert and if the lesson isn\'t complete as planned, be ready to end a class gracefully on time and on the next day, continue where it was left off.</li>\n</ul>\n&nbsp;\n\nFiguring out in advance how easy or difficult certain techniques will be is something that usually must be learned by experience. Some tasks cause difficulties by themselves; therefore, make the lessons’ directions crystal clear by writing them out in advance. Often, showing what to do is more effective than telling the students what to do and solicit a few examples from the better students. If they have not grasped the exercise, no one else in the class has.\n\nA lesson plan will aim at the majority of students in the class who compromise the \"average\" ability range. However, the lesson plans should also consider the variations in a classroom. Several steps can be taken to account:\n<ul>\n 	<li>Design techniques that have easy and demanding aspects or items</li>\n 	<li>Solicit responses to easier items from students who are below the norm and to more challenging items from those above the norm</li>\n 	<li>Try to design techniques that will involve all students actively</li>\n 	<li>Use small group and pair-work time to circulate and give extra attention to those below or above the norm.</li>\n</ul>\nGive enough consideration in the lesson plan to the balance between student talk and teacher talk. See to it that students have a chance to talk, to produce language and even to initiate their topics and ideas.\n\nThe final consideration in lesson planning process is a very practical one: what sort of \"note\"· will a teacher carry into the classroom? If one has pages and pages of them, she/ he might get too caught up on detail and never free from spontaneity.  A lesson plan on one page is usually sufficient.\n\nAdditionally, ask these questions: will your students be taking notes as you teach? What will they follow in their textbooks? What resources will they possess to recall this lesson in the future and understand as clearly as possible?\n\n&nbsp;\n\n<strong>Sample Lesson Plan # 1:</strong>\n<ul>\n 	<li><strong>Class description:</strong></li>\n</ul>\nThis is an intermediate level pre-university class at the American Language Institute at San Francisco State University. The 16 students in the class range in age from 18 to 25. Their general goals are academically oriented. Their native languages are Japanese, Korean, Mandarin, Indonesian, Thai, and Arabic.\n\n<strong>Objectives:</strong>\n\n<em><strong>Terminal objectives:</strong></em>\n<ol>\n 	<li>Students will develop inner “expectancy rules ” that enable them to predict and anticipate what someone else will say on the phone AND</li>\n 	<li>Students will solicit and receive information by requesting it over the telephone.</li>\n</ol>\n<strong><em>Enabling objectives:</em></strong>\n<ol>\n 	<li>Students will comprehend a simple phone conversation (played on a tape recorder),</li>\n 	<li>In the above conversation, students will identify who the participants are, what they are doing and when,</li>\n 	<li>Students will comprehend and produce necessary vocabulary for this topic,</li>\n 	<li>Students will understand cultural and linguistic schemata regarding movies, theatres, and arrange to see a movie with someone,</li>\n 	<li>Students will infer what a second speaker is saying on the phone by \"eavesdropping\" on one speaker only,</li>\n 	<li>Each student will ask someone to go to a movie with him or her and respond appropriately to a corresponding request,</li>\n 	<li>Students will get \"live\" movie information over the phone.\n<strong> </strong></li>\n</ol>\n<h3><strong>Materials and equipment:</strong></h3>\n<ol>\n 	<li>Tape recorder/ CD player with a recorded conversation</li>\n 	<li>A telephone (if possible) or toy facsimile</li>\n 	<li>Movie advertisements, eight different ones</li>\n 	<li>Movie-Guide page for extra-class work</li>\n</ol>\n&nbsp;\n<ul>\n 	<li><strong>Procedures:</strong>\n<ol>\n 	<li>Pre-listening. To point the students\' thinking in the right direction for this lesson, we will start off with the following \"model\" phone conversation on tape. It is very short and easy, well below the student\'s level. There is no question that they will understand it fully; its purpose is to set up a framework for the lesson.</li>\n 	<li><strong>Listening to the CD: </strong><u>(Conversation with western accent)</u><u></u></li>\n</ol>\n</li>\n 	<li></li>\n</ul>\nPhone: ring\n\nTom: Hullo?\n\nJack: this is Jack. D\'ya wanna go to the movies?\n\nTom: Mmm ... when?\n\nJack: Tonight. I have free passes.\n\nTom: Uh, Ok, sure. What time?\n\nJack: Eight o\'clock. I\'ll-I\'ll meet ya there, OK?\n\nTom: Fine: See ya then.\n\n&nbsp;\n<ol start=\"3\">\n 	<li>Whole-class discussion: general questions about the dialogue and vocabulary in the dialogue</li>\n 	<li>Schemata-building discussion: Questions about who has been to the movies lately, what movies they saw, if it was any good, who they went with, did they arrange it by phone.</li>\n 	<li>Listening activity # I: “My friend Debbie is going to call me in a few minutes. Of course, you won\'t hear her talking to me, but you will hear me, right? I want you to listen carefully and try to figure out two things: A) what does Debbie want to do? And B) When?</li>\n</ol>\nTeacher: Hullo?\n\nGap\n\nT: this is Karen\n\nGap\n\nT: Oh, hi Deb! How\'re you?\n\nGap\n\nT: The movies? When?\n\nGap\n\nT: Urn, OK, this afternoon\'s fine. Whadda ya wanna see?\n\nGap\n\nT: Well, I\'ll only go to Batman if it\'s a bargain matinee\n\nGap\n\nT: There is? One o\'clock? Great! I\'ll meet you there. Bye!\n<ol>\n 	<li> Listening Activity #2: \"Now you\'re going to hear the phone call again. This time, try to figure out three things: A) what movie does Debbie suggest? B) Am I willing to pay full price? C) Does Debbie tell me that I will have to pay full price?</li>\n 	<li>Listening Activity #3: OK, now you\'re going to hear the phone call one last time, and I would like you to tell me what Debbie might have said. Many different answers are correct.</li>\n 	<li>Post-listening activity: Teacher passes out eight different movie ads to eight students. \"OK, everyone with an ad, please get a partner without an ad. One pair group; come up to this phone (if you have two phones, even better). The student with the ad will call the other student and ask him to go to the movies. Be sure to arrange the following things in your phone conversation: What movie? What time? Which theatre?</li>\n 	<li>Extra-classwork assignment: Pass out a datebook/movie guide to each student. \"Everyone please choose a cinema from this page. Circle the auditorium and the phone number on your handout, pick a movie there, circle the movie and circle the time next to it. Tonight when you go home, please call the theatre you\'ve chosen. Listen to the recording and find out if \"your\" movie is still playing and if the times are the same.</li>\n</ol>\n<ul>\n 	<li></li>\n 	<li><strong>Evaluation:</strong></li>\n</ul>\nAs pairs work together for the \"post-listening\" activity, T walks around to monitor students and to observe informally whether or not they have accomplished the terminal objective.\n\n&nbsp;\n\n<strong>Sample Lesson plan #2 </strong>(less detailed)\n\n<strong>(Fifty-minute class)</strong>\n\n<strong> </strong>\n\nWritten at the corner of the board, before students enter class:\n\nHow often do you ______________?\n\nHow often do you ______________?\n\nAlways=all of the time\n\nUsually= generally; most of the time\n\nOften= frequently, much of the time\n\nSometimes= at times; every now and then\n\nSeldom= not often, rarely\n\nNever= not ever, none of the time\n<ol>\n 	<li>The teacher starts with small talk: weather, shopping, daily activities</li>\n 	<li>Students are asked to keep their books closed. The teacher shows the chart on the board</li>\n 	<li>To ask questions to various students individually: \"How often do you come to class? ”How often does Susan drive to school?\" \"How often do you cook dinner?\"</li>\n 	<li>Some mistakes may occur: \"He never drives to school,\" but the T chooses not to correct, only to repeat the sentence in the correct fashion.</li>\n 	<li>After some practice answering the teacher, T shows Ss the list of frequency adverbs on the board.</li>\n 	<li>Ss are asked to formulate their questions using \"How often.\" They are instructed to ask three different questions to their classmates.</li>\n 	<li>Ss open their books to a certain page with a short written passage and a picture.</li>\n 	<li>To ask questions about the image so they can familiarize themselves with the story: \"Who do you see in the picture?\" \"Where is she?\" \"What is she doing?</li>\n 	<li>Students are encouraged to ask questions about the picture: \"What\'s that?\"</li>\n 	<li>Ask the students to look at some vocabs, in the passage add to write down sentences, or synonyms.</li>\n 	<li>To reads the passage aloud twice.</li>\n 	<li>T makes right/wrong statements about the passage and Ss are asked to give the answers, correcting the T when the answer is \"wrong.\"</li>\n 	<li>Exercise plugging into sentences the right adverb of frequency</li>\n 	<li>Tasks Ss to read their sentences and corrects mispronunciation. The class should repeat the word in chorus form.</li>\n 	<li>If need be, T re-explains the use of each adverb.</li>\n 	<li>Pair Exercise: From two pictures, students must complete the sentences using a frequency adverb. However, first</li>\n 	<li>Some vocabularies in the exercise are explained</li>\n 	<li>Ss are asked to pair up and use their imagination to fill in the blanks</li>\n 	<li>Ss are called to give their responses, comparing them with the other Ss responses and justifying their choice.</li>\n 	<li>Next exercise: T gives 6 pictures of people and asks for adjectives of emotion</li>\n 	<li>T asks students: \"Are you ever nervous?\" \"Is Susan ever angry?” etc.</li>\n 	<li>Students should interview at least five Ss in the class asking them things about themselves. E.g. If they are ever happy, sad, excited, etc.</li>\n 	<li>While students are asking questions to each other, the teacher walks around assisting pronunciation, vocabulary, etc.</li>\n 	<li>Ask Ss to give the result of their findings</li>\n 	<li>T gives homework.</li>\n</ol>\n<em>(Both Lesson Plans were taken from Teaching by Principles by H. D. Brown)</em>\n\n<em> </em>\n\n<strong>Lesson Planning</strong>\n\nThomas S. C. Farrell\n\n“Would you tell me, please, which way I ought to go from here?” asked Alice. “That depends a good deal on where you want to get to,” said the Cheshire Cat.\n\nLewis Carroll (1963). Alice’s Adventures in Wonderland (p. 59). New York: Macmillan.\n\n&nbsp;\n\n<strong>INTRODUCTION</strong>\n\nTeachers may wonder, “which way they ought to go” before they enter a classroom. It usually means that teachers need to plan what they want to do in their classrooms. Most teachers engage in yearly, term, unit, weekly, and daily lesson planning (Yinger, 1980). Yearly and term plans usually involve listing the objectives for a particular program. A unit plan is a series of related lessons around a specific theme such as “The Family.” Planning daily lessons is the end result of a complex planning process that includes the yearly, term, and unit plans. A daily lesson plan is a written description of how students will move toward attaining specific objectives. It describes the teaching behavior that will result in student learning.\n\nThis chapter addresses the daily planning decisions that English language teachers make before they enter the classroom. Included in this discussion are the interactive and evaluative decisions teachers make during and after the lesson. Richards (1998) stresses the importance of lesson planning for English language teachers: “The success with which a teacher conducts a lesson is often thought to depend on the effectiveness with which the lesson was planned” (p. 103). For this chapter, lesson planning is defined as the daily decisions a teacher makes for the successful outcome of a lesson. This chapter discusses the following issues associated with lesson planning:\n<ul>\n 	<li>Why plan?</li>\n 	<li>Models of lesson planning.</li>\n 	<li>How to plan a lesson.</li>\n</ul>\n<strong>WHY PLAN?</strong>\n\nLanguage teachers may ask themselves why should they bother writing plans for every lesson. Some teachers write down elaborate daily plans; others do the planning inside their heads. Pre-service teachers say they write daily lesson plans only because a supervisor, cooperating teacher, or school administrator requires them to do so. After they graduate, many teachers give up writing lesson plans. However, not many teachers enter a classroom without some kind of plan. Lesson plans are systematic records of a teacher’s thoughts about what will be covered during a lesson. Richards (1998) suggests that lesson plans help the teacher think about the lesson in advance to “resolve problems and difficulties, to provide a structure for a lesson, to provide a ‘map’ for the teacher to follow, and to provide a record of what has been taught” (p. 103).\n\nThere are also internal and external reasons for planning lessons (McCutcheon, 1980). Teachers plan for internal reasons in order to feel more confident, to learn the subject matter better, to enable lessons to run more smoothly, and to anticipate problems before they happen. Teachers plan for external reasons in order to satisfy the expectations of the principal or supervisor and to guide a substitute teacher in case the class needs one. Lesson planning is especially important for pre-service teachers because they may feel more of a need to be in control before the lesson begins.\n\nDaily lesson planning can benefit English teachers in the following ways:\n<ul>\n 	<li>A plan can help the teacher think about content, materials, sequencing, timing, and activities.</li>\n 	<li>A plan provides security (in the form of a map) in the sometimes-unpredictable atmosphere of a classroom.</li>\n 	<li>A plan is a log of what has been taught.</li>\n 	<li>A plan can help a substitute to smoothly take over a class when the teacher cannot teach. (Purgason, 1991)</li>\n</ul>\nDaily planning of lessons also benefits students because it takes into account the different backgrounds, interests, learning styles, and abilities of the students in one class.\n\n<strong>MODELS OF LESSON PLANNING</strong>\n\nThere are a number of approaches to lesson planning. The dominant model of lesson planning is Tyler’s (1949) rational-linear framework. Tyler’s model has four steps that run sequentially: (1) specify objectives; (2) select learning activities; (3) organize learning activities, and (4) specify methods of evaluation. Tyler’s model is still used widely in spite of evidence that suggests that teachers rarely follow the sequential, linear process outlined in the steps (Borko &amp; Niles, 1987). For example, Taylor (1970) studied what teachers actually did when they planned their lessons and found that they focused mostly on the interests and needs of their students. More important, he found that teachers were not well prepared in teacher-education programs for lesson planning.\n\nIn response to these findings, Yinger (1980) developed an alternative model in which planning takes place in stages. The first stage consists of “problem conception” in which planning starts with a discovery cycle of the integration of the teacher’s goals, knowledge, and experience. The second stage sees the problem formulated and a solution achieved. The third stage involves implementing the plan along with its evaluation. Yinger sees this process as becoming routine, whereby each planning event is influenced by what went on before and what may happen in the future. He also sees a place for considering each teacher’s experiences as influencing this ongoing process of planning.\n\nResearch on what English language teachers actually do when planning lessons has shown that many teachers, when they do write lesson plans (Richards &amp; Lockhart, 1994), tend to deviate from the original plan. Also, when English language teachers do write daily lesson plans, they do not state them in terms of behavioral objectives, even though they are taught this method in pre-service teacher education courses (Richards &amp; Lockhart, 1994; Freeman, 1996; Bailey, 1996). Instead, English language teachers, especially more experienced teachers, are more likely to plan their lessons as sequences of activities (Freeman, 1996), teaching routines, or to focus on the need of particular students (Richards &amp; Lockhart, 1994).\n\nBailey’s (1996, p. 38) study of six experienced English language teachers came up with the following interesting reasons (stated as principles) why teachers deviate from the original lesson plan: (1) “Serve the common good.” Here teachers are willing to deviate from the original lesson plan because one student raised an issue that the teacher perceives to be relevant for the other students. (2) “Teach to the moment.” Sometimes, teachers may completely abandon the lesson plan to discuss some unplanned event because the teacher thinks it is timely for the class. (3) “Further the lesson.” Teachers make a procedural change during the lesson as a means of promoting the progress of the lesson. (4) “Accommodate students’ learning styles.” Teachers may sometimes depart from their lesson plans in order to accommodate their students’ learning styles if the original plan has not accounted for them. (5) “Promote students’ involvement.” Teachers sometimes eliminate some steps in their lesson plans in order to have more student involvement, especially if the students are not responding. (6) “Distribute the wealth.” This last principle has teachers changing lesson plans to encourage quiet students to participate more and to keep the more active students from dominating the class time. These findings show that teacher decision-making is a dynamic process involving teachers making choices before, during, and after each lesson.\n\nThe question that arises out of these studies is, what kinds of lesson plans should English language teachers write? The next section discusses how to develop, implement, and evaluate a lesson plan.\n\n<strong>HOW TO PLAN A LESSON DEVELOPING THE PLAN</strong>\n\nAn effective lesson plan starts with appropriate and clearly written objectives. An objective is a description of a learning outcome. Objectives describe the destination (not the journey) we want our students to reach. Clear, well-written objectives are the first step in daily lesson planning. These objectives help state precisely what we want our students to learn, help guide the selection of appropriate activities, and help provide overall lesson focus and direction. They also give teachers a way to evaluate what their students have learned at the end of the lesson. Clearly written objectives can also be used to focus the students (they know what is expected of them).\n\nFor English language lessons, Shrum and Glisan (1994) point out that effective objectives “describe what students will be able to do in terms of observable behavior and when using the foreign language” (p. 48). Hence, the language a teacher uses for stating objectives is important. I suggest action verbs be used to identify desired student behavior; these can include action verbs similar to those used in Bloom’s <em>Taxonomy of Thinking Processes </em>(see Appendix B). Vague verbs such as <em>understand</em>, <em>appreciate</em>, <em>enjoy </em>(although these can still be used for certain types of lessons, e.g., English poetry or reading novels), or <em>learn </em>should be avoided because they are difficult to quantify. Action verbs such as <em>identify</em>, <em>present</em>, <em>describe</em>, <em>explain</em>, <em>and demonstrate</em>, <em>list</em>, <em>contrast</em>, and <em>debate </em>are clearer and easier for teachers to design a lesson around. Use of these action verbs also makes it easier for the students to understand what will be expected of them in each lesson.\n\nAfter writing the lesson objectives, teachers must decide the activities and procedures they will use to ensure the successful attainment of these objectives. Planning at this stage means thinking through the purposes and structures of the activities. This step involves planning the shape of the lesson. To highlight some generic components of a language lesson plan, I use Shrum and Glisan’s (1994) adaptation of the Hunter and Russell (1977) model (Figure 1). They have built in a place for greater student involvement in the lesson.\n\n<strong>The generic lesson plan has five phases:</strong>\n\n<em>1. Perspective or opening. </em>The teacher asks the students (or himself or herself) the following questions: What was the previous activity (what was previously learned)? What concepts have they learned? The teacher then gives a preview of the new lesson.\n\n2. The teacher (<em>a</em>) poses a question to get the students thinking about the coming activity; (<em>b</em>) helps the students to relate the activity to their lives; (<em>c</em>) begins with an attention grabber: an anecdote, a little scene acted out by peer teachers or lay assistants, a picture, or a song, and (<em>d</em>) uses it (the response to the attention grabber) as a lead into the activity.\n\n<strong><em>3. Instruction/participation.</em></strong> The teacher presents the activity, checks for the students understanding, and encourages active students involvement. Teachers can get students to interact by the use of pair work and/or group work.\n\n<strong><em>4. Closure</em></strong><em>. </em>For this phase, the teacher checks what the students have learned by asking questions such as “What did you learn?” and “How did you feel about these activities?” The teacher then gives a preview about the possibilities for future lessons.\n\n<strong><em>5. Follow-up</em></strong><em>. </em>The last phase of the lesson has the teacher using other activities to reinforce some concepts and even to introduce some new ones. The teacher gives the students opportunities to do independent work and can set certain activities or tasks taken from the lesson as homework.\n\nOf course, teachers can have variations on this generic model. Shrum and Glisan (1994) point out that as time passes in language lessons and as students gain competence, the students “can gradually take on a larger role in choosing the content and even in the structure of the lessons themselves” (pp. 187–188). English language teachers should also realize that language lessons may be different from other content lessons because the same concepts may need to be reinforced time and again using different methods. The following questions may be useful for language teachers to answer before planning their lessons:\n<ul>\n 	<li>What do you want the students to learn and why?</li>\n 	<li>Are all the tasks necessary – worth doing and at the right level?</li>\n 	<li>What materials, aids, and so on, will you use and why?</li>\n 	<li>What type of interaction will you encourage pair work or group work and why?</li>\n 	<li>What instructions will you have to give and how will you give them (written, oral, etc.)?</li>\n 	<li>What questions will you ask?</li>\n 	<li>How will you monitor student understanding during the different stages of the lesson?</li>\n</ul>\nAn example of an authentic lesson plan for an English reading class is given in Appendix A. The lesson plan should not be seen as a prescription or “how to,” because each teaching context will be different. After writing the plan, the next step is to implement it by teaching the class.\n\n<strong>IMPLEMENTING THE PLAN</strong>\n\nImplementing the lesson plan is the most important (and difficult) phase of the daily lesson planning cycle. In this phase, the lesson plan itself will retreat into the background as the reality of the class takes over. As many experienced teachers know, it is easy to get sidetracked by unplanned events. However, teachers should remember that the original plan was designed with specific intentions in mind and the plan was based on the teacher’s diagnosis of the learning competence of the students. Nonetheless, teachers may need to make certain adjustments to the lesson at the implementation phase. I would suggest two broad reasons for teachers to deviate from their original lesson plan: first, when the lesson is obviously going badly, and the plan is not helping to produce the desired outcome; second, when something happens during an early part of the lesson that necessitates improvisation.\n\n&nbsp;\n\nWhen the lesson is not succeeding, teachers should make immediate adjustments to the original plan. This is difficult for beginning teachers because they may not have the necessary experience to recognize that things are going badly. They may also lack sufficient knowledge to develop contingency plans to substitute in such cases. No teacher’s guide can anticipate what problems might occur during a lesson (e.g., out-of-class problems such as interruptions from a visitor); however, they must be dealt with quickly. Teachers can build up this professional knowledge with experience.\n\nWhen implementing their lesson plan, teachers might try to monitor two important issues, namely, lesson variety and lesson pacing. Variety in lesson delivery and choice of activity will keep the class lively and interested. To vary a lesson, teachers should frequently change the tempo of activities from fast-moving to slow. They can also change the class organization by giving individual tasks, pair work, group work, or full class interaction.\n\nActivities should also vary in level of difficulty, some easy and others more demanding. The activities should also be of interest to the students, not just to the teacher. Ur (1996, p. 216), however, cautions that varied activities should not be “flung together in random order.” The result of this would be restlessness and disorder. Consequently, Ur (1996) suggests that the harder activities and tasks be placed earlier in the lesson and the quieter activities before lively ones. Teachers may want to try variations of this to see what works best in their particular class.\n\nPace is linked to the speed at which a lesson progresses, as well as to lesson timing. In order for teachers to develop a sense of pace, Brown (1994) suggests the following guidelines: (1) activities should not be too long or too short; (2) various techniques for delivering the activities should “flow” together; (3) there should be clear transitions between each activity. If teachers remember to work for the benefit of their students rather than their own, then they can avoid falling into the trap of racing through different activities just because they have been written on the lesson plan.\n\n<strong>EVALUATING THE PLAN</strong>\n\nThe final part of daily lesson planning happens after the lesson has ended (although Brown [1994] reminds us that evaluation can take place during the lesson too), when the teacher must evaluate the success (or failure) of the lesson. Ur (1996) says it is important to think after teaching a lesson and ask “whether it was a good one or not, and why” (p. 219). This form of reflection, she says, is for self-development. Of course, both “success” and “failure” are relative terms and their definitions will vary according to each individual teacher’s and student’s perspective. Nevertheless, Brown (1994) says that without an evaluative component in the lesson, the teacher has no way of assessing the success of the students or what adjustments to make for the next lesson.\n\nBrown (1994) defines evaluation in lesson planning as an assessment that is “for- mal or informal, that you make after students have sufficient opportunities for learning” (p. 398). Ur (1996) says that when evaluating a lesson, the first and most important criterion is student learning because that is why we have a lesson in the first place. Even though it may be difficult to judge how much has been learned in a lesson, Ur says that we can still make a good guess. This guess can be based “on our knowledge of the class, the type of activity they were engaged in, and some informal test activities that give feedback on learning” (p. 220).\n\nUr offers the following criteria for evaluating lesson effectiveness and orders them as follows: (1) the class seemed to be learning the material well; (2) the learners were engaging with the foreign language throughout; (3) the learners were attentive all the time; (4) the learners enjoyed the lesson and were motivated; (5) the learners were active all the time; (6) the lesson went according to plan; (7) the language was used communicatively throughout (p. 220). Readers might wish to reflect on these criteria and reorder them in their own list of priority.\n\nThe following questions may also be useful for teachers to reflect on after conducting a lesson (answers can be used as a basis for future lesson planning):\n<ul>\n 	<li>What do you think the students actually learned?</li>\n 	<li>What tasks were most successful? Least successful? Why?</li>\n 	<li>Did you finish the lesson on time?</li>\n 	<li>What changes (if any) will you make in your teaching and why (or why not)?</li>\n</ul>\nAdditionally, for further clarification of the success of a lesson, teachers can ask their students the following four questions at the end of each class; the answers can assist teachers with future lesson planning (I avoid overly judgmental questions such as “Did you enjoy the lesson?” as these types of questions are highly subjective):\n<ul>\n 	<li>What do you think today’s lesson was about?</li>\n 	<li>What part was easy?</li>\n 	<li>What part was difficult?</li>\n 	<li>What changes would you suggest the teacher make?</li>\n</ul>\n&nbsp;\n\n<strong>CONCLUSION</strong>\n\nI have focused on the day-to-day lesson planning decisions that face language teachers (both pre-service and in-service). Because we all have different styles of teaching, and therefore planning, the suggestions in this chapter are not meant to be prescriptive. Teachers must allow themselves flexibility to plan in their own way, always keeping in mind the yearly, term, and unit plans. As Bailey (1996) points out, a lesson plan is like a roadmap “which describes where the teacher hopes to go in a lesson, <em>presumably taking the students along</em>” (p. 18; emphasis added.) It is the latter part of this quote that is important for teachers to remember, because they may need to make “in-flight” changes in response to the actuality of the classroom. As Bailey (1996) correctly points out, “In realizing lesson plans, part of a skilled teacher’s logic in use involves managing such departures [from the original lesson plan] to maximize teaching and learning opportunities” (p. 38). Clearly thought-out lesson plans will more likely maintain the attention of students and increase the likelihood that they will be interested. A clear plan will also maximize time and minimize confusion of what is expected of the students, thus making classroom management easier.\n\n&nbsp;\n\n</div>\n<h1 class=\"page-title\">TESOL- Lesson Plans Warm-up Activities</h1>\n&nbsp;\n\n<strong><em>Warm Ups Activities\n</em></strong><em><u>(Not a Conversation Lesson Plan)</u></em>\n\n(Collected from various sources; see references)\n\n<strong>1) Think of</strong>\n<ol>\n 	<li>a) Something you said/did to make someone happy\nb) a compliment you received\nc) something you said/did that irritated someone\nd) something you wish you’d done/said but didn’t</li>\n</ol>\n<strong>2) Give me a letter</strong>\n\nCollecting words with that letter on the blackboard/whiteboard; have a close look at the words (teacher closes board). How many can you reproduce on paper in the exact location on the board?\n\n3) <strong>Finish the sentences as you wish (individually, then discuss in class/with your neighbor)</strong>\n<ol>\n 	<li>a)  It is a challenge for me to...</li>\n 	<li>b)  I’m going to...</li>\n 	<li>c)  I’m sure that...</li>\n 	<li>d)  Soon I’ll...</li>\n 	<li>e)  I know that I can...</li>\n 	<li>a)  I always feel good when....</li>\n 	<li>b)  The best time of the day is...</li>\n 	<li>c)  When I’m 64 I’ll...</li>\n 	<li>d)  When you live in Germany, you should never...</li>\n 	<li>e)  At midday tomorrow it is fairly certain that...</li>\n 	<li>f)  Teachers should try very hard to...</li>\n 	<li>g)  I am really fed up with....</li>\n 	<li>h)  If I could turn back the clock, I’d</li>\n 	<li>i)  What I always dream of is...</li>\n 	<li>a)  Being young is...</li>\n 	<li>b)  Being old is...</li>\n 	<li>c)  Love is...</li>\n 	<li>d)  A friend is...</li>\n</ol>\n<strong>4) How many words can you find?</strong>\n\nTEACHER’S NAME (<em>on blackboard / whiteboard</em>)\n\n<strong>5) Associations</strong>\n\nStart by suggesting an evocative word: ‘storm’, for example. A student says what the word suggests to him/her - it might be ‘dark’. The next student suggests an association with the word ‘dark’, and so on round the class. If there is time, after you have completed a chain of about 15-25 associations, take the final word suggested, write it on the board, and, together with the class, try to reconstruct the entire chain back to the original idea.\n\n&nbsp;\n\n<strong>6) Reduce sentence</strong>\n<ol>\n 	<li>a) ASK a student to come to the board and draw a woman looking at a window ledge three story up – her son is crawling along the ledge</li>\n 	<li>b) WRITE on bb: <em>Anne came down the stairs and crossed the courtyard when suddenly she looked up and saw her tiny son in his brown dungarees crawling along the kitchen window ledge: she was just in time to catch him when he fell. (The beautiful and very tall lady was singing a good old song from former times and in doing so she looked flirtatiously at the incredibly handsome man who was sitting across from her at the oak table next to the loo and who was listening to her extremely attentively while drinking a large pint of Lager.)</em></li>\n 	<li>c) REDUCE the sentence to one word. In any one go you may take out up to and including three consecutive words!</li>\n</ol>\n<strong>7) Abstract picture</strong>\n\nDraw a big rectangle on the board. Draw in the rectangle a variety of squiggles, doodles shapes, and colors. Ask the class what they think the picture represents. Use your imagination, there’s no right or wrong!\n\n<strong>8) Correcting mistakes</strong>\n\nWrite grammatically or lexically incorrect sentences on the board and ask students to spot/correct the mistakes.\n\n<strong>9) How many things can you think of that...?</strong>\n<ul>\n 	<li>... are small enough to fit into a matchbox?</li>\n 	<li>... are bigger than you are?</li>\n 	<li>... are round?</li>\n 	<li> ...are long and thin?</li>\n 	<li>... make a noise?</li>\n 	<li> ...people enjoy looking at?</li>\n 	<li></li>\n</ul>\n<strong>10) It was the way she said it.</strong>\n\n<strong>It was the way she said it</strong>\n\nTake one word or short sentence and ask the students to say it in as many different ways as possible. Discuss what difference the intonation makes to the meaning in each case, or in what circumstances this intonation might be used\n<ul>\n 	<li>I love you.  - Oh  - Hello  - Good morning  - Well  - Come here</li>\n 	<li>Please  - You  - Yes  - No</li>\n</ul>\n&nbsp;\n\n<strong>11)  Jumbled words/sentences</strong>\n\n12) <strong>Describe your neighbor (requires even number of students!)</strong>\n\nDivide the class into pairs. Give each student the letter A or B. Tell the students A to close their eyes and put their heads on their arms or desk. Tell the A students that they should now try to describe to their classmate B’s appearance to him or her from memory. B should help by asking questions and commenting.\n\nIf there is time, reverse roles and student B should try to describe the front and back of the classroom (or the teacher’s appearance).\n\n<strong>13) New comparisons</strong>\n\nTeach the class a few ‘as...as’ similes commonly used, then suggest a few adjectives, and ask them to invent their own comparisons.\n\nConventional similes: as proud as a peacock, as good as gold, as warm as toast, as white as snow, as quick as lightning, as sweet as honey, as cold as ice, as light as a feather\n\nAdjectives:\n<ol>\n 	<li>a)  happy, long, short, beautiful, clever, clean, tall, small, rich, strong</li>\n 	<li>b)  free, lazy, wise, powerful, innocent, ugly, smooth, faithful, fresh,  colorful</li>\n 	<li>c)  juicy, graceful, brilliant, humble, irritable, sly, rotten,  romantic, obstinate, delicious  <strong> </strong></li>\n</ol>\n<strong>14) What are they talking about?</strong>\n\nWrite a sentence on the board in inverted commas; this represents a bit of a conversation that has been overheard. The students guess what the person is talking about and anything else they can infer about the situation (what sort of person the speaker is, relationship between speaker and hearer)\n\nThe students’ solution can be presented through dramatization: the students act through the situation in which the utterance occurred:\n<ol>\n 	<li>”You idiot! We’ll never get it back now!”</li>\n 	<li>“I don’t approve, but if you must, you must.”</li>\n 	<li>“I can’t afford to, after what John’s done.”</li>\n 	<li>“Found it at last! But it is too late now.”</li>\n 	<li>“You can’t? Well, we’ll just have to manage without.”</li>\n</ol>\n<strong>15) What has just happened?</strong>\n\nWrite a series of exclamations on the board (not more than ten). In pairs or groups, students choose an exclamation, think of an event which might have caused someone to say it, and write down a brief description of the event, using the present perfect (e.g. “What?” – Someone hasn’t heard what was just said.)\n\nThen they choose another and do the same again. After two minutes, invite students to read out their sentences without identifying the exclamations that gave rise to them; the rest of the class guesses what the exclamations were.\n<table>\n<tbody>\n<tr>\n<td width=\"159\">Oh!</td>\n<td width=\"122\">Oh?</td>\n<td width=\"143\">Congratulations!</td>\n</tr>\n<tr>\n<td width=\"159\">I’m sorry!</td>\n<td width=\"122\">Great!</td>\n<td width=\"143\">What?</td>\n</tr>\n<tr>\n<td width=\"159\">No!</td>\n<td width=\"122\">Thanks!</td>\n<td width=\"143\">Welcome!</td>\n</tr>\n<tr>\n<td width=\"159\">Never mind!</td>\n<td width=\"122\">It’s a deal!</td>\n<td width=\"143\">Hello?</td>\n</tr>\n<tr>\n<td width=\"159\">Goodbye!</td>\n<td width=\"122\">Thank goodness!</td>\n<td width=\"143\">Yes, of course!</td>\n</tr>\n<tr>\n<td width=\"159\">Ouch!</td>\n<td width=\"122\">Bad luck!</td>\n<td width=\"143\">Are you serious?</td>\n</tr>\n</tbody>\n</table>\n&nbsp;\n\n16) <strong>Spontaneous response</strong>\n\nTeacher: „I‘ll say something to you. It could be anything. Try to understand the situation or context behind what I’m saying, because you are to say something in response that makes sense and fits in. Don’t just say ’Yes‘ or ‘no‘ or ‘what?‘, because you want to show what you can do in English. I might say, for instance,: ‘Let’s play football‘. You could say in return: ‘That’s a good ides‘ or: ‘But I want to watch TV.’ or: ‘Can’t you see I’m doing my homework.‘ Or: ‘All right. I’ll be ready in five minutes. <em>You know, Peter had an accident; can you carry this bag for me, please; last year, I made a birthday cake for my mother </em>\n\n&nbsp;\n<ul>\n 	<li><strong>17) Buzz reading </strong> As warming up activity the students start with a well-known text that they are told to read aloud all at the same time at individual speeds:\n<ul>\n 	<li><em>Read aloud all at the same time </em></li>\n 	<li><em>Read half aloud only, you may cover your ears </em></li>\n 	<li><em>Just mutter, and move your lips; I must see your lips moving </em></li>\n 	<li><em>Everyone at their own speed/at individual speeds </em></li>\n</ul>\n</li>\n</ul>\n&nbsp;\n\n<strong>18) Total Physical Response</strong>\n\nIn winter, when tangerines are inexpensive, every student gets one and is asked to do the following:\n<ul>\n 	<li>Look at the tangerine and marvel at it</li>\n 	<li>Take a smell at it.</li>\n 	<li>Weigh it in your hands.</li>\n 	<li>Throw it in the air and catch it again.</li>\n 	<li>Swap with your neighbor.</li>\n 	<li>OK, let’s start peeling it: press your thumb into the peel and slowly peel the tangerine</li>\n 	<li>Lay the peel on one heap to the right of you.</li>\n 	<li>No, to the left of you.</li>\n 	<li>Actually, put it in front of you.</li>\n 	<li>Peel away the white skin that we don’t like to eat.</li>\n 	<li>Now pick the tangerine to pieces, one piece after the other</li>\n 	<li>Put the pieces on the table.</li>\n 	<li>Arrange the pieces into a star.</li>\n 	<li>Now build a circle.</li>\n 	<li>Now build a rectangle.</li>\n 	<li>Offer one piece to your neighbor. Say, “Here you are”. Say “Thank you” Say: “You’re welcome.”</li>\n 	<li>Let’s eat!</li>\n</ul>\n<strong> </strong>\n\n<strong>19) We might also include the clothes:</strong>\n<ul>\n 	<li>Let’s stand up again.</li>\n 	<li>Everybody who is wearing socks shake their head.</li>\n 	<li>Push down your socks and pull them up again.</li>\n 	<li>Everybody who has a belt on, stand on one leg.</li>\n 	<li>Everybody who has a cardigan/jacket on, sit down.</li>\n 	<li>Does your cardigan/jacket have buttons? Shout „yes“.</li>\n 	<li>Does your cardigan/jacket have a zipper instead? Shout „yes“.</li>\n 	<li>Then zip it and zip it up again (unbutton it and button it up again).</li>\n 	<li>Roll up your sleeves and roll them down again, etc.</li>\n 	<li>Everybody walk on the spot and wave your hands</li>\n 	<li>Those whose birthday is in May climb on the chair and down again</li>\n 	<li>Now: everybody: make five knee-bends</li>\n 	<li>Those wearing a turtleneck walk around your classmate</li>\n 	<li>Take a deep breath</li>\n 	<li>Shake your heads</li>\n 	<li>All together: clap your hands and shout out loudly. I’m fit now! Sit down.</li>\n</ul>\n&nbsp;\n\n<strong>20) What I don’t know or do, but would like to know or do!</strong>\n\nThe whole class gets up and comes to the front where they are divided into two equal groups each forming a line, which faces each other. The teacher asks words and small phrases in German and the front player of each line has to shout the English equivalent out. Both have then to go to the end of whichever line shouted the correct answer first.  Everybody (including the teacher) jots down a few sentences.\n\n<strong>21) </strong><strong>Hard sell</strong>\n\n<em>In pairs, think of arguments to persuade people to buy these objects, e.g. empty coke bottle – You could use it as a vase</em>.\n\nA snowball, a dirty comb, one sock, a used teabag, a broken plate, cold fish and chips, a clock with no hands, a house with no roof, a bucket with a hole, a piece of string\n\n<strong>22) Well, do you know your classmates? </strong>\n\nDo you know your classmates? What do you think, are these statements <strong>right </strong>or <strong>wrong</strong>?\n\n<strong><em>(Right or wrong answers plus some explanations.)  </em></strong>\n<ol>\n 	<li>Most students in this class prefer cats to dogs.</li>\n 	<li>At least half the class has seen “Borat”.</li>\n 	<li>Most students in this class have more than one brother or sister.</li>\n 	<li>Most students in this class watch more than 10 hours of TV a week.</li>\n 	<li>Most students in this class have more than one Christian name.</li>\n 	<li>There is someone in this class who almost always gets up at half past five.</li>\n 	<li>At least half the class enjoys going to school.</li>\n 	<li>Most students in this class like strawberry flavoured ice cream.</li>\n 	<li>Only one person in this class has been to Sweden.</li>\n 	<li>No one in this class has ever broken their leg.</li>\n 	<li>Most people in this class used to have a teddy bear.</li>\n 	<li>Most students in this class believe that learning Latin is useless.</li>\n</ol>\n<ul>\n 	<li>Most students in this class like cats better than dogs.</li>\n 	<li>Most students in this class watch more than 10 hours of TV a week.</li>\n 	<li>Most students in this class have more than one forename.</li>\n 	<li>There is someone in this class who almost always gets up at half past five.</li>\n 	<li>At least half the class likes going to school.</li>\n 	<li>Most students in this class like chocolate ice-cream.</li>\n 	<li>Only one person in this class has been to England.</li>\n 	<li>No one in this class has ever broken his leg.</li>\n 	<li>Most people in this class had a teddy bear as a child.</li>\n</ul>\n<strong>23) My world map</strong>\n<ul>\n 	<li>-  Make A4 or A3 copies of a world map, one per student.</li>\n 	<li>-  Make a list of 10-15 nouns to use in the dictation (from concrete to  abstract)</li>\n 	<li>-  Students will write words on the map where they think they belong to</li>\n 	<li>-  In pairs or threes students finally compare and discuss their placements</li>\n 	<li></li>\n</ul>\n<strong>24) Tongue twisters</strong>\n<ol>\n 	<li>Give papa a cup of proper coffee in a copper coffee cup.</li>\n 	<li>Swan swam over the sea, Swim, swan, swim! Swan swam back again Well swum, swan!</li>\n 	<li>Which wristwatches are Swiss wristwatches?</li>\n 	<li>She sells seashells by the seashore. The shells she sells are surely seashells. So if she sells shells on the seashore, I\'m sure she sells seashore shells.</li>\n</ol>\n<strong>25) Letter on the board</strong>\n<ol>\n 	<li>Ask a student to pick a letter between A and Z (but not X). If the student says S (or whatever), write a large <em>S </em>on the board.</li>\n 	<li>Ask the students to give you five nouns that start with <em>S</em>. Write these nouns on the board.</li>\n 	<li>Pair the students up (one or more threesome is ok) and ask them to decide who is A and who is B.</li>\n 	<li>Tell them that in a minute each A has to choose one of the topics on the board and talk about it to their partner for 30 (60) seconds. Tell them they should not worry about grammatical accuracy. They should say anything that comes to their mind even if it is just odd words and phrases. If A gets stuck, b can prompt with questions and suggestions.</li>\n</ol>\n<strong>26) Camping trip</strong>\n\nYou need at least two people who already know how to play the game. Play begins by one person saying \"I\'M GOING ON A CAMPING TRIP AND I\'M GOING TO BRING...(at this point the person talking picks anything s/he would like to bring on the trip. Let\'s use a sleeping bag as an example) A SLEEPING BAG\". The next person says \"I\'M GOING ON A CAMPING TRIP AND I\'M GOING TO BRING...(at this point the person talking picks anything s/he would like to bring on the trip, but it must begin with the letter \"G\", since the last letter of the first person \'camping accessory\' was a \"G\". For example let\'s say the second person wanted to bring a \"GUARDIAN\" they can bring that so everyone says \"OKAY YOU CAN BRING THAT ON OUR CAMPING TRIP\". Say the third person hasn\'t caught on to the game yet and says, \"I\'M GOING ON A CAMPING TRIP AND I\'M GOING TO BRING HOT DOGS\". Everyone should say, \"NO, YOU CAN\'T BRING HOT DOGS\" and play continues to the next player until everyone has caught onto the game.\n\nVARIATION: Also can be played with a different \'rule\' each time. One player makes up a rule, and then says something like: \"I would take apples but not potatoes\" The other players then try to figure out the rule. It will take several different clues: \"I would take a Corvette but not a Camaro\" \"I would take beer but not Coke\" etc. Once a player thinks they have figured out a rule, they ask the first player whether or not they would take a certain item to verify their idea: \"You would take Fruit Loops but not Corn Flakes, right?\" \"Right\" Play continues until everyone gets the rule figured out. Then someone else picks a rule and a new game begins. The rules can be anything, and are only limited by the creativity of the players. [P.S. the rule in this example was double letters]\n\n<strong>27) Milling/marketplace</strong>\n\n<em>Walk around the room. Whenever the music stops, talk with the person next to you about the following </em>matters.\n\n<strong><u>Beginners</u></strong>\n<ul>\n 	<li>What do you like best about being in school?</li>\n 	<li>How important are clothes for you?</li>\n 	<li>Do you believe in aliens?</li>\n 	<li>What is your favorite pop singer?</li>\n 	<li>What is your dream job?</li>\n 	<li>Which famous person would you like to meet? Why?</li>\n 	<li>Name three things that make you happy.</li>\n 	<li>What is your favorite subject?</li>\n 	<li>What makes you really angry?</li>\n 	<li>What is the last movie that you saw?</li>\n</ul>\n<strong><u>Advanced:</u></strong>\n<ul>\n 	<li>What was or is your favorite book? What is it about? In particular, what do you like about it?</li>\n 	<li>What are the disadvantages of being young?</li>\n 	<li>What is the best way to improve your English?</li>\n 	<li>If you could have lunch with anyone in the world, who would you choose?</li>\n 	<li>Would you like to live in America? Why not)?</li>\n 	<li>Name three things that make you happy.</li>\n 	<li>What are you good at?</li>\n 	<li>What gets you really angry?</li>\n 	<li>Who was the best teacher that you have ever had &amp; Why?</li>\n 	<li>Do you think life was better or worse in the past?</li>\n 	<li>Are you an optimist or a pessimist? Give examples.</li>\n 	<li>Is there an excuse for crime?</li>\n 	<li>What stories have been in the news recently?</li>\n 	<li>Tell your partner about a time something good happened to you.</li>\n 	<li>Tell your partner about a time something terrible happened to you.</li>\n</ul>\n&nbsp;\n<ul>\n 	<li><strong>28) Finding connections</strong></li>\n</ul>\n<ol>\n 	<li>Talk to your classmate and find out what you have in common</li>\n 	<li>What do these things have in common? (a wedding and an ant; a snowflake and a coin; the number 25 and the colour purple; name of a student and the President of the United States)</li>\n</ol>\n<strong>29) Pair work: ordering activity</strong>\n\nHand out picture story with the respective sequences being jumbled up: Discuss with your classmate what goes where.\n\n<strong>30) Spot the mistake</strong>\n\nStudents receive nearly identical pictures and by describing the scenes to each other have to find the differences in the picture.\n\n<strong>31) Jigsaw puzzle</strong>\n\nCut the pictures into four pieces. Each student gets on piece. The students must study their piece of picture and then talk to other students and find out who has pieces of the same picture. Finally, they should put all their pieces of picture together to make the whole image.\n\n<strong>32) Shipwrecked</strong>\n\n(In groups of 4-5)\n\nYou are on board a ship that has run aground on a reef. You’ll have to leave the ship and swim ashore to a small island not too far away. It is not possible to take a lot of things with you as you have only got one sack to fill with the items you find most essential. The bag will only hold ten items. Which items?\n\nTask 1: Discuss which items you want to take and why. Make a list of the ten items and arguments why you find these particular items valuable if you should survive on the desert island for an indefinite period of time, as you have no idea when you will be rescued.\n\nTask 2: When you have finished your list, your group members must take turns telling the other groups about the chosen items and the reasons why you have chosen them.\n\nYou can use phrases like: If we have a......, we can....... We must have a ....., because..... so that we.......\n\nThe other groups can ask questions and be critical about your choice. If the others can accept your choice and your arguments; you’ll get one point. The person with the most points wins.\n\n&nbsp;\n\n<strong>33) Stranger on the train</strong>\n\nThis activity promotes oral fluency practice &amp; specific oral language practice at the same time: Get the students to imagine they are strangers in a train compartment - get them sitting opposite each other in groups of four. Elicit what people usually talk about on the train – the weather, where they are going/coming from etc. Tell them you are going to give them a line to memorize &amp; that it\'s secret – give them out, students memorize &amp; you take them back in. Then explain what they have to do - to say their lines as naturally as they can in the conversation without the others guessing it is their line. So they have to direct the conversation so that they can say their line naturally, without the others noticing. They must have one conversation &amp; not split into two, as the others will miss their lines when they come to say them. The lines you give them could contain a language item that you have recently been looking at or off-the-wall sentences (e.g. My girlfriend sleeps in the garden). When I first started learning Spanish, I had to do this activity &amp; my line was <u>\'Yo tampoco\'</u> (Me neither) - so I had to wait for a negative to say my line. I managed it &amp; felt good about getting my sentence in naturally. At the end of the activity the students then tell each other what they thought were each other’s lines. It\'s an activity that you can use again &amp; again &amp; it\'s lots of fun!\n\n&nbsp;\n<table width=\"500\">\n<tbody>\n<tr>\n<td colspan=\"3\" width=\"500\">Phrases</td>\n</tr>\n<tr>\n<td width=\"153\">Yes, that’s a good idea.</td>\n<td width=\"234\">Now that does sound interesting.</td>\n<td width=\"113\">I love it.</td>\n</tr>\n<tr>\n<td width=\"153\">I don’t really know.</td>\n<td width=\"234\">Sorry about that.</td>\n<td width=\"113\">I hate it.</td>\n</tr>\n<tr>\n<td width=\"153\">No, I don’t think so.</td>\n<td width=\"234\">That sounds really good.</td>\n<td width=\"113\">OK.</td>\n</tr>\n<tr>\n<td width=\"153\">Me neither.</td>\n<td width=\"234\">I see things a little differently.</td>\n<td width=\"113\">Would that be a problem?</td>\n</tr>\n<tr>\n<td width=\"153\">Me too.</td>\n<td width=\"234\">Certainly.</td>\n<td width=\"113\">For God’s sake!</td>\n</tr>\n<tr>\n<td width=\"153\">What nationality are you?</td>\n<td width=\"234\">Fantastic!</td>\n<td width=\"113\">Actually, very often.</td>\n</tr>\n<tr>\n<td width=\"153\">I travel a lot. Do you?</td>\n<td width=\"234\">It only takes a couple of minutes.</td>\n<td width=\"113\">I can’t follow you.</td>\n</tr>\n<tr>\n<td width=\"153\">Can I help you?</td>\n<td width=\"234\">That’s one way of looking at it.</td>\n<td width=\"113\">Sounds great!</td>\n</tr>\n<tr>\n<td width=\"153\">No, I don’t think so.</td>\n<td width=\"234\">Are you sure?</td>\n<td width=\"113\">I can’t believe what you say!</td>\n</tr>\n</tbody>\n</table>\n<strong> </strong><strong> </strong>\n\n<strong>34) Imagination</strong>\n<ul>\n 	<li>Sit down comfortably and try to relax</li>\n 	<li>close your eyes</li>\n 	<li>try to breathe calmly and smoothly</li>\n 	<li>try to breathe deep into your stomach, then let the air out again</li>\n 	<li>take a breath and exhale (several times): in and out, in ...</li>\n 	<li>imagine you are opening a door</li>\n 	<li>go through that door</li>\n 	<li>it is the entrance door of your school</li>\n 	<li>forget everything you normally associate with school</li>\n 	<li>forget all the feelings you normally have</li>\n 	<li>imagine you are entering a beautiful place, the most beautiful you’ve ever  seen</li>\n 	<li>it’s a bright, friendly place</li>\n 	<li>you meet friends that you like a lot that you enjoy being together with</li>\n 	<li>imagine now you are entering a classroom within which you feel good and  safe and comfortable</li>\n 	<li>here you can relax, feel safe</li>\n 	<li>you see the teacher and you recognize you are actually looking forward to the new lesson, and to all the new things you are going to learn</li>\n 	<li>it will be interesting and fun</li>\n 	<li>slowly, very slowly come to the here and now</li>\n 	<li>open your eyes and settle down to today’s lesson</li>\n</ul>\n&nbsp;\n\n<strong>35) Flashlight</strong>\n\nIf I could do right now what I want to do I would ... (everybody finishes the sentence)\n\n&nbsp;\n\n<strong>36) All alone in the Southern Ocean: What would you do?</strong>\n\n<em>Introduction: </em>The following hypothetical scenario has been designed for students to discuss in small groups. It encourages them to listen to their peers, clarify their thinking, articulate their point of view, challenge other viewpoints and finally reach consensus.\nAsk students to consider the scenario in randomly chosen groups of four.\n\n<em>The Scenario</em>: A large ship is sinking in the Southern Ocean, 150 kilometers south of Hobart. You have managed to board a lifeboat with nine other people, all of whom are strangers to you. Most of these people were not able to reach their cabins to get warm clothing and are in street clothes.\n\nThe temperature is only 8 degrees, and there are strong winds and high waves. The lifeboat has no motor, so it must be rowed. Even if you attempt to row back to the coast of southern Tasmania, it is likely that you will have to spend several days at sea.\n\nThe Southern Ocean is foggy with low, heavy clouds. The lifeboat is dangerously overloaded so you must dump 40 kilograms of weight. You must decide by consensus which items you will remove. For safety reasons, you may not suspend any items from the lifeboat. You may not remove any of the people.\n\nThe items from which you must choose:\n\nA first aid kit, 4 kilograms 8 oars, each 3 kilograms 4 wetsuits, each 3 kilograms 2 ten-liter containers of water, each 10 kilograms 4 woolen blankets, each 1 kilogram 30 cans of salmon, each 500 grams 5 hooded raincoats, each 1 kilogram A large battery-operated torch, 2 kilograms 2 buckets for bailing, each 1 kilogram A large red cotton sheet, 1 kilogram 5 magazines, each 200 grams\n\nTotal: 90 kilograms\n\nYou have twenty minutes to reach consensus. Be prepared to justify your decision.\n\n<strong>37) Conundrums (riddles, brainteasers, mind-bogglers)</strong>\n<ul>\n 	<li>Question 1: At what time of day was Adam created?</li>\n 	<li>Question 2: What belongs to you, but is mostly used by others?</li>\n 	<li>Question 3: A hunter hangs up a small tin can, walks straight away 100 paces, puts on an impenetrable blindfold, turns around 3 times, fires one shot and hits the can. How is this possible?</li>\n 	<li>Answer 1: A little before Eve. Answer 2: Your name. Answer 3: He hangs the tin on the end of his rifle.</li>\n</ul>\n&nbsp;\n\n<strong>38) Balloon debate</strong>\n\nYou are a (more or less) well-known person, and at the moment you are in a hot air balloon, which is losing height rapidly and will soon crash because it is overweight; therefore, one after another will have to be thrown out to keep the balloon airborne. Ultimately, only one person will survive. You have to convince the others that you should be allowed to stay in the damaged hot-air balloon.\n<h1 class=\"page-title\">TESOL- Lesson Plans Assignments</h1>\nDesigning Structured Lesson Plans\n\n&nbsp;\n\nIn designing Structured Lesson Plans that would include grammar, vocabularies, reading, and writing, one must consider the following guidelines. Note that the Listening and the Speaking parts are covered in Conversation Activities.\n\nAttached material are samples of lesson plans. These examples will assist you in designing two lesson plans needed as your assignments.\n\n<strong><em>This week </em></strong>deals with designing Grammar Lesson Plans, Four-Skills Lesson Plans, and Communicative Approach Methods. This section also includes introduction to MOOC, Online Learning and Teaching, use of Social Media in Teaching, Research introduction on MOOC, instructions on Lesson Plans, and information on Lesson Plan assignments.\n\nOnce you will complete a review of the following Lesson Plans, Please start designing <strong>Two Grammar Based Structured Lesson Plans</strong> as your <strong>TESOL Assignment II</strong>. You may email or upload your assignments on Canvas.\n\nBefore you start arranging your Lesson Plan assignments, please review the following pages:\n<p style=\"text-align: center;\">[button url=\"https://tesoll.com/unit/unit-15/?id=251\" class=\"\" bg=\"\" hover_bg=\"\" size=\"0px\" color=\"\" radius=\"0px\" width=\"0px\" height=\"0px\" target=\"_self\"] GO TO UNIT 15 [/button]</p>','Unit 9','','inherit','closed','closed','','404-autosave-v1','','','2020-11-24 23:22:58','2020-11-25 04:22:58','',404,'https://tesoll.com/404-autosave-v1/',0,'revision','',0),(3043,1,'2020-11-24 21:00:57','2020-11-25 02:00:57','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL- Four Language Skills- Listening &amp; Speaking</h1>\r\n&nbsp;\r\n<h3><strong>FOUR LANGUAGE SKILLS</strong></h3>\r\n&nbsp;\r\n<h4>For almost six decades now research and practice in English language teachings have identified the \"four skills\"-listening, speaking, reading, and writing as of paramount importance. In textbooks and curricula, ESL classes around the world tend to focus on one or two of the four skills, sometimes to the exclusion of the others. For learners of a second language, some attention to the four different skills pays off as students discover the differences between these four primary modes of performance along with their interrelationships.</h4>\r\n<h4>With all our trend of treating the four skills in separate segments of a curriculum, there is nevertheless a more recent trend toward skill integration. That is, rather than designing a curriculum to teach the many aspects of one skill, say, reading, curriculum designers are taking more of whole language approach whereby reading is treated as one of two or more interrelated skills. A lesson in a so-called reading class, under this new paradigm, might, for example, include:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>A pre-reading discussion of the topic.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Listening to a lecture or a series of informative statements about the topic of the passage.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Focus on an individual reading strategy, say, scanning.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Writing a paraphrase of a section in a passage.</h4>\r\n</li>\r\n</ul>\r\n<h4>This class, then, models for the students the real-life integration of language skills, gets them to perceive the relationship between several skills and provides the teacher with a great deal of flexibility in creating compelling, motivating lessons.</h4>\r\n<h4>It seems as though the integration of the four skills is the only plausible approach to take within a communicative, interactive framework. Most of the interactive techniques involve the integration of skills. The following observations support such techniques:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Production and reception are quite simply two sides of the same coin; one cannot split the coin in two.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Interaction means sending and receiving messages.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Written and spoken the language often bear a relationship to each other; to ignore that relationship is to ignore the richness of language.</h4>\r\n</li>\r\n 	<li>\r\n<h4>For literate learners, the interrelationship of written and spoken language is an intrinsically motivating reflection of language and culture and society.</h4>\r\n</li>\r\n 	<li>\r\n<h4>By attending primarily to what learners can DO with language, and only secondarily to the forms of language, we invite any or all of the four skills that are relevant to the classroom arena.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Often one skill will reinforce another; we learn to speak, for example, in part by modelling what we hear and learn to write by examining what we can read</h4>\r\n</li>\r\n</ul>\r\nhttps://youtu.be/IUuMf4EumsQ\r\n\r\n<em><strong>Listening</strong></em>\r\n<h4>Listening is not a one-way street. It is not merely the process of unidirectional receiving of audible symbols. The following eight processes (adapted from Clark &amp; Clark, 1977, and Richards, 1983) are all involved incomprehension. Except for the initial and the final processes below, no sequence is implied here. They all occur, if not simultaneously, then in extremely rapid succession. Neurological time must be viewed in microseconds.</h4>\r\n<ol>\r\n 	<li>\r\n<h4>The hearer processes what we\'ll call \"raw speech\" and holds an \"image\" of it in\" short-term memory. This image consists of the constituents of a stream of speech.</h4>\r\n</li>\r\n 	<li>\r\n<h4>The hearer determines the type of expression event that is being processed. Is this a conversation, speech, a radio broadcast, etc.? and then appropriately \"colours\" the interpretation of the perceived message.</h4>\r\n</li>\r\n 	<li>\r\n<h4>The hearer infers the objectives of the speaker through consideration of the type of speech event, the context and the content (do the speaker persuade, request, affirm, deny, inform, etc.?). Thus, the function of the message is inferred.</h4>\r\n</li>\r\n 	<li>\r\n<h4>The hearer recalls background information relevant to this particular context and subject matter. Experiences and knowledge are used to perform cognitive associations to bring a plausible interpretation to the message.</h4>\r\n</li>\r\n 	<li>\r\n<h4>The hearer assigns a literal meaning to the utterance. In many instances, literal and intended meaning matches.</h4>\r\n</li>\r\n 	<li>\r\n<h4>The listener assigns an intended meaning to the statement. How often do misunderstandings stem from false assumptions that are made on the hearer\'s part about the intended meaning of the speaker?</h4>\r\n</li>\r\n 	<li>\r\n<h4>The listener determines whether information should be retained in short-term or long-term memory.</h4>\r\n</li>\r\n 	<li>\r\n<h4>The hearer deletes the form in which the message was originally received. The words and phrases are quickly forgotten, but the relevant information is retained conceptually.</h4>\r\n</li>\r\n</ol>\r\n<h4>It should be clear from the ongoing that listening comprehension is an interactive process. After the initial reception of sound, we human beings perform at least seven other major operations. In conversational settings, of course, immediately after the listening stage, further interaction takes place, as the hearer then becomes the speaker in a response of some kind. All of these processes are important to keep in mind as you teach. They are all relevant to a learner\'s purpose for listening, to performance factors that may cause difficulty in processing speech, to overall principles of effective listening techniques.</h4>\r\n<h4>Much of your language teaching energy\' is devoted to instruction in mastering English conversation. However, numerous other forms of spoken language are also important to incorporate into a language course, especially in teaching comprehension. Here is a classification of the types of oral languages, which should be able to help you see the big picture of what teaching aural comprehension entails.</h4>\r\n<h4></h4>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td colspan=\"2\" width=\"148\">\r\n<h4>Monologue</h4>\r\n</td>\r\n<td colspan=\"4\" width=\"295\">\r\n<h4>Dialogue</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"74\"></td>\r\n<td width=\"74\"></td>\r\n<td colspan=\"2\" width=\"148\"></td>\r\n<td colspan=\"2\" width=\"148\"></td>\r\n</tr>\r\n<tr>\r\n<td width=\"74\"></td>\r\n<td width=\"74\"></td>\r\n<td colspan=\"2\" width=\"148\">\r\n<h4>Interpersonal</h4>\r\n</td>\r\n<td colspan=\"2\" width=\"148\">\r\n<h4>Transactional</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"74\"></td>\r\n<td width=\"74\"></td>\r\n<td colspan=\"2\" width=\"148\"></td>\r\n<td colspan=\"2\" width=\"148\"></td>\r\n</tr>\r\n<tr>\r\n<td width=\"74\">\r\n<h4>Planned</h4>\r\n</td>\r\n<td width=\"74\">\r\n<h4>Unplanned</h4>\r\n</td>\r\n<td width=\"74\">\r\n<h4>Unfamiliar</h4>\r\n</td>\r\n<td width=\"74\">\r\n<h4>Familiar</h4>\r\n</td>\r\n<td width=\"74\">\r\n<h4>Unfamiliar</h4>\r\n</td>\r\n<td width=\"74\">\r\n<h4>Familiar</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"74\"></td>\r\n<td width=\"74\"></td>\r\n<td width=\"74\"></td>\r\n<td width=\"74\"></td>\r\n<td width=\"74\"></td>\r\n<td width=\"74\"></td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4></h4>\r\n<h4>In monologues, when one speaker uses spoken language, the hearer must process long stretches \'of speech without interruption the stream of speech will go on whether or not the hearer comprehends. Planned monologues usually manifest little redundancy and are therefore relatively difficult to grasp. Unplanned monologues exhibit more redundancy, which makes for easy comprehension, but the presence of more performance variables and other hesitations can either help or hinder comprehension.</h4>\r\n<h4>Dialogues involve two or more speakers and can be subdivided into those exchanges that promote social relationships (interpersonal) and those for which the purpose is to convey factual information (transactional). In each case, participants may have a good deal of shared knowledge; therefore, the familiarity of the interlocutors will produce conversations with more assumptions and implications. In conversation with participants who are unfamiliar with each other, references and meanings have to be made more explicit for effective comprehension to take place.</h4>\r\n<h4>Second language learners need to pay particular attention to factors that many make listening more difficult. Those factors profoundly influence the processing of speech and can often block comprehension if they are not attended to. The following eight characteristics of spoken language are adapted from several sources (Dunkel, 1991, Richards, 1983, Ur, 1984):</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Clustering</h4>\r\n</li>\r\n 	<li>\r\n<h4>Redundancy</h4>\r\n</li>\r\n 	<li>\r\n<h4>Reduced forms</h4>\r\n</li>\r\n 	<li>\r\n<h4>Performance variables</h4>\r\n</li>\r\n 	<li>\r\n<h4>Colloquial language</h4>\r\n</li>\r\n 	<li>\r\n<h4>Rate of delivery</h4>\r\n</li>\r\n 	<li>\r\n<h4>Stress, Rhythm, and intonation</h4>\r\n</li>\r\n 	<li>\r\n<h4>Interaction</h4>\r\n</li>\r\n</ul>\r\n<h4>With literally hundreds of possible techniques available for teaching listening skills, it will be helpful for you to think in terms of several kinds of listening performances, that is, what your students do in a listening technique.</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Reactive: listening to the surface structure of an utterance</h4>\r\n</li>\r\n 	<li>\r\n<h4>Intensive: focusing on certain components of the discourse</h4>\r\n</li>\r\n 	<li>\r\n<h4>Responsive: eliciting an immediate response from the learners</h4>\r\n</li>\r\n 	<li>\r\n<h4>Selective: scanning the material for specific information</h4>\r\n</li>\r\n 	<li>\r\n<h4>Extensive: developing a top-down, global understanding of the utterance</h4>\r\n</li>\r\n 	<li>\r\n<h4>Interactive: Including all of the above as students actively participate in discussions, debates, conversations, role-play, etc.</h4>\r\n</li>\r\n</ul>\r\n<h4>Several decades of research and practice in teaching listening comprehension have yielded some practical principles for designing techniques that include aural comprehension. These principles are summarized below.</h4>\r\n<ul>\r\n 	<li>\r\n<h4>In an interactive, four skill curriculum, make sure that you don\'t overlook the importance of techniques that specifically develop listening comprehension competence</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques should be intrinsically motivating. Appeal to listeners\' personal interests and goals. Since background information is an important factor in listening, take into full account the experiences and abilities of your students as you design lessons.</h4>\r\n</li>\r\n 	<li>\r\n<h4>The technique should utilize authentic language and contexts. Real-world tasks enable the students to see the relevance of classroom activity to their long-term communicative goal.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Carefully consider the form of the listeners\' responses. Since comprehension itself is not externally observable, we can only infer that certain things have been understood, and we can find out through students’ overt responses to speech (verbal and nonverbal).</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<ul>\r\n 	<li>\r\n<h4>Encourage the development of listening strategies. Some foreign students are simply not aware of how to listen. Draw their attention to the value of such strategies as:</h4>\r\n</li>\r\n 	<li>\r\n<h4>Looking for keywords</h4>\r\n</li>\r\n 	<li>\r\n<h4>Looking for non-verbal cues to meaning</h4>\r\n</li>\r\n 	<li>\r\n<h4>Predicting a speaker\'s purpose by the context of the spoken discourse</h4>\r\n</li>\r\n 	<li>\r\n<h4>Guessing at meanings</h4>\r\n</li>\r\n 	<li>\r\n<h4>Seeking clarification</h4>\r\n</li>\r\n 	<li>\r\n<h4>Listening for the general gist</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<ul>\r\n 	<li>\r\n<h4>Include both bottoms-up and top-down listening techniques. Bottom-up processing proceeds from sounds to words to grammatical relationships to lexical meanings, etc. to a final \"message.\" And Top-down processing is evoked from a bank of prior knowledge and global expectations.</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<h4><strong><em>Exercises and Activities for Listening Comprehension</em></strong></h4>\r\n<h4>Techniques for teaching listening skills will vary considerably across the proficiency continuum. What follows are three lists of techniques adapted from Peterson\'s \"A synthesis for interactive listening\" in Celce-Murcia\' Teaching English as a Second or Foreign Language, for each of three proficiency levels.</h4>\r\n<h4><em><strong>The following video is a recorded Webinar on Four Language Skills (Listening Section.) Please start at Minute 8 (Skip the first 8 minutes.) </strong></em></h4>\r\nhttps://youtu.be/X1xc7ucH6P4\r\n<h4><strong><em>Exercise Types for Beginning-Level Listeners</em></strong></h4>\r\n<h4><strong><em> </em></strong></h4>\r\n<strong>Bottom-up Exercises</strong>\r\n<ol>\r\n 	<li>\r\n<h4>Goal: Discriminating between Intonation Contours in Sentences</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Discriminating between phonemes</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Selective Listening for Morphological Endings</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Selecting details from the Text (word recognition)</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Listening for Normal Sentence Word order</h4>\r\n</li>\r\n</ol>\r\n<h4></h4>\r\n<strong>Top-Down exercises</strong>\r\n<ol>\r\n 	<li>\r\n<h4>Goal: Discriminating between Emotional reactions</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Setting the Gist of a Sequence</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Recognize the Topic</h4>\r\n</li>\r\n</ol>\r\n<h4></h4>\r\n<strong>Interactive Exercises</strong>\r\n<ol>\r\n 	<li>\r\n<h4>Goal: Build a Semantic Network of Word Associations</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Recognize a Familiar Word and Relate it to a Category</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Following Directions</h4>\r\n</li>\r\n</ol>\r\n<h4></h4>\r\n<strong><em>Exercise Types for Intermediate-Level Listeners</em></strong>\r\n\r\n<strong>Bottom-Up Exercises</strong>\r\n<ol>\r\n 	<li>Goal: Recognize Fast Speech Forms</li>\r\n 	<li>\r\n<h4>Goal: Finding the stressed syllable</h4>\r\n</li>\r\n 	<li>\r\n<h4>\" Goal: Recognize words with reduced syllables</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Recognize words as they are linked in the Speech Stream.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Recognize Pertinent Details in Speech Stream</h4>\r\n</li>\r\n</ol>\r\n<h4></h4>\r\n<strong>Top-Down Exercises</strong>\r\n<ol>\r\n 	<li>Goal: Analyze Discourse structure to Suggest Effective Listening \'Strategies</li>\r\n 	<li>\r\n<h4>Goal: Listen to Identify, the Speakers of the Topic</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Listen to Evaluate Themes and Motives</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Finding Main Ideas and Supporting Details</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Making Interferences</h4>\r\n</li>\r\n</ol>\r\n&nbsp;\r\n\r\n<strong>Interactive Exercises</strong>\r\n<ol>\r\n 	<li>Goal: Discriminating between Registers of Speech and Tones of Voices</li>\r\n 	<li>Goal: Recognize Missing Grammar Markers in Colloquial Speech</li>\r\n 	<li>Goal: Use Knowledge of Reduced Forms to Clarify the Meaning of an Utterance</li>\r\n 	<li>\r\n<h4>Goal: Use context to build Listening Expectations</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Listen to Confirm your Expectations</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Use Context to Build your Expectations. Compare your predictions to what you heard.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Use Incomplete Sensory Data and Cultural Background Information to Construct a Complete Understanding of the Text</h4>\r\n</li>\r\n</ol>\r\n<h4>Exercise Types for Advanced-Level Learners</h4>\r\n<h4>Bottom-up Exercises</h4>\r\n<ol>\r\n 	<li>\r\n<h4>Goal: Use the feature of Sentence Stress and Volume to Identify Important Information for Note Taking</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Become Aware of Sentence Level Features in Lecture Texts</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Become Aware of Organizational Cues in Lecture Texts</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Become Aware of Lexical and Supra-segmental Marker for Definitions</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Identify Specific Points of Information</h4>\r\n</li>\r\n</ol>\r\n<h4></h4>\r\n<strong>Top-down Exercises</strong>\r\n<ol>\r\n 	<li>Goal: Use the Introduction to the Lecture to predict its Focus and Direction</li>\r\n 	<li>\r\n<h4>Goal: Use the Lecture transcript to predict the Content of the Next Section</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Find the Main Idea of a Lecture Segment</h4>\r\n</li>\r\n</ol>\r\n<h4>Interactive Exercises</h4>\r\n<ol>\r\n 	<li>\r\n<h4>Goal: Use Incoming Details to Determine the Accuracy of Predictions about Content</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Determine the Main Ideas of a Section of a Lecture by Analysis of the Details in that Section</h4>\r\n</li>\r\n 	<li>\r\n<h4>Goal: Make Inferences by Identifying Ideas on the Sentence Level that Lead to Evaluative Statements</h4>\r\n</li>\r\n</ol>\r\n<strong> </strong>\r\n\r\n<strong> </strong>\r\n\r\n<strong>Speaking</strong>\r\n\r\n<strong> </strong>\r\n<h4>From a communicative, pragmatic view of the language classroom, listening and speaking skills are closely intertwined. In the previous chapter, several categories were defined for understanding types of spoken language. At the beginning, through intermediate levels of proficiency, most of the students\' efforts in oral production come in the form of dialogue.</h4>\r\n<h4>The previous section in this manual outlines some idiosyncrasies of spoken language that make listening skills somewhat difficult to acquire: clustering, redundancy, reduced forms; performance variables, colloquial language, the rate of delivery, stress, rhythm, and intonation, and interaction. These same characteristics must be taken into account in the dynamic generation of speech, but with a slight twist in that, the learner is now the producer. Bear in mind that characteristics of spoken language can make vocal performance natural as well as, in some cases, difficult.</h4>\r\n<h4>Many learners of foreign ·languages feel that their ultimate goal in pronunciation should be \"accent-free\" speech that is indistinguishable from that of native speakers. Such a goal is most often unattainable adult learners, and in a multilingual and multicultural world, \"accents\" are quite acceptable. Our goal as teachers of English pronunciation should, therefore, be more realistically focused on clear, comprehensible pronunciation. At the beginning levels, we want learners to surpass that threshold beneath which pronunciation detracts them from communicating. At the advanced level, pronunciation goals can focus on elements that enhance communication: intonation, voice quality, phonetic, etc.</h4>\r\n&nbsp;\r\n\r\n<strong><em>What factors will affect oral communication learning skills?</em></strong>\r\n<ul>\r\n 	<li>\r\n<h4>Native language: sound system in the mother tongue will affect the sounds they produce when speaking English</h4>\r\n</li>\r\n 	<li>\r\n<h4>Age: children under the age of puberty stand a chance of \"sounding like a native.\"</h4>\r\n</li>\r\n 	<li>\r\n<h4>Exposure: the quality and intensity of exposure are greater than the entire length of time</h4>\r\n</li>\r\n 	<li>\r\n<h4>Innate vocal ability: some people manifest a phonetic coding ability, they are more attuned to phonetic discriminations</h4>\r\n</li>\r\n 	<li>\r\n<h4>Identity and language ego: one\'s attitude towards speakers of the target language</h4>\r\n</li>\r\n 	<li>\r\n<h4>Motivation and concern for proper pronunciation: the extent to which their intrinsic motivation propels the learners towards improvement will strongly influence their results.</h4>\r\n</li>\r\n</ul>\r\n<h4>Again in the previous section of this manual, six types of listening performances were listed: reactive, intensive, responsive, selective, extensive, and interactive. With the apparent connection between listening and speaking, six similar categories apply to the kinds of vocal production that students are expected to carry out in the classroom:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Imitative: Imitation is performed not for the purpose of meaningful interaction, but for focusing on some particular element of language form. Is drilling a legitimate part of the communicative language classroom? Drills offer students an opportunity to listen and to orally repeat individual strings of language that may pose some linguistic difficulty. Guidelines for successful exercises:</h4>\r\n</li>\r\n 	<li>\r\n<h4>Keep them short</h4>\r\n</li>\r\n 	<li>\r\n<h4>Keep them simple</h4>\r\n</li>\r\n 	<li>\r\n<h4>Make sure students know why they are doing the drill</h4>\r\n</li>\r\n 	<li>\r\n<h4>Limit them to phonology or grammar points</h4>\r\n</li>\r\n 	<li>\r\n<h4>Make sure they ultimately lead to communicative goals</h4>\r\n</li>\r\n 	<li>\r\n<h4>Don\'t overuse them</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<ul>\r\n 	<li>\r\n<h4>Intensive: This goes one step beyond the \"imitative\" to include any speaking performance designed to practice some phonological or grammatical</h4>\r\naspect\r\n<h4>of the language.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Responsive: short replies to the teacher or student-initiated questions or comments that do not extend into dialogues</h4>\r\n</li>\r\n 	<li>\r\n<h4>Transactional (dialogue): It is carried out for the purpose of conveying or exchanging specific information and is an extended form of \"responsive\"</h4>\r\n</li>\r\n 	<li>\r\n<h4>Interpersonal (dialogue): It is carried out for the purpose of maintaining social relationships and these conversations can involve some of the following factors:</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<ul>\r\n 	<li>\r\n<h4>a casual register</h4>\r\n</li>\r\n 	<li>\r\n<h4>colloquial language</h4>\r\n</li>\r\n 	<li>\r\n<h4>emotionally charged language</h4>\r\n</li>\r\n 	<li>\r\n<h4>slang</h4>\r\n</li>\r\n 	<li>\r\n<h4>ellipsis</h4>\r\n</li>\r\n 	<li>\r\n<h4>sarcasm</h4>\r\n</li>\r\n 	<li>\r\n<h4>Extensive (monologue): students at intermediate and advanced levels are called on to give extended monologues in the form of oral reports, summaries, short speeches, etc.</h4>\r\n</li>\r\n</ul>\r\n<h4>Here are some practical principles that may help you in designing speaking techniques:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Techniques should cover the spectrum of learner needs, from language-based focus on accuracy to message-based focus on interaction, meaning, and fluency.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques should be intrinsically motivating</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques should encourage the use of authentic language in meaningful contexts.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Provide appropriate feedback and correction</h4>\r\n</li>\r\n 	<li>\r\n<h4>Capitalize on the natural link between speaking and listening</h4>\r\n</li>\r\n 	<li>\r\n<h4>Give students opportunities to initiate oral communication</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<h4>Encourage the development of speaking strategies such as:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Asking for clarification</h4>\r\n</li>\r\n 	<li>\r\n<h4>Asking someone to repeat something</h4>\r\n</li>\r\n 	<li>\r\n<h4>Using fillers to gain time to process</h4>\r\n</li>\r\n 	<li>\r\n<h4>Getting someone\' s attention</h4>\r\n</li>\r\n 	<li>\r\n<h4>Using paraphrases for structures one can\'t produce</h4>\r\n</li>\r\n 	<li>\r\n<h4>Using formulaic expressions</h4>\r\n</li>\r\n 	<li>\r\n<h4>Using mime and nonverbal expressions to convey meaning</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<h4><em><strong>Interactive techniques such as:</strong></em></h4>\r\n<ul>\r\n 	<li>\r\n<h4>Interviews</h4>\r\n</li>\r\n 	<li>\r\n<h4>Guessing games</h4>\r\n</li>\r\n 	<li>\r\n<h4>Ranking exercises</h4>\r\n</li>\r\n 	<li>\r\n<h4>Discussions</h4>\r\n</li>\r\n 	<li>\r\n<h4>Role-play</h4>\r\n</li>\r\n 	<li>\r\n<h4>Individual practice: Oral dialogue journals (using tape recorders)</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<h4><em><strong>Exercises and Activities for Oral Communication</strong></em></h4>\r\n<h4>What follows here is a set of brief descriptions of just a few samples of the hundreds of different techniques you could use to teach various speaking skills. The first three have been adapted from Wong\'s Teaching Pronunciation: Focus on English Rhythm, Intonation, and the last four have been adapted from Nolasco and Arthur\'s Conversation.</h4>\r\n<ol>\r\n 	<li>\r\n<h4><strong><em>Pronunciation: Rhythm and Thought groups</em></strong></h4>\r\n</li>\r\n</ol>\r\n<h4>The following sentences, all on the topic of contemporary superstitions and popular beliefs, illustrate the use of pauses to separate prepositional phrases and clauses. These sentences can be used with advanced-level students; for students of intermediate proficiency, more appropriate sentences should be selected. Have students listen as you read the sentences that follow and pause only at the points marked by a slash. Then have them practice in pairs with the listener monitoring for pauses only at the places marked.</h4>\r\n<ul>\r\n 	<li>\r\n<h4>In Illinois, driving around the house in low gear/ is said to cure a family member\'s illness.</h4>\r\n</li>\r\n 	<li>\r\n<h4>In North Carolina, if the first bird seen on New Year\'s morning is flying high, / there will be good health during the year.</h4>\r\n</li>\r\n 	<li>\r\n<h4>If you break a mirror, then you will have seven years of bad luck, /unless you throw the broken pieces in a moving, stream.</h4>\r\n</li>\r\n 	<li>\r\n<h4>If you spill salt, then you will have bad luck, unless you throw some over your left shoulder.</h4>\r\n</li>\r\n</ul>\r\n<h4>Ask the students to discuss, in small groups, superstitions from their countries and then report on their findings to the large group, monitoring themselves for placing pauses between phrases and clauses.</h4>\r\n<h4></h4>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"113\">\r\n<h4>He: Ready?</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"113\">\r\n<h4>She: No</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"113\">\r\n<h4>He: Why?</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"113\">\r\n<h4>She: Problems.</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"113\">\r\n<h4>He: Problems?</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"113\">\r\n<h4>She: Yes.</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"113\">\r\n<h4>He: What?</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"113\">\r\n<h4>She: Babysitter</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<ol start=\"2\">\r\n 	<li>\r\n<h4><strong><em>Pronunciation: Intonation</em></strong></h4>\r\n</li>\r\n</ol>\r\n<h4><strong><em> </em></strong></h4>\r\n<h4>2.1.    Listening for Pitch changes Exercise No 1</h4>\r\n<h4>Record the following conversation and play it for the students. Establish the participants, the setting, and the event by asking the students to guess who and what they are.</h4>\r\n<h4></h4>\r\n<h4><strong>Conversation A</strong></h4>\r\n<h4>The typical scenario that students come up with is as follows: A husband and wife are preparing to go out to a party or dinner, but the babysitter has just called to say she could not make it.</h4>\r\n<h4>After the students have figured out what is going on, you can then play the conversation again. This time put transcribe the conversation on the board and ask the students to try to determine for each utterance whether the speaker\'s voice ends with a rising or falling pitch. Students will be confused at first, especially with falling intonations on monosyllabic words; some students will identify these as rising. Draw arrows next to each utterance and play the conversation once more.</h4>\r\n<h4>Ask the students to explain what each utterance means, then point out <em>that </em>a change in pitch can indicate a change in meaning. <em>Ready? With </em>a rising pitch means are <em>you ready? </em>But <em>ready </em>with a falling pitch means, <em>I am ready. Why? With </em>a falling pitch means,, <em>I want a specific answer to my question, </em>while <em>why? With </em>a rising pitch might mean <em>I want a specific answer to my question, but I don\'t want to sound to insistent.</em></h4>\r\n<ol start=\"2\">\r\n 	<li>\r\n<h4><strong><em>b. Listening for Pitch Changes Exercise No 2</em></strong></h4>\r\n</li>\r\n</ol>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"104\">\r\n<h4>Ready</h4>\r\n</td>\r\n<td width=\"104\">\r\n<h4>No</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"104\">\r\n<h4>Problems</h4>\r\n</td>\r\n<td width=\"104\">\r\n<h4>Yes</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"104\">\r\n<h4>Babysitter</h4>\r\n</td>\r\n<td width=\"104\">\r\n<h4>No</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"104\">\r\n<h4>Ready</h4>\r\n</td>\r\n<td width=\"104\">\r\n<h4>Yes</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"104\">\r\n<h4>Problems</h4>\r\n</td>\r\n<td width=\"104\">\r\n<h4>What</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"104\">\r\n<h4>Yes</h4>\r\n</td>\r\n<td width=\"104\">\r\n<h4>Why</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4>List the following words on the board. Make your own list and mark the words for either a rise or fall in pitch. Read them one at a time as marked and ask the students to point up if they hear an increase in pitch, down if they listen to a fall in pitch. Confirm or inform their responses by marking the words on the board with an arrow pointing up or down.</h4>\r\n<h4>Have the students pronounce each word with you, checking for the appropriate rise or fall in pitch.</h4>\r\n<h4></h4>\r\n<strong><em>3.b. Rising and falling Pitch Exercise No. 1</em></strong>\r\n\r\n<em> </em>\r\n<h4>Divide students into pairs to practice the first conversation. Additional practice dialogues are provided here. Make up more for your particular students. Follow the procedure described in the first conversation, making sure the students know or have some idea of who is speaking, what the circumstances are, and what roles the speakers have about one another.</h4>\r\n<table width=\"500\">\r\n<tbody>\r\n<tr>\r\n<td width=\"167\">\r\n<h4><em>Conversation B</em></h4>\r\n</td>\r\n<td width=\"153\">\r\n<h4><em>Conversation C</em></h4>\r\n</td>\r\n<td width=\"180\">\r\n<h4><em>Conversation D</em></h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"167\">\r\n<h4>A: Single?</h4>\r\n<h4>B: Double.</h4>\r\n<h4>A: Double?</h4>\r\n<h4>B: Yes.</h4>\r\n<h4>A: Cone?</h4>\r\n<h4>B: Cup.</h4>\r\n</td>\r\n<td width=\"153\">\r\n<h4>A: Good?</h4>\r\n<h4>B: delicious.</h4>\r\n<h4>A: More?</h4>\r\n<h4>B: Please.</h4>\r\n</td>\r\n<td width=\"180\">\r\n<h4>A: Locked?</h4>\r\n<h4>B: Locked.</h4>\r\n<h4>A: Key?</h4>\r\n<h4>B: Key?</h4>\r\n<h4>A: Key.</h4>\r\n<h4>B: Oh-oh.</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4></h4>\r\n<ol start=\"3\">\r\n 	<li>\r\n<h4><strong><em>b. Rising and falling Pitch Exercise No 2</em></strong></h4>\r\n</li>\r\n</ol>\r\n<h4>Pair up students and give each pair an index card with the following instructions: \"This conversation is out of order. Rearrange the sentences in the correct order on a separate piece of paper and mark the pitch as rising or falling.“</h4>\r\n<h4>Here are some samples of scrambled conversations. You can make up more of your own. Try unscrambling them yourself; some of them are not as easy as they appear.</h4>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"148\">\r\n<h4><em>Conversation # 1</em></h4>\r\n</td>\r\n<td width=\"148\">\r\n<h4><em>Conversation # 2</em></h4>\r\n</td>\r\n<td width=\"210\">\r\n<h4><em>Conversation # 3</em></h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"148\">\r\n<h4>Sure</h4>\r\n<h4>Cup of Coffee?</h4>\r\n<h4>Milk?</h4>\r\n<h4>Pardon?</h4>\r\n<h4>Black, Please.</h4>\r\n<h4>Coffee?</h4>\r\n<h4>No.</h4>\r\n</td>\r\n<td width=\"148\">\r\n<h4>Apple?</h4>\r\n<h4>Starved.</h4>\r\n<h4>Thanks.</h4>\r\n<h4>Hungry?</h4>\r\n<h4>Sure?</h4>\r\n<h4>Take-it</h4>\r\n</td>\r\n<td width=\"210\">\r\n<h4>Five.</h4>\r\n<h4>Please.</h4>\r\n<h4>Non-smoking?</h4>\r\n<h4>Reservations?</h4>\r\n<h4>This way.</h4>\r\n<h4>How Many?</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4>Once the students have unscrambled the phrases and marked the pitch patterns, give them time to practice. Then ask each pair to put their conversation on the board, explain the situation, and perform it for the class. Other students can comment on their arrangement and propose other possibilities. The whole class can practice the final versions of each conversation.</h4>\r\n<h4></h4>\r\n<ol start=\"4\">\r\n 	<li>\r\n<h4><strong><em>Pronunciation: Stress</em></strong></h4>\r\n</li>\r\n</ol>\r\n<h4>Level: Elementary to intermediate     (Time: 10-15 minutes)</h4>\r\n<h4></h4>\r\n<h4>Aim: To give students stress practice in the context of a drill.</h4>\r\n<h4></h4>\r\n<h4>Preparation: Prepare twenty-seven little cards with a picture on each to cover all the possible permutations of the following colours, fabrics, and items of clothing (Notice that this activity could be used with other objects and adjectives). The items can be increased and/or varied if required:</h4>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"148\">\r\n<h4>Red</h4>\r\n<h4>Blue</h4>\r\n<h4>Black</h4>\r\n</td>\r\n<td width=\"148\">\r\n<h4>woollen</h4>\r\n<h4>cotton</h4>\r\n<h4>nylon</h4>\r\n</td>\r\n<td width=\"148\">\r\n<h4>dress</h4>\r\n<h4>shirt</h4>\r\n<h4>sweater</h4>\r\n<h4></h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4><strong> </strong></h4>\r\n<h4><strong>Procedure:</strong></h4>\r\n<ol>\r\n 	<li>\r\n<h4>Set up a shop situation. Show the students the cards to indicate what they can buy, and write a substitution table on the board like this;</h4>\r\n</li>\r\n</ol>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"148\">\r\n<h4>I\'d like a</h4>\r\n</td>\r\n<td width=\"148\">\r\n<h4>Red woollen dress,</h4>\r\n<h4>Blue cotton sweater,</h4>\r\n<h4>Black nylon shirt,</h4>\r\n<h4></h4>\r\n</td>\r\n<td width=\"148\">\r\n<h4>Please</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<ol start=\"2\">\r\n 	<li>\r\n<h4>Take the role of the shop assistant, and ask the students to take turns to ask for something at the shop. Whenever a student asks for something, you should hand over a picture making an error in either the colour, the fabric or the item of clothing. The student then has to correct the error using appropriate stress and intonation. The dialogue should go like this:</h4>\r\n</li>\r\n</ol>\r\n<h4>Student: I\'d like a red cotton dress, please.</h4>\r\n<h4>Teacher: here you are.</h4>\r\n<h4>Student: No. I asked for a RED cotton dress, not a BLUE one.</h4>\r\n<h4>When they have got the hang of the exercise, divide the cards out among pairs of students so that they can practice 011 their own.</h4>\r\n<h4><strong> </strong></h4>\r\n<h4><strong><em>5. Pronunciation: Meaningful minimal pairs</em></strong></h4>\r\n<h4>Traditional minimal-pair drills, used for decades in language teaching, go something like this:\r\nT: Okay, class, on the board,\r\npicture # 1 is a \"pen\", and picture #2 is a \"pin.\" Listen to Pen (point to #1).\r\nPin (points to #2) (several repetitions). Now, I\'m going to say either #1 or #2.\r\nYou tell me which. Ready?</h4>\r\n<h4>T: PIN</h4>\r\n<h4>Ss: #2</h4>\r\n<h4>T: Good. Ready, PIN</h4>\r\n<h4>Ss: #2</h4>\r\n<h4>T: Okay, PEN</h4>\r\n<h4>Ss: #1</h4>\r\n<h4>Communicative language teaching principles stimulate us to be a little more meaningful. In the following examples, you can see that a little contextualization goes a long way:</h4>\r\n<ol>\r\n 	<li>\r\n<h4>T: This pen leaks.</h4>\r\n</li>\r\n</ol>\r\n<h4>S: Then don\'t write with it.</h4>\r\n<h4>T: This pan leaks.</h4>\r\n<h4>S: Then don\'t cook with it.</h4>\r\n<h4></h4>\r\n<ol start=\"2\">\r\n 	<li>\r\n<h4>T: The sun is hot on my head!</h4>\r\n</li>\r\n</ol>\r\n<h4>S: Then get a cap</h4>\r\n<h4>T: Oh, No! I missed the bus!</h4>\r\n<h4>S: Then get a cab.</h4>\r\n<h4>These are good examples of drilling techniques that have been modified to bring context, interest, and a bit of authenticity to what otherwise be a very mechanical task.</h4>\r\n<h4></h4>\r\n<ol start=\"6\">\r\n 	<li>\r\n<h4><strong><em>Grammar</em></strong></h4>\r\n</li>\r\n</ol>\r\n<h4>Level: Intermediate and above   (Time: 15-20 min.)</h4>\r\n<h4>Aim: to give students practice in a hypothetical <em>world.</em></h4>\r\n<h4></h4>\r\n<h4><strong>Procedure:</strong></h4>\r\n<ol>\r\n 	<li>\r\n<h4>Put the following list on the board:</h4>\r\n</li>\r\n</ol>\r\n<ol>\r\n 	<li>\r\n<h4>a) Your school</h4>\r\n</li>\r\n 	<li>\r\n<h4>b) Your job or occupation</h4>\r\n</li>\r\n 	<li>\r\n<h4>c) Your friends</h4>\r\n</li>\r\n 	<li>\r\n<h4>d) Your habits, e.g. smoking, exercise, eating, etc.</h4>\r\n</li>\r\n 	<li>\r\n<h4>e) Your hobbies, e.g. playing the piano, stamp collecting, etc.</h4>\r\n</li>\r\n 	<li>\r\n<h4>f) Your skills, e.g. languages, carpentry, etc.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Ask the students to write a personal entry for each heading. They should then decide which of these they would or would not change if they were to live their lives again.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Once they have done this, encourage them to share their thoughts in small groups of three or four.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Ask the students to take it in turns to tell others in the group what they would change if they had their life again. The others can ask questions or comment.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Wind up the activity by seeing if there are any areas most of the class would want to change.</h4>\r\n</li>\r\n 	<li>\r\n<h4><strong><em>Discourse</em></strong></h4>\r\n</li>\r\n</ol>\r\n<h4>Level: Elementary and above  (Time: 10-15 min.) Aim: To help students recognize gambits.</h4>\r\n<h4></h4>\r\n<h4>Preparation: Find a short cassette or video recording of two or three people chatting naturally.  Identify examples of short responses being used and put them in random order on a task sheet or blackboard. You can add distracters if you wish. The task sheet might look like this:</h4>\r\n<h4></h4>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td colspan=\"2\" width=\"443\">\r\n<h4>Read the following list of expressions. Listen to the tape. Tick any of the expressions you hear. You may hear some expression more than once:</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\r\n<h4>Is that right?</h4>\r\n<h4>Really?</h4>\r\n<h4>How interesting!</h4>\r\n<h4>Err...hum</h4>\r\n<h4>Fine.</h4>\r\n<h4>I see</h4>\r\n</td>\r\n<td width=\"221\">\r\n<h4>That\'s great!</h4>\r\n<h4>Oh, dear.</h4>\r\n<h4>What a shame!</h4>\r\n<h4>Oh, no!</h4>\r\n<h4>You\'re joking!</h4>\r\n<h4></h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4></h4>\r\n<h4><strong>Procedure:</strong></h4>\r\n<ol>\r\n 	<li>\r\n<h4>Give a task sheet to each student and ask him or her to tick off the examples they hear on the tape.</h4>\r\n</li>\r\n 	<li>\r\n<h4>When they have done this, choose two or three examples to focus on and see if the students can recall the utterances that precede or follow them on the tape.</h4>\r\n</li>\r\n</ol>\r\n<ol start=\"8\">\r\n 	<li>\r\n<h4><strong><em>Strategy consciousness rising</em></strong></h4>\r\n</li>\r\n</ol>\r\n<h4>Level: intermediate or above  (Time: 30-25 min.)</h4>\r\n<h4></h4>\r\n<h4>Aim: For students to consider ways in which they can learn English outside the classroom</h4>\r\n<h4>Preparation: Make photocopies of the task sheet over the page for your class.</h4>\r\n<h4></h4>\r\n<h4><strong>Procedure:</strong></h4>\r\n<ul>\r\n 	<li>\r\n<h4>Arouse student interest in the planning task</h4>\r\n</li>\r\n 	<li>\r\n<h4>Set up the initial pair work and give the students five to ten minutes to discuss, add or modify the list of suggestions.</h4>\r\n</li>\r\n 	<li>\r\n<h4>When the initial discussion is over you should facilitate the setting of groups. Allow the groups to a maximum of twenty minutes to complete the planning task.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Chair the report back session in which each group presents its suggestions.</h4>\r\n</li>\r\n</ul>\r\n<h4>Task sheet:</h4>\r\n<h4>Here is a list of techniques which people use to help them learn English outside the classroom:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Memorizing a list of words</h4>\r\n</li>\r\n 	<li>\r\n<h4>Reading a grammar book</h4>\r\n</li>\r\n 	<li>\r\n<h4>Doing grammar exercises</h4>\r\n</li>\r\n 	<li>\r\n<h4>Reading a book or magazine in English</h4>\r\n</li>\r\n 	<li>\r\n<h4>Re-copying things from their class notebook</h4>\r\n</li>\r\n 	<li>\r\n<h4>Correcting mistakes made in written work</h4>\r\n</li>\r\n 	<li>\r\n<h4>Preparing the next unit of the</h4>\r\ncoursebook\r\n<h4>\"</h4>\r\n</li>\r\n</ul>\r\n<h4>Work with a partner and add any others of your own. Tell each other which one in the list you find helpful if any, and then tell the class about the ones you have added.</h4>\r\n<h4>Arrange yourselves in groups and take a time period from this list:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>30 min. a day for six days a week</h4>\r\n</li>\r\n 	<li>\r\n<h4>one hour a day for five days a week</h4>\r\n</li>\r\n 	<li>\r\n<h4>two hours a day for four days a week</h4>\r\n</li>\r\n</ul>\r\n<h4>In your group, plan a program to show how you could make use of the time to do extra work on your English. Use the ideas from the earlier list, as well as any others you can think. Choose one person to present your plan to the rest of the class.</h4>\r\n<h4 class=\"page-title\">TESOL- Four Language Skills- Reading</h4>\r\n<h4><strong>Reading</strong></h4>\r\n<h4>The written word surrounds us daily, at every turn; we realize that we are members of a literate society. Keep in mind, however, that interactive, integrated-skills approaches to language teaching emphasize the interrelationship of skills.</h4>\r\n<h4>In the previous two sections, we looked at types of spoken language so you could identify the kinds of language your listening and speaking techniques should include. Here, we do the same for reading and writing. Each genre has certain rules or conventions for its manifestation. Consider the following:</h4>\r\n<table width=\"689\">\r\n<tbody>\r\n<tr>\r\n<td width=\"255\">\r\n<h4>·    Non-fiction: reports, editorials, essays, articles, references, etc.</h4>\r\n<h4>·    Fiction: novels, short stories, jokes, drama, poetry</h4>\r\n<h4>·    Letters: personal, business</h4>\r\n<h4>·    Greeting cards</h4>\r\n<h4>·    Diaries, journals</h4>\r\n<h4>·    Memos, messages</h4>\r\n<h4>·    Announcements</h4>\r\n<h4>·    Academic writing:\' short answer test responses, reports, essays, theses, books, etc.</h4>\r\n<h4>·    Questionnaires</h4>\r\n<h4>·    Directions, maps.</h4>\r\n<h4>·    Labels</h4>\r\n<h4>·    Signs</h4>\r\n<h4>·    Recipes</h4>\r\n<h4>·    Bills</h4>\r\n<h4>·    Menus</h4>\r\n<h4>·    Schedules</h4>\r\n<h4>·    Advertisements: commercial, personal</h4>\r\n<h4>·    Etc.</h4>\r\n<h4></h4>\r\n</td>\r\n<td width=\"255\">\r\n<h4><strong><u>Vowels’ Appendix</u></strong></h4>\r\n<h4><strong>A</strong></h4>\r\n<ol>\r\n 	<li>\r\n<h4>hate, make, mate</h4>\r\n</li>\r\n 	<li>\r\n<h4>bank, jam, fat</h4>\r\n</li>\r\n 	<li>\r\n<h4>hard,</h4>\r\ndark\r\n<h4>, bark</h4>\r\n</li>\r\n 	<li>\r\n<h4>ball, small, fall</h4>\r\n</li>\r\n</ol>\r\n<h4></h4>\r\n<h4><strong>E</strong></h4>\r\n<ol>\r\n 	<li>\r\n<h4>be, sleep, see</h4>\r\n</li>\r\n 	<li>\r\n<h4>pet, bed, bet</h4>\r\n</li>\r\n</ol>\r\n<h4></h4>\r\n<h4><strong>I</strong></h4>\r\n<ol>\r\n 	<li>\r\n<h4>ripe, bite, cite</h4>\r\n</li>\r\n 	<li>\r\n<h4>sin, bit, sit</h4>\r\n</li>\r\n</ol>\r\n<h4></h4>\r\n<h4><strong>O</strong></h4>\r\n<ol>\r\n 	<li>\r\n<h4>stop, pot, top</h4>\r\n</li>\r\n 	<li>\r\n<h4>hope, stone, rope</h4>\r\n</li>\r\n 	<li>\r\n<h4>cool, broom, stool</h4>\r\n</li>\r\n</ol>\r\n<h4><strong> </strong></h4>\r\n<h4><strong>U</strong></h4>\r\n<ol>\r\n 	<li>\r\n<h4>cut, cuff, gun</h4>\r\n</li>\r\n 	<li>\r\n<h4>tube, ruse, due</h4>\r\n</li>\r\n 	<li>\r\n<h4>fur, burn, Bursa</h4>\r\n</li>\r\n</ol>\r\n<h4>busy, business</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4>Most second-language learners who are already literate in their native languages will be familiar with all of these genres in their mother tongues! For them, reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies. Following are ten such strategies:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Identify the purpose</h4>\r\nin\r\n<h4>reading</h4>\r\n</li>\r\n 	<li>\r\n<h4>Use graphemic rules and patterns to aid in bottom-up decoding (for beginning level learners). Consider. How you might provide hints and pointers on such patterns as these:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>\"short\" vowel sound in VC patterns (bat, him, leg, which, etc.)</h4>\r\n</li>\r\n 	<li>\r\n<h4>\"long\" vowel sounds in VCe patterns (final silent e) (late, time, bite, etc.)</h4>\r\n</li>\r\n 	<li>\r\n<h4>\"long\" vowel \'sounds in VV patterns (seat, coat, etc.)</h4>\r\n</li>\r\n 	<li>\r\n<h4>distinguishing \"hard\" 6 and g from \"soft\" c and g (cat vs. city, game vs. gem, etc.)</h4>\r\n</li>\r\n</ul>\r\n</li>\r\n</ul>\r\n<h4>Use efficient, silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels). You can help your learners to increase efficiency by teaching a few silent reading rules:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>You don\'t need to pronounce the word to yourself.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Try to perceive more than one word visually at a time, even phrases.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Unless a word is crucial to global understanding, skip over it and attempt to find its meaning through context.</h4>\r\n</li>\r\n</ul>\r\n<h4>Skimming. It consists of quickly running one\'s eyes across a whole text to get the gist. It gives readers the advantage of being able to predict the purpose of the passage, the main topic or message, and possibly some of the developing or supporting ideas.</h4>\r\n<h4>Scanning. Quickly searching for some particular piece of information (names, dates, definition of a key concept, etc.) without reading through the whole text.</h4>\r\n<h4>Semantic mapping or clustering. By inducing order and hierarchy to a passage, the reader will provide some order to the chaos of long strings of ideas and events.</h4>\r\n<h4>Guessing</h4>\r\n<ul>\r\n 	<li>\r\n<h4>The meaning of a word</h4>\r\n</li>\r\n 	<li>\r\n<h4>A grammatical relationship</h4>\r\n</li>\r\n 	<li>\r\n<h4>A discourse relationship</h4>\r\n</li>\r\n 	<li>\r\n<h4>Implied meaning</h4>\r\n</li>\r\n</ul>\r\n<h4>Still, readers should utilize their skills and put forth as much effort as possible to be on target with their hypotheses, to be reasonably accurate.</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Vocabulary analysis. The students can analyze unrecognizable words in terms of what they know about it.</h4>\r\n</li>\r\n</ul>\r\n<ul>\r\n 	<li>\r\n<h4>Look for prefixes that may give clues</h4>\r\n</li>\r\n 	<li>\r\n<h4>Look for suffixes</h4>\r\n</li>\r\n 	<li>\r\n<h4>Look for roots that are familiar</h4>\r\n</li>\r\n 	<li>\r\n<h4>Look for semantic context (topic) for clues</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Distinguish between literal and implied meanings.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Capitalize on discourse markers to process relationships.</h4>\r\n</li>\r\n</ul>\r\n</li>\r\n 	<li>\r\n<h4>Enumerative: firstly, secondly, to begin with, eventually, finally, in the end, etc.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Additive: again, also, furthermore, equally, now, by the way, etc.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Logical Sequence: so far, altogether, overall, to sum up, hence, thus, in consequence, etc.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Explicative: namely, in other words, for example, etc.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Contrastive: alternatively, rather, on the other hand, instead, anyway, still, though, in spite of, etc.</h4>\r\n</li>\r\n</ul>\r\n<h4>A variety of reading performance in the language classroom is derived more from the variety of texts to which you can expose students than from the variety of overt types of performance. Consider the chart:</h4>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"50\"></td>\r\n<td colspan=\"3\" width=\"169\">\r\n<h4>Classroom reading performance</h4>\r\n</td>\r\n<td width=\"52\"></td>\r\n<td width=\"61\"></td>\r\n<td width=\"58\"></td>\r\n<td width=\"53\"></td>\r\n</tr>\r\n<tr>\r\n<td width=\"50\"></td>\r\n<td width=\"60\"></td>\r\n<td width=\"55\"></td>\r\n<td width=\"54\"></td>\r\n<td width=\"52\"></td>\r\n<td width=\"61\"></td>\r\n<td width=\"58\"></td>\r\n<td width=\"53\"></td>\r\n</tr>\r\n<tr>\r\n<td width=\"50\">\r\n<h4>Oral</h4>\r\n</td>\r\n<td width=\"60\"></td>\r\n<td width=\"55\"></td>\r\n<td width=\"54\"></td>\r\n<td width=\"52\">\r\n<h4>Silent</h4>\r\n</td>\r\n<td width=\"61\"></td>\r\n<td width=\"58\"></td>\r\n<td width=\"53\"></td>\r\n</tr>\r\n<tr>\r\n<td width=\"50\"></td>\r\n<td width=\"60\"></td>\r\n<td width=\"55\"></td>\r\n<td width=\"54\"></td>\r\n<td width=\"52\"></td>\r\n<td width=\"61\"></td>\r\n<td width=\"58\"></td>\r\n<td width=\"53\"></td>\r\n</tr>\r\n<tr>\r\n<td width=\"50\"></td>\r\n<td width=\"60\"></td>\r\n<td width=\"55\">\r\n<h4>Intensive</h4>\r\n</td>\r\n<td width=\"54\"></td>\r\n<td width=\"52\"></td>\r\n<td width=\"61\"></td>\r\n<td width=\"58\">\r\n<h4>Extensive</h4>\r\n</td>\r\n<td width=\"53\"></td>\r\n</tr>\r\n<tr>\r\n<td width=\"50\"></td>\r\n<td width=\"60\"></td>\r\n<td width=\"55\"></td>\r\n<td width=\"54\"></td>\r\n<td width=\"52\"></td>\r\n<td width=\"61\"></td>\r\n<td width=\"58\"></td>\r\n<td width=\"53\"></td>\r\n</tr>\r\n<tr>\r\n<td width=\"50\"></td>\r\n<td width=\"60\">\r\n<h4>Linguistic</h4>\r\n</td>\r\n<td width=\"55\"></td>\r\n<td width=\"54\">\r\n<h4>Content</h4>\r\n</td>\r\n<td width=\"52\"></td>\r\n<td width=\"61\">\r\n<h4>Skimming</h4>\r\n</td>\r\n<td width=\"58\">\r\n<h4>Scanning</h4>\r\n</td>\r\n<td width=\"53\">\r\n<h4>Global</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"50\"></td>\r\n<td width=\"60\"></td>\r\n<td width=\"55\"></td>\r\n<td width=\"54\"></td>\r\n<td width=\"52\"></td>\r\n<td width=\"61\"></td>\r\n<td width=\"58\"></td>\r\n<td width=\"53\"></td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4>Silent reading is subcategorized into intensive (focusing on the linguistic or semantic detail of one section) and extensive (over the entire selection, aimed at the general understanding of the text).</h4>\r\n<h4>For advanced levels, the disadvantages of too much oral reading can quickly come into play such as it not being a very authentic language activity or the fact that many students may lose attention while one is reading. However; at the beginning and intermediate levels, oral reading can Serve as an evaluative method.</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Serve to add some extra student participation if you want to highlight a reading passage.</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<h4><strong>Listed below are some principles for designing interactive reading techniques:</strong></h4>\r\n<ul>\r\n 	<li>\r\n<h4>In an interactive curriculum, make sure that you don\'t overlook the importance of specific instruction in reading skills. There is much to be gained by focusing on reading skills rather than simply expecting the students to learn proper reading by absorption.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques should be intrinsically motivating. Reading is, no doubt, relevant in \"real-life.\" Use different genres of texts to illustrate this point along with focusing on your students\' personal goals.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques should utilize authentic language and contexts. It is important to distinguish between simple texts and simplified texts and to understand sources of complexity in reading material. From adds to reports to essays, texts are available that are grammatically and lexically simple. \"Simplified\" texts arc not always easier than the original because their artificiality is sensed.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Encourage the development of reading\' strategies.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Include both bottom-up and top-down techniques. Amidst the \"communication\" craze, make sure that you give enough classroom time to focus on the building blocks of written language.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Consider subdividing your techniques into pre-reading, during reading, and after reading phases.</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Spend some time introducing a topic, encouraging skimming and scanning.</h4>\r\n</li>\r\n 	<li>\r\n<h4>There may be particular facts or rhetorical devices that students should take note of while they read, giving them a sense of purpose.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Comprehension questions, vocabulary study, identifying the author\'s purpose, discussing the author\'s line of reasoning, examining grammatical structures, etc.</h4>\r\n</li>\r\n</ul>\r\n</li>\r\n 	<li>\r\n<h4>Build some evaluative</h4>\r\naspect\r\n<h4>of your techniques. Consider some of the following overt responses that indicate comprehension:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Doing- the reader responds physically to a command</h4>\r\n</li>\r\n 	<li>\r\n<h4>Choosing- the reader selects from alternative posed orally or in writing</h4>\r\n</li>\r\n 	<li>\r\n<h4>Transferring- the reader summarizes orally what is read</h4>\r\n</li>\r\n 	<li>\r\n<h4>Answering- the reader answers questions about the message</h4>\r\n</li>\r\n 	<li>\r\n<h4>Condensing- the reader outlines or takes notes on a passage</h4>\r\n</li>\r\n 	<li>\r\n<h4>Extending- the reader provides an ending to a story</h4>\r\n</li>\r\n 	<li>\r\n<h4>Duplicating- the reader translates the message into the native language</h4>\r\n</li>\r\n 	<li>\r\n<h4>Modelling- the reader puts together a toy, for example, after reading directions for assembly</h4>\r\n</li>\r\n 	<li>\r\n<h4>Conversing- the reader engages in a conversation that indicated appropriate processing of information.</h4>\r\n</li>\r\n</ul>\r\n</li>\r\n</ul>\r\nhttps://youtu.be/8wfH99DeKfY\r\n\r\n<strong>Exercises and Activities</strong>\r\n<h4>Two reading lessons: Following are passages from two different ESL textbooks designed to teach reading skills. The first passage is designed for beginners; the second is intended for advanced students.</h4>\r\n<h4>Lesson # 1 is from <em>Basics in Reading </em>and illustrates the use of natural, authentic language and tasks at the beginning level. Some attention is given to bottom-up skills, but not at the expense of top-down processing, even at this level.</h4>\r\n<h4>Lesson #2 is from <em>Challenges: Process Approach to Academic English </em>and illustrates the use of an article from a popular magazine for advanced level classes. Notice the mostly top-down processing is emphasized on the assumption at this level; the greater need is for understanding the organization and purpose of the article. In a topically related piece of authentic material, a sample of classified ads, scanning is practiced and followed up with a writing activity.</h4>\r\n<h4><strong> </strong></h4>\r\n<strong>RAINFORESTS</strong>\r\n<h4>by Scott Adelson</h4>\r\n<h4>Have you ever seen a rain forest? Where do rain forests grow? What is unusual or unique about rain forests? Are they important to the world?</h4>\r\n<h4>This text is about special forests in tropical areas of the world that are being cut down, and about a particular group that is trying to save them.</h4>\r\n<ul>\r\n 	<li>\r\n<h4><strong>Vocabulary to Watch for</strong></h4>\r\n</li>\r\n</ul>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"72\">\r\n<h4>debt</h4>\r\n<h4>organization</h4>\r\n<h4>conservation</h4>\r\n<h4>reserve</h4>\r\n<h4>basin</h4>\r\n<h4>region</h4>\r\n<h4>savannah</h4>\r\n</td>\r\n<td width=\"270\">\r\n<h4>-the money you owe to another person</h4>\r\n<h4>-group</h4>\r\n<h4>-protecting the land and the animals</h4>\r\n<h4>-a safe place for animals and nature</h4>\r\n<h4>-a valley where there is a river</h4>\r\n<h4>-area, large place</h4>\r\n<h4>-dry, flat land; plain</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4><strong> </strong></h4>\r\n<h4><strong>READ</strong></h4>\r\n<h4>In many tropical countries, people are cutting down rain forests to make room for farms. They hope that the farms will make money for them so that they can pay their debts. But a new organization is trying to help these countries save their forests. The name of this organization is Conservation International. Conservation International pays countries not to cut down their rainforests.</h4>\r\n<h4>Their first agreement was with Bolivia, for a 4,000,000-acre reserve in the Amazon River basin in northeastern Bolivia. The region has savannahs, dark woods, and rain forests. It is famous for the different plants and unusual wildlife that live there.</h4>\r\n<h4>Bolivia and Conservation International will take care of the reserve together.</h4>\r\n<h4>This idea of helping countries makes rainforest reserves is so unusual that Brazil and Ecuador, which are both interested in this program, are already having talks with Conservation International.</h4>\r\n<h4></h4>\r\n<strong>RESPOND</strong><strong>     (Understanding the Details)</strong>\r\n<h4>Do you understand the text?</h4>\r\n<h4>Try to answer the following questions. You may look in the text.</h4>\r\n<h4>Practice <em>scanning </em>for important words or numbers.</h4>\r\n<h4>Can you do this exercise in five minutes?</h4>\r\n<ol>\r\n 	<li>\r\n<h4>Why do some tropical countries cut down their rainforests?</h4>\r\n</li>\r\n 	<li>\r\n<h4>What is the name of the organization that is helping to save rainforests?</h4>\r\n</li>\r\n 	<li>\r\n<h4>What country did they do business with first?</h4>\r\n</li>\r\n 	<li>\r\n<h4>How much land did they get for a reserve?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Where is the reserve/ sanctuary located?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Why is this reserve important to save?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Who will take care of the reserve?</h4>\r\n</li>\r\n 	<li>\r\n<h4>What other countries are interested in this program?</h4>\r\n</li>\r\n</ol>\r\n<strong>The Big Picture: Reading for the Main Idea</strong>\r\n<h4>What do you think is the most important idea in this text?</h4>\r\n<h4>__ a. Small countries need help to save their rainforests.</h4>\r\n<h4>__ b. Bolivia is taking care of its rain forests in the Amazon River Basin.</h4>\r\n<h4>__ c. Conservation groups are trying to help tropical countries save their rainforests.</h4>\r\n<h4></h4>\r\n<h4><strong>DISCUSS  (</strong><strong>What Do You Think?)</strong></h4>\r\n<h4>Are people in your country worried about conservation?</h4>\r\n<h4>Do you think it is a good idea to pay countries not to cut down their forests?</h4>\r\n<h4>What do you think is the most important conservation problem?</h4>\r\n<h4></h4>\r\n<strong><em>LESSON 2</em></strong>\r\n\r\n<strong><em>OUR FUTURE STOCK</em></strong>\r\n\r\n<strong>About the Selection:</strong>\r\n<h4>In the first lesson, you had an opportunity to explore some of your thoughts about change and the future of your field or occupation. Now you will have a chance to compare your predictions for the future with those of experts who have studied these issues in depth. The following reading selection is from the popular science magazine Omni. In 1982, the editors of Omni gathered information from various U.S. government agencies and industry experts. They used this information to develop a picture of what the workforce and the economy of the future may look like. This selection is an excerpt from the article reporting their predictions. As you read through it, consider whether the changes mentioned here are similar to those you wrote about in lesson 1.</h4>\r\n&nbsp;\r\n\r\n<strong>The First Reading</strong>\r\n<h4>Before You Read: Anticipating the Topic</h4>\r\n<h4>Look at the title and graphics. Stock often refers to an investment or an accumulation of something for future use. Judging from the subtitles and the pictures, what do you think capital refers to in this case?</h4>\r\n<h4>What type of future developments is the focus of this excerpt?</h4>\r\n<h4>Based on the results of your brainstorming in lesson 1, write two to three sentences about the kinds of careers and workplace changes one could\" put stock in\" (expect; have faith in) for the future.</h4>\r\n<h4></h4>\r\n<h4><strong>As You Read: looking for the </strong><strong>General</strong> <strong>Ideas</strong></h4>\r\n<h4>First, skim the article quickly to discover its main points and general organization.  Then do the activities that follow. Later, in your second reading, you can go through the entire article more carefully or focus in on particular sections to pick up the specific details and development of the most important points. You will see that two or three quick, purposeful readings will be more efficient and productive than one slow, detailed reading.</h4>\r\n<h4><em>Don\'t worry about vocabulary! </em>As you read, you will find words you do\' not know. Don\'t worry about these. Either guess their meanings or skip them entirely.  Do <em>not </em>look up any words in the dictionary at this time. To do so would only slow you down and prevent you from\' focusing on the key points. Vocabulary exercises will follow.</h4>\r\n<h4></h4>\r\n<h4><strong>OUR FUTURE STOCK:</strong></h4>\r\n<h4><strong>A Survey of Jobs, New Technology, and the</strong></h4>\r\n<h4><strong>World Economy in the Next Millennium</strong></h4>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"221\">\r\n<h4>During the next 50 years, an incredible array of new technologies is expected to move from the lab to the world of business.</h4>\r\n<h4>\"We are already seeing evidence of this today. Robots are replacing humans on the production lines. Microcomputers have become fixtures in offices. Biofactories are beginning to manufacture batches of engineered human insulin. The coming decades promise to be especially volatile and exciting for American business. The expected upheaval will profoundly change</h4>\r\n</td>\r\n<td width=\"221\">\r\n<h4>not only our lives but those of our children and grandchildren.</h4>\r\n<h4>For the more developed nations, this era of turmoil will be marked by economic difficulties, problems with waste and pollution, and continually dwindling resources.</h4>\r\n<h4>By contrast, the Third World countries will spearhead a new industrial age with the same fervour and energy that characterized American industrial expansion in the days of Vanderbilt, Carnegie, Morgan, and Rockefeller.</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4>1 volatile: changeable</h4>\r\n<h4>2 dwindling: becoming smaller and smaller (in amount)</h4>\r\n<h4><strong> </strong></h4>\r\n<h4><strong>After You Read</strong></h4>\r\n<ul>\r\n 	<li>\r\n<h4><strong>Identifying the Main Idea</strong></h4>\r\n</li>\r\n</ul>\r\n<h4>DIRECTIONS:  Choose the answer that best expresses the main idea.</h4>\r\n<ol>\r\n 	<li>\r\n<h4>Based on paragraphs 1 and 2, choose the statement that best expresses the main idea of the article.</h4>\r\n<ol>\r\n 	<li>\r\n<h4>Industrialized nations will face many problems in the years ahead.</h4>\r\n</li>\r\n 	<li>\r\n<h4>New technological developments will significantly change our lives and the lives of our children.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Robots will replace humans on factory production lines.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Change is everywhere.</h4>\r\n</li>\r\n</ol>\r\n</li>\r\n 	<li>\r\n<h4>The main idea for the section \"Job Markets and Careers\" is:</h4>\r\n<ol>\r\n 	<li>\r\n<h4>Our future world will be very different from today\'s world.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Formwork will be mostly automated and computerized in the future.</h4>\r\n</li>\r\n 	<li>\r\n<h4>There will be more office jobs and fewer factory jobs in the future.</h4>\r\n</li>\r\n 	<li>\r\n<h4>New technology will create many new jobs and professions and will make many old ones outdated.</h4>\r\n</li>\r\n</ol>\r\n</li>\r\n</ol>\r\n<ul>\r\n 	<li>\r\n<h4><strong>Guessing Vocabulary from Context</strong></h4>\r\n</li>\r\n</ul>\r\n<h4>When you encounter an unfamiliar vocabulary in an English reading selection, what is your typical response? Do you bring out your bilingual or English monolingual dictionary to look up the word? Do you then spend precious moments looking for all the definitions to decide which one fits? Have you ever finally agreed on a definition only to realize that you have forgotten what you were reading and must begin the sentence or paragraph all over again?</h4>\r\n<h4>Over-reliance on a dictionary not only slows down your reading but may interfere with your comprehension as well: A better strategy is to use the <strong>context, </strong>the words, and sentences surrounding a particular word, to help you guess that word\'s meaning. Usually, the assumptions you make will be accurate enough for you to understand the author\'s ideas. When they are not, or when the terms require an exact technical definition, you can use your dictionary as a backup resource.</h4>\r\n<h4>DIRECTIONS: The following exercise contains words taken from the reading selection.</h4>\r\n<h4>Use the new context to select the most appropriate meaning.</h4>\r\n<ol>\r\n 	<li>\r\n<h4>Just as the invention of the automobile rendered ·horse-drawn carriages obsolete in modern cities, so the use of computers and word processors will make the ordinary typewriter much scarcer in offices of the future.</h4>\r\n</li>\r\n</ol>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"86\">\r\n<h4>Render obsolete:</h4>\r\n</td>\r\n<td width=\"356\">\r\n<h4>a.     cause it to be outdated and no longer useful</h4>\r\n<h4>b.     cause it to increase in price</h4>\r\n<h4>c.     cause it to change</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4></h4>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"86\">\r\n<h4>scarcer:</h4>\r\n</td>\r\n<td width=\"356\">\r\n<h4>a.     more common</h4>\r\n<h4>b.     more efficient</h4>\r\n<h4>c.     rarer</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<ol start=\"2\">\r\n 	<li>\r\n<h4>Because business computers are becoming more and more involved, many office workers have had to get new training to handle these sophisticated electronic systems.</h4>\r\n</li>\r\n</ol>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"86\">\r\n<h4>sophisticated:</h4>\r\n</td>\r\n<td width=\"356\">\r\n<h4>a. complex</h4>\r\n<h4>b. business</h4>\r\n<h4>c. worldly</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<ol start=\"3\">\r\n 	<li>\r\n<h4>Computers are even becoming more prevalent in American\' schools and homes; perhaps in another twenty years, every\' school-age child in the United States will be able to operate a computer.</h4>\r\n</li>\r\n</ol>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"86\">\r\n<h4>prevalent:</h4>\r\n</td>\r\n<td width=\"356\">\r\n<h4>a. large</h4>\r\n<h4>b. common</h4>\r\n<h4>c. expensive</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<ol start=\"4\">\r\n 	<li>\r\n<h4>Some automobile factories have begun to automate their assembly lines by using robots instead of human workers. Automation will increase the amount of money needed for machinery but will decrease the labour cost.</h4>\r\n</li>\r\n</ol>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"86\">\r\n<h4>automate:</h4>\r\n</td>\r\n<td width=\"356\">\r\n<h4>a. to increase the number of human workers</h4>\r\n<h4>b. to produce a greater variety of products</h4>\r\n<h4>c. to operate or control something by machine rather than by human labour</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4>automation: the noun form of <em>automating, </em>referring to the process of automating</h4>\r\n<ol start=\"5\">\r\n 	<li>\r\n<h4>Unlike white-collar workers, who usually work in an office, blue-collar workers may be found in many different work settings. For example, they may work outdoors to construct a new highway, or they may assemble new cars in an auto factory or repair damaged ones in a mechanic shop.</h4>\r\n</li>\r\n</ol>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"104\">\r\n<h4>Blue-collar workers:</h4>\r\n</td>\r\n<td width=\"338\">\r\n<h4>a. business executives</h4>\r\n<h4>b. secretaries</h4>\r\n<h4>c. manual labourers</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<ol start=\"6\">\r\n 	<li>\r\n<h4>The early industrial revolution contributed to the demise of the feudal lords and the rise of the bourgeoisie. Likewise, the new technological revolution may herald significant social and economic changes in the societies of the future.</h4>\r\n</li>\r\n</ol>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"86\">\r\n<h4>demise:</h4>\r\n</td>\r\n<td width=\"356\">\r\n<h4>a. creation</h4>\r\n<h4>b. the loss of power</h4>\r\n<h4>c. the gain in power</h4>\r\n</td>\r\n</tr>\r\n<tr>\r\n<td width=\"86\">\r\n<h4>herald:</h4>\r\n</td>\r\n<td width=\"356\">\r\n<h4>a. introduce</h4>\r\n<h4>b. end</h4>\r\n<h4>c. respond to</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<ol start=\"7\">\r\n 	<li>\r\n<h4>Blue-collar workers were initially given this name because of the blue work shirts they often wore. Given this information and the preceding vocabulary clues, reread paragraph 4. Can you guess what or who the \"steel-collar workers\" are who are replacing the blue-collar workers? Write your answer in the space provided.</h4>\r\n</li>\r\n</ol>\r\n<h4>Steel-Collar worker:</h4>\r\n<h4><strong> </strong></h4>\r\n<h4><strong>The Second Reading</strong></h4>\r\n<h4><strong>Before You Read: Knowing Your Purpose</strong></h4>\r\n<h4>In the first reading you were looking for the main ideas of the article; this time, your purpose is to see how these ideas are supported. You might want to think about the following questions as you read:</h4>\r\n<ol>\r\n 	<li>\r\n<h4>What is the main change that will take place in the workforce?</h4>\r\n</li>\r\n 	<li>\r\n<h4>What types of jobs will be affected by this change?</h4>\r\n</li>\r\n 	<li>\r\n<h4>What are some specific examples of the jobs and careers we might expect to see in the future?</h4>\r\n</li>\r\n</ol>\r\n<h4></h4>\r\n<h4><strong>After You Read</strong></h4>\r\n<ul>\r\n 	<li>\r\n<h4><strong>Understanding the Author\'s Plan</strong></h4>\r\n</li>\r\n</ul>\r\n<h4>To better understand what you read, it is often helpful to consider the author\'s plan of organization and method of development. In the following exercise the purpose of each paragraph in the section \"Job Markets and Careers\" is explained in the left-hand column.</h4>\r\n<h4>DIRECTIONS: Read each explanation and then answer the comprehension questions to the right.</h4>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"176\">\r\n<h4><strong>Authors\' Plan</strong></h4>\r\n<h4>Paragraph 3: states the main idea for this section: The new technological revolution will create many new jobs and make old jobs obsolete.</h4>\r\n<h4>Paragraph 4: expands the main idea by defining the principal trend in the job market.</h4>\r\n<h4>Paragraphs 4-8: discuss specific types of work and the expected developments in each.</h4>\r\n<h4>Paragraph 4: examines factory work.</h4>\r\n<h4></h4>\r\n<h4></h4>\r\n<h4>Paragraphs 5-6: discuss office work.</h4>\r\n</td>\r\n<td width=\"266\">\r\n<h4><strong>Comprehension Questions</strong></h4>\r\n<h4>1. What kind of knowledge will the new jobs require workers to have?</h4>\r\n<h4>2. What will happen to many of the existing jobs and skills?</h4>\r\n<h4>3. Do the authors give examples of outdated jobs? What are they?</h4>\r\n<h4>4 What is the most important change taking place ill the American job market?</h4>\r\n<h4>5. What will cause the \"demise of the blue-collar worker?\"</h4>\r\n<h4>Why?</h4>\r\n<h4>6. What has been the result of the automation which has already occurred in General Motors and U.S. Steel factories?</h4>\r\n<h4>7. Will office and service jobs be plentiful or scarce in the future?</h4>\r\n<h4>8. What kind of workers will be needed to fill these positions?</h4>\r\n<h4>9. What is meant by the \"paperless office?\"</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4>We can see that the authors have established a particular purpose for each paragraph.  Recognizing the function of each section helps us to understand the ideas presented in the reading.</h4>\r\n<h4><strong>A Deeper Look: Discussion Questions</strong></h4>\r\n<h4>DIRECTIONS: Discuss the following questions in small groups. Compare your answers with those of your classmates.</h4>\r\n<ol>\r\n 	<li>\r\n<h4>The authors of \"Our Future Stock\" predict greater demand for technically skilled labour and a\' decreased demand for unskilled labour. How do you think this will affect employment in industrialized nations? Have these effects already been seen in some areas?</h4>\r\n</li>\r\n 	<li>\r\n<h4>How can the problem of displaced workers be resolved? Give examples.</h4>\r\n</li>\r\n 	<li>\r\n<h4>In paragraph 2, the authors say, \"the Third World countries will spearhead a new industrial age ...” In a later section (not included in this textbook) they discuss several factors that will contribute to this advance in Third World countries. These factors include:</h4>\r\n</li>\r\n</ol>\r\n<h4>-large populations</h4>\r\n<h4>-significant amounts of unused resources</h4>\r\n<h4>-(in some cases) conservative governments that are opposed to labour legislation and antipollution laws.</h4>\r\n<h4>Do you agree that these factors may contribute to rapid economic development in many developing countries? Why or why not? If possible, give examples of specific countries to support your view.</h4>\r\n<ol start=\"4\">\r\n 	<li>\r\n<h4>Have the technological advances mentioned in this article affected your nation or area? In what ways? What will these changes mean for your future?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Some critics of the new technology argue that if humans rely on computers and robots, we will become mentally lazy; we will lose our artistic creativity and our ability or desire to invent new ways of doing things. Do you agree? Why or why not?</h4>\r\n</li>\r\n</ol>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"194\">\r\n<h4></h4>\r\n<h4></h4>\r\n<h4>Paragraph 7: introduces other new occupations of the future.</h4>\r\n<h4></h4>\r\n<h4>Paragraph 8: discusses farm work.</h4>\r\n</td>\r\n<td width=\"306\">\r\n<h4>10. What have two major developments contributed to the growth of the paperless office?</h4>\r\n<h4>11. How do the examples given in paragraph 7 show the \"drastic\" change in the workplace? Choose one example and explain it.</h4>\r\n<h4>12. Why will farmworkers as we know them to be scarcer in the next century?</h4>\r\n<h4>13. Who will perform the unskilled labour on the farms?</h4>\r\n<h4></h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4></h4>\r\n<h4><strong>Becoming an Efficient Reader: Scanning\'</strong></h4>\r\n<h4>To scan is to read quickly to locate specific information or details.</h4>\r\n<h4>On the next page is an imaginary Help Wanted section of the classified ads for the year 2020. The jobs listed in this section are based on the predictions made in the previous article and from other sources. The form of this ad section is similar to that used in many U.S. newspapers.</h4>\r\n<h4>DIRECTIONS: Answer the following questions by scanning the Help Wanted ads first, observe how the information is organized in the ads. Then, read each question carefully to understand what is being asked. To locate the information you need, move your eyes quickly\' over the printed page, paying particular attention to bold headlines and keywords Finally, write the answers in the spaces provided.</h4>\r\n<ol>\r\n 	<li>\r\n<h4>What is the date of this ad section?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Where is there a position open for a space traffic controller? How many <em>jobs </em>are available?</h4>\r\n</li>\r\n 	<li>\r\n<h4>To be hired as the robot psychologist at West Docks Engineering Corporation, what experience must you have? Is this</h4>\r\nsame\r\n<h4>experience required for the position at Robopsyche Institute?</h4>\r\n</li>\r\n 	<li>\r\n<h4>If you enjoy working on a team with other robot psychologists, which position would you desire?</h4>\r\n</li>\r\n 	<li>\r\n<h4>If you were looking for training in a space-related field, which position would you request?</h4>\r\n</li>\r\n 	<li>\r\n<h4>What benefits are available for new</h4>\r\nsalespeople\r\n<h4>at Compu-sales, Inc? Is on-the-job training offered for this post?</h4>\r\n</li>\r\n 	<li>\r\n<h4>What job is listed as a temporary position? How long will the job last? Is then a possibility that there will be a permanent position with this company in the future?</h4>\r\n</li>\r\n 	<li>\r\n<h4>If you are a teleconferencing coordinator (TC) and you speak several languages, where might you apply for a job? What languages are required?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Which TC position requires experience with TeleTech Systems?</h4>\r\n</li>\r\n 	<li>\r\n<h4>What position is available at Hayward State University? What qualifications are needed?</h4>\r\n</li>\r\n</ol>\r\nhttps://youtu.be/6kPyJUDTo0A\r\n<h4><strong>Teaching Strategic Reading</strong></h4>\r\n<h4><em>by: Joy Janzen</em></h4>\r\n<h4><em>Mircea </em>is a conscientious student. When he is told he will be tested on the contents of Chapter 2 in the textbook, he looks up every unknown word in the dictionary to fix the information in his memory. Despite his extensive preparations, he doesn’t do very well on the test, though he says he spent hours preparing. Lia, on the other hand, excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give her a general idea of what the text will be about. As she reads, she connects the material in the chapter to what she already knows. She frequently asks herself questions about the text, looking back or ahead to link one part of the documents to another. When she is puzzled by the content, she searches for clues in the context, tries to paraphrase, or considers what she knows about text structure. In short, Lia is reading like an expert, while Mircea is relying on just one technique. The difference between the two is in their use of reading strategies.</h4>\r\n<strong> </strong>\r\n\r\n<strong>IMPLICATIONS OF READING STRATEGY RESEARCH  </strong><strong>FOR TEACHERS</strong>\r\n<h4>Reading strategies can be defined as “plans for solving problems encountered in constructing meaning” (Duffy, 1993, p. 232). They range from bottom-up vocabulary strategies, such as looking up an unknown word in the dictionary, to more comprehensive actions, such as connecting what is being read to the reader’s background knowledge. Research in the L1 and L2 fields has demonstrated that strategy use is different in more proficient and less proficient readers. More proficient readers use different types of strategies, and they use them in a variety of ways (Block, 1986, 1992; Jimenez, Garcia, &amp; Pearson, 1995; Pressley, Beard El-Dinary, &amp; Brown, 1992). Moreover, reading strategies can be taught to students, and when taught, strategies help improve student performance on tests of comprehension and recall (Carrell, 1985; Carrell, Pharis, &amp; Liberto, 1989; Pearson &amp; Fielding, 1991.)</h4>\r\n<h4>But what do these research results really mean for the classroom teacher? Given that strategies can be taught, and that one goal of teaching reading is to help students develop as strategic readers, how should this teaching be carried out? Strategy instruction has been discussed in general (see, e.g., Chamot &amp; O’Malley, 1994), but in TESOL little has been published that relates to teaching reading strategies in an ongoing classroom reading program. This is not the case, however, in the L1 field, and one answer to the pedagogical dilemma is to adopt methods that have been found successful in L1 teaching to an ESL situation. In the teaching approach of Brown and Palincsar (1989), for example, students are taught four reading strategies: summarizing, predicting, clarifying, and asking questions. Versions of this have been tried with L2 students and have been found helpful (Cotterall, 1990; Hewitt, 1995). In the L1 field today, however, state-of-the-art reading strategy instruction has moved to a more comprehensive approach.</h4>\r\n<strong> </strong>\r\n\r\n<strong>TEACHING READING: A COMPREHENSIVE APPROACH</strong>\r\n<h4>What is sometimes termed the <em>transactional </em>teaching approach to strategy instruction has several characteristics that deserve attention.</h4>\r\n<ul>\r\n 	<li>\r\n<h4>It is embedded in a content area so that students are learning strategies while they are engaged in their regular reading for a variety of purposes.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Strategies are taught through direct explanation, teacher</h4>\r\nmodelling\r\n<h4>, and feedback. Students are never in doubt as to what the strategies are, where and when they can be used, and how they are used. The teacher models expert</h4>\r\nbehaviour\r\n<h4>by reading and thinking aloud. The students also read and think aloud in class, and their strategy is supported by the teachers’ feedbacks.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Strategies are constantly recycled over new texts and tasks. The students encounter individual strategies and groups of strategies time and time again. In this way, students better understand the usefulness of strategies, and there is</h4>\r\ntransfer\r\n<h4>of training from one type of text or task to another.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Strategy use develops over the long term. It is estimated that it takes several years for L2 students to develop as strategic readers (Beard El-Dinary, Pressley, &amp; Schuder, 1992). Certainly, the decontextualized teaching of individual strategies for a short period is not likely to have a long-term impact on students or to effectively help them develop as strategic readers (Gaskins, 1994; Pressley, Beard El-Dinary, &amp; Brown, 1992).  The purpose of this article is to describe how a version of this global approach to  teaching strategic reading is working successfully in one ESL classroom.</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<strong>ONE ESL CLASSROOM: HOW WE APPROACH GROUP</strong>\r\n\r\n<strong>READING ACTIVITIES</strong>\r\n<h4>I teach a reading lab class in an intensive university-level English program. The intensive program is designed to prepare students for mainstream study at either the graduate or the undergraduate level. The reading lab is one of many skills courses that supplement a content-based curriculum. In the reading class, we offer several activities: group reading, word recognition exercises, and individualized reading, as well as work with vocabulary. I will focus on the group reading activities in this article.</h4>\r\n<h4>Because this reading class is oriented toward instruction in one skill, it was not possible to embed strategy teaching entirely in content instruction, where all four skills would be addressed. The next-best alternative was to focus on one text for the course of a semester so that some of the benefits of content instruction could be present (e.g., heightened knowledge of a given topic and recurring vocabulary, both of which aid in reading comprehension). The text I selected was <em>Special Effects in the Movies </em>(Powers, 1989), a book written for high school students who are native speakers of English. While using this approach to teaching reading strategies in an earlier semester, I found <em>Special Effects </em>to be on an appropriate level for a similar group of students. The topic has also proved to be a fruitful one because all of the students in the class have seen many movies and can make immediate and extended connections between their background knowledge and the text content.</h4>\r\n<strong> </strong>\r\n\r\n<strong>CLASSROOM PROCESSES</strong>\r\n<h4>Effective instruction in strategic reading entails a number of classroom processes or moves. I see five (which overlap to some degree) as primary. These are:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>general strategy discussion</h4>\r\n</li>\r\n 	<li>\r\n<h4>teacher</h4>\r\nmodelling</li>\r\n 	<li>\r\n<h4>student reading</h4>\r\n</li>\r\n 	<li>\r\n<h4>analysis of strategies used by the teacher or by students when thinking aloud</h4>\r\n</li>\r\n 	<li>\r\n<h4>explanation/discussion of individual strategies on a regular basis.</h4>\r\n</li>\r\n</ul>\r\n<h4>I organized my class activities to reflect these processes.</h4>\r\n<h4></h4>\r\n<strong>GENERAL STRATEGY DISCUSSION</strong>\r\n<h4>In general strategy discussion, reading strategies and strategic reading are defined. The teacher explains, and the class discusses why learning and practicing strategies are important. The following three points are examples of what I try to elicit from students: (1) Strategies help to improve reading comprehension as well as efficiency in reading; (2) By using strategies, students will be reading in the way that expert readers do; (3) Strategies help readers to process the text actively, to monitor their comprehension, and to connect what they are reading to their own knowledge and to other parts of the text.</h4>\r\n<h4>I use this type of discussion not just in initial class periods as a part of explaining the method I am using to approach reading, but also on a recurring basis to ensure that students are aware of the value of what they are doing. And to make sure that they are connecting their progress in reading to the use of strategies. Another goal of our general discussions about the value of strategies is to encourage the transfer of training to other reading tasks. Although initially, the teacher may need to explain the value of using strategies, the students are soon able to relate their own views on strategies and policy use. Through discussion, students gain a deeper understanding of their reading behaviour, and they come to realize that they use strategies in reading in their L1.</h4>\r\n&nbsp;\r\n\r\n<strong>TEACHER MODELING</strong>\r\n<h4>A second important feature of strategy instruction is regular teacher modelling of expert behaviour. In doing this, I read aloud a short portion of the text, and, as I do so, I think aloud. Here is a short excerpt from a transcript early in the semester. (Words in italics represent the actual text.)</h4>\r\n<h4>Okay, um, the chapter, the title of the chapter is <em>Dreams and Screams </em>– um, well, what does that mean? Um. I know the book is about special effects, but what, why is the chapter called <em>Dreams and Screams</em>? I don’t know. <em>Movies have always had the power to make people believe that what they see on screen is happening</em>.</h4>\r\n<h4>Okay, so is this what the author means by special effects? I don’t know. Um, okay. <em>Special effects add to that power</em>. Oh, so the author means that movies without special effects make people believe they see on their screens, but special effects make those movies more surprising, more amazing. (Someone says “um-hum”.) <em>By using special effects, filmmakers make “impossible” scenes seem real</em>. Okay, so movies seem real when we watch them, and special effects can make impossible things seem real. So maybe the author will say next what impossible things can seem real. <em>Through special effects, filmmakers have shown actors parting the waters of the Red Sea, flying to distant planets, and chopping off heads on Friday the 13th. </em>Okay, so I was right. The author is giving examples of special effects, impossible things that can seem real.</h4>\r\n<h4>Here I can be observed using several strategies, which include asking questions, making predictions, checking those predictions, and summarizing or paraphrasing.</h4>\r\n<h4></h4>\r\n<strong>STUDENT READING</strong>\r\n<h4>I also encourage students to read and think aloud from the very beginning, though I expect that familiarity with this process will take time. Reading and thinking aloud presents a very high cognitive load for L2 readers, yet not an impossible one. Here is an example of one student reading, also taken from early in the semester. (Words in italics represent the actual text.)</h4>\r\n<h4>The title of the next is “<em>Simple mattes </em>” . . . And, so I think it would be, explain something more about, uh, this kind of special effect. <em>In its, in its simplest form, a matte is a black card held in front of the camera lens. This matte card can have many different shapes</em>. I think, he’s going to explain some more about the, um, maybe technical, some technical information. <em>It can be used to cover a large part of the image or just a small part, like a window or doorway. When a camera operator photographs a scene, the area is hidden behind the matte, the matte card does not show up on the filmed image</em>. I was almost right, he’s, uh, he was explaining the use, how do they use, how they use this kind of effect. I think that next we can, maybe we can find some examples.</h4>\r\n<h4>In this excerpt, the reader can be heard predicting and checking the correctness of her predictions.</h4>\r\n&nbsp;\r\n\r\n<strong>ANALYSIS OF STRATEGY USE</strong>\r\n<h4>After the students or I have read a portion of the text, we immediately analyze the strategic use of the reader through full class discussion: What did the reader do, and when did he or she do it? What strategies did the reader use? Analyzing the teacher’s reading is a step toward ensuring that the students get the full benefit from the teacher’s modelling behaviour. By discussing what the teacher did, they will be better able to incorporate effective strategy use into their reading.</h4>\r\n<h4>When a student’s reading is under discussion, the identification and analysis of strategy use are intermixed with the teacher’s feedback on the reader’s behavior. This feedback can include prompting to use specific strategies or eliciting suggestions from other students as to what strategies might be helpful in solving comprehension problems.</h4>\r\n&nbsp;\r\n\r\n<strong>STRATEGY EXPLANATION AND DISCUSSION</strong>\r\n<h4>The process of strategy identification and feedback entails the naming of strategies and repeated explanations on the teachers’ or students’ parts as to how to use the strategies. The explanation process can be facilitated by the use of graphic organizers such as the one in Table 1. From the first session, I ask the students to write down the strategies I or other readers use, as well as when they were used, as soon as each section of reading is completed. After they have written down this information individually, we name the strategies as a class and discuss their value, that is, why they should be used. After a few weeks of this type of discussion, I ask the class to work in small groups and to fill in charts such as the one in Table 1, with three columns headed: What, When, and Why. The examples are taken from charts made by the students themselves.</h4>\r\n<h4>In subsequent sessions, we add to the charts, and at intervals, during the semester we revamp them completely. In this way, the students can remember the array of strategies we have covered, and we can also discuss how the strategies interconnect. The charts are always mounted on the chalkboard during class and serve as reference lists for strategies that have been used or could be utilized while reading.</h4>\r\n<h4></h4>\r\n<strong>HOMEWORK</strong>\r\n<h4>Strategy use is reinforced outside the classroom through two types of homework. In the first type, students finish reading the material that we have begun in class and respond to various written prompts. Before finishing the chapter, they may preview the rest of the assigned text and predict what it will be about. While reading, they note questions they have and describe what other strategies they use or could be using while they read. After reading, they can summarize the chapter and predict what future chapters will be about. At the same time that they use these strategies, they also explain why using them is helpful or worthwhile. In this way, strategy homework does not become simply skill learning but requires thought and concentration. In the second type of homework, students keep track of the reading they do outside of class for pleasure or other courses. They note down what they have read, how much they have read, what strategies they have used in reading and their evaluation of the text. This type of homework is meant to reinforce strategic behaviour and to encourage the transfer of strategy training to other tasks. In completing these assignments in recent semesters, students listed a wide variety of approaches, as can be seen in the list in Table 2. Their evaluations of the texts also indicated that they were reading in an attentive, thoughtful manner. Occasionally, the students would note that they had not used any strategies to read a given text. This point makes it probable that the strategies the students did list were ones they had genuinely employed and that they did not simply put them down after the fact to finish off a homework assignment.</h4>\r\nhttps://youtu.be/iu-yLD8qQM0\r\n\r\n<strong>CONCLUSION</strong>\r\n<h4>I have used this approach with high-intermediate level university students, but it has the potential for students at any level of instruction. It should be emphasized that transactional teaching, the basis for the method I am describing, was originally designed for elementary school classrooms. In adapting instruction in strategic reading from an L1 situation to an L2 environment, a crucial issue to consider is how fast the teacher should introduce new strategies. The rate depends mostly on whether the students appear to be identifying strategies easily and articulating strategy use as they read. Another factor to consider is how much information about strategic reading should be explained, rather than elicited. When students are already proficient in reading in their L1, they are often immediately able to relate what we are doing with strategies in English to their reading behaviour in their L1. This would not be the case with younger students, who may need a more direct explanation of the meaning and value of strategies. The results of using this method to date have been very positive. In class, all the students can read and think aloud, articulating strategy use as they go. They can identify strategies that other readers have used, as well as come up with convincing reasons why these strategies are important. When students fill out charts describing the reading they do outside of class; they identify strategies they have used. In class, students have said that strategy training helps them to understand their reading process better, in both their L1 and their L2.</h4>\r\n<h4 class=\"page-title\">TESOL- Four Language Skills- Writing</h4>\r\n<h4><strong><em>Writing</em></strong></h4>\r\n<h4>The previous section were listed many types of written language \"forms.\" As you consider an ESL class that you might be teaching, how many of these types of writing will your students be likely to produce themselves? Those types that they will indeed need, \'whether for further studies or their ultimate academic/vocational goals, should then become the prime focus of \"real\" writing in your classroom.</h4>\r\nhttps://youtu.be/nbZUKAamXDU\r\n<h4>While various genres of written texts abound, classroom writing performance is, by comparison, limited. Consider the following five broad categories of class writing performance:</h4>\r\n<h4><strong>\r\nImitative or writing down:</strong> At the beginning level of learning to write, students will simply \"write down\" English words and sentences to learn the conventions of the orthographic code. Some form of dictation falls into this category, and they typically involve these steps:</h4>\r\n<ol>\r\n 	<li>\r\n<h4>The teacher reads a short paragraph once or twice at</h4>\r\nnormal\r\n<h4>speed.</h4>\r\n</li>\r\n 	<li>\r\n<h4>The teacher reads the paragraph in short phrase units.</h4>\r\n</li>\r\n 	<li>\r\n<h4>During the pause, students write exactly what they hear.</h4>\r\n</li>\r\n 	<li>\r\n<h4>The teacher then reads the whole paragraph once more at a normal pace so students can check their writings.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Scoring of student\'s written work.</h4>\r\n</li>\r\n</ol>\r\n<h4><strong>Intensive or controlled</strong>: This type of writing does not allow much if any, creativity on the part of the writer. Students may be asked to change all the present tense verbs in a paragraph to the past tense; in such a case, students may need to alter other time references in the paragraph. Guided writing offers a series of stimulators to writing.  For example, the teacher might get students to answer a series of questions after viewing a video.</h4>\r\n<h4><strong>\r\nSelf-writing:</strong> Writing only with the self in mind as an audience such as note-taking.  Diary or journal writing also falls into this category but in this case, the journal is written for two audiences, the writer and the teacher who may choose to read the entry.</h4>\r\n<h4><strong>Display writing:</strong> For all language students, short answer exercises, essay examinations, and even research reports will involve an element of the display.</h4>\r\n<h4><strong>Real writing:</strong> Some classroom writing aims at the genuine communication of messages to an audience in need of those messages.</h4>\r\n<h4><strong>Academic:</strong> Group problem-solving tasks, especially those that relate to current issues and other personally relevant topics, may have a writing component in which information is genuinely sought and conveyed. Peer-editing work adds to what would otherwise be an audience of one (the instructor) and provides real writing opportunities.</h4>\r\n<h4><strong>Vocational/technical:</strong> Quite a variety of real writing can take place in classes of students studying English for advancement in their occupation (real letters, genuine directions for assembly or some operation, actual forms, etc.)</h4>\r\n<h4></h4>\r\n<h4><strong>Personal:</strong> In virtually any ESL class, diaries, letters, postcards, notes, personal messages and other informal writing can take place, particularly in the context of an interactive class.</h4>\r\n<h4>Again, here are some specific principles for designing writing techniques:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Consider and incorporate practices of good writers:</h4>\r\n</li>\r\n 	<li>\r\n<h4>Focus on a goal or main idea</h4>\r\n</li>\r\n 	<li>\r\n<h4>Perceptively gauge the audience</h4>\r\n</li>\r\n 	<li>\r\n<h4>Spend some time planning to write and follow a general plan</h4>\r\n</li>\r\n 	<li>\r\n<h4>Solicit and utilize feedback</h4>\r\n</li>\r\n 	<li>\r\n<h4>Patiently make as many revisions as needed</h4>\r\n</li>\r\n 	<li>\r\n<h4>Balance process and product</h4>\r\n</li>\r\n 	<li>\r\n<h4>Account for cultural/literal background: English rhetorical conventions may be different from the conventions of the students\' native language.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Connect reading and writing: This way the students can gain valuable insights both about how they should write and about subject matter that may become the topic of their writing.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Provide as much authentic writing as possible.</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<h4>Frame your techniques regarding pre-writing, drafting, and revising stages: the prewriting stage encourages the generation of ideas, which can happen in numerous ways:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Extensively reading a passage</h4>\r\n</li>\r\n 	<li>\r\n<h4>Skimming or scanning a passage</h4>\r\n</li>\r\n 	<li>\r\n<h4>Conducting some outside research</h4>\r\n</li>\r\n 	<li>\r\n<h4>Brainstorming</h4>\r\n</li>\r\n 	<li>\r\n<h4>Clustering (begin with a keyword, then add other words using free association)</h4>\r\n</li>\r\n 	<li>\r\n<h4>Discussing a topic or question</h4>\r\n</li>\r\n 	<li>\r\n<h4>The drafting and revising stages are the core of writing. Several strategies and skills apply to the drafting/revising process in writing:</h4>\r\n</li>\r\n 	<li>\r\n<h4>Peer-editing (accepting/using classmates\' comments)</h4>\r\n</li>\r\n 	<li>\r\n<h4>Using the instructor\'s feedback</h4>\r\n</li>\r\n 	<li>\r\n<h4>\"Read-aloud\" technique (in small groups or pairs, checking together for errors, the flow of ideas, etc.)</h4>\r\n</li>\r\n 	<li>\r\n<h4>Proofreading</h4>\r\n</li>\r\n 	<li>\r\n<h4>Techniques should be as interactive as possible</h4>\r\n</li>\r\n 	<li>\r\n<h4>Sensitively apply methods of responding to and correcting your student\'s writing.</h4>\r\n</li>\r\n</ul>\r\n<h4>Remember that you are the students\' ally, guide, and facilitator. The role of the consultant will be the most productive way to respond. Here are some guidelines for responding to the first draft:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Resist the temptation to treat minor grammatical errors. Rather, treat the major errors by underlining the error or making a check next to the line in which the error occurs.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Resist the temptation to rewrite a student\'s sentence</h4>\r\n</li>\r\n 	<li>\r\n<h4>Comment holistically, regarding the clarity of the overall thesis and the general structural organization.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Comment on the introductory paragraph</h4>\r\n</li>\r\n 	<li>\r\n<h4>Comment on the features that appear to be irrelevant to the topic</h4>\r\n</li>\r\n 	<li>\r\n<h4>Question clearly inadequate word choices and awkward expressions</h4>\r\n</li>\r\n</ul>\r\n<h4>For the subsequent drafts, your responses can include all of the above in addition to:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Minor grammatical errors and mechanical errors (spelling, punctuation) should be indicated</h4>\r\n</li>\r\n 	<li>\r\n<h4>Comment on the specific strength and clarity of all main ideas.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Check cohesive devices within and across paragraphs.</h4>\r\n</li>\r\n 	<li>\r\n<h4>In academic papers, comment on the documentation, citing sources, evidence and other support.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Comment on the adequacy and strength of the conclusion.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Clearly instruct students on the formal conventions of writing such as:</h4>\r\n</li>\r\n 	<li>\r\n<h4>A clear statement of the thesis topic or purpose</h4>\r\n</li>\r\n 	<li>\r\n<h4>Use of main ideas to develop or clarify the thesis</h4>\r\n</li>\r\n 	<li>\r\n<h4>Use of supporting ideas</h4>\r\n</li>\r\n 	<li>\r\n<h4>Supporting by \"telling:\" describing</h4>\r\n</li>\r\n 	<li>\r\n<h4>Supporting by \"showing:\" giving evidence, facts, statistics, etc.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Supporting by linking cause and effect</h4>\r\n</li>\r\n 	<li>\r\n<h4>Supporting by using comparison and contrast</h4>\r\n</li>\r\n 	<li>\r\n<h4>Make your final evaluation of student writing consistent with your overall approach. Six general categories are often the basis for the evaluation of student writing:</h4>\r\n</li>\r\n 	<li>\r\n<h4>Content: thesis statement, related ideas, development of ideas, use of description, consistent focus.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Organization: effectiveness of introduction, logical sequence of ideas, conclusion, appropriate length</h4>\r\n</li>\r\n 	<li>\r\n<h4>Discourse: topic sentences, paragraph unity, transitions, cohesion, rhetorical conventions, fluency, variation, etc.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Syntax</h4>\r\n</li>\r\n 	<li>\r\n<h4>Vocabulary</h4>\r\n</li>\r\n 	<li>\r\n<h4>Mechanics: punctuation, spelling, citation of references, neatness of appearance, etc.</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<h4><strong>Exercises and Activities</strong></h4>\r\n<h4>For beginner-Level learners, primary language knowledge does not impede them from using authentic contexts in which to practice writing. They may write up</h4>\r\n<ul>\r\n 	<li>\r\n<h4>a birthday invitation and send them out to classmates, awaiting their answers</h4>\r\n</li>\r\n 	<li>\r\n<h4>a postcard</h4>\r\n</li>\r\n 	<li>\r\n<h4>their personal classified ads.</h4>\r\n</li>\r\n 	<li>\r\n<h4>etc.</h4>\r\n</li>\r\n</ul>\r\n<h4></h4>\r\n<h4>You may emphasize the use of a specific verb tense that was recently taught or hand them a list of 10 new vocabulary words from which they must include seven words in their text.</h4>\r\n<h4>For intermediate to advanced-Level learners, you can determine the format of the text, and let the students chose the particular topic or vice versa: after having chosen the topic, let the students decide which form they want to adopt to express their ideas.</h4>\r\n<h4><strong> </strong></h4>\r\n<h4><strong>Generating ideas</strong></h4>\r\n<h4><strong>Exercise # 1</strong></h4>\r\n<ol>\r\n 	<li>\r\n<h4><strong>Brainstorming.</strong></h4>\r\n</li>\r\n</ol>\r\n<h4>This process is a useful technique in writing because it permits you to approach a topic with an open mind. Because you do not judge your ideas as they emerge, you free yourself to come up with ideas that you might not even know you had. Brainstorming is one of several different ways to begin writing.</h4>\r\n<h4>\"Let\'s think about the future for a moment. Let\'s focus our attention on how it might affect your present or future job. Have you thought about the changes that may occur in your field? To help you think about this question, you are going to make two lists of ideas concerning changes in your area or the field you plan to enter.</h4>\r\n<h4>DIRECTIONS: Use your knowledge and imagination to follow these steps:</h4>\r\n<ol>\r\n 	<li>\r\n<h4>Prepare two sheets of paper with the following:</h4>\r\n</li>\r\n 	<li>\r\n<h4>What changes have occurred in my field in the last twenty years?</h4>\r\n</li>\r\n 	<li>\r\n<h4>What changes do I expect to happen in my area in the next two decades?</h4>\r\n</li>\r\n 	<li>\r\n<h4>As quickly as possible, think of as many ideas as you can to answer the question on sheet a. Do not evaluate your thoughts. That will come later.</h4>\r\n</li>\r\n 	<li>\r\n<h4>When you think that you have written everything you can think of, go over the list to evaluate what you have written. Cross out the ideas that don\'t fit.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Repeat this process for sheet b.</h4>\r\n</li>\r\n</ol>\r\n<h4></h4>\r\n<ol>\r\n 	<li>\r\n<h4><strong>Working in a group:</strong></h4>\r\n</li>\r\n</ol>\r\n<h4>In the preceding exercise, you worked individually, using brainstorming to establish your ideas, to follow your own train of thought. Another effective way to generate ideas is to work in a small group where you share your brainstormed ideas with the rest of the group members. By doing this, each of you will have an opportunity to expand further your ideas.</h4>\r\n<h4>DIRECTIONS: Forma small group and use the following guidelines for your group discussion.</h4>\r\n<ol>\r\n 	<li>\r\n<h4>Take turns reading your lists of changes in your field to each other.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Compare your classmates\' lists to yours, looking for similarities and differences.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Mark the changes on your list that are similar.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Add to your list new ideas of changes that apply to your field.</h4>\r\n</li>\r\n 	<li>\r\n<h4>As a group, select three changes that applied to the area of each group member. If you have time, you can discuss these three ideas.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Choose a reporter from your group to share your three chances with the rest of the: class.</h4>\r\n</li>\r\n</ol>\r\n<h4>Here is an example of what the compared lists of three students might appear. The changes that were similar to each list have been labelled.</h4>\r\n<h4></h4>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"148\">\r\n<h4>Teaching- Toda</h4>\r\n<h4>Attitudes toward teachers</h4>\r\n<h4>Information explosion</h4>\r\n<h4>Union activity</h4>\r\n<h4>More job security</h4>\r\n<h4>Better benefits</h4>\r\n<h4>Larger class ·size</h4>\r\n<h4>Computer as teaching tools</h4>\r\n<h4>Computers for record</h4>\r\n<h4>Keeping</h4>\r\n<h4>Competition for jobs\'</h4>\r\n<h4>Higher diplomas</h4>\r\n</td>\r\n<td width=\"148\">\r\n<h4>Sales- Toda</h4>\r\n<h4>Computerized inventory</h4>\r\n<h4>Customer\'s bad attitudes</h4>\r\n<h4>Distance from owners</h4>\r\n<h4>Pressure</h4>\r\n<h4>Incentive pay</h4>\r\n<h4>Need to know more about</h4>\r\n<h4>products</h4>\r\n<h4>More responsibility</h4>\r\n<h4>Fewer personnel</h4>\r\n<h4>Tinie clocks</h4>\r\n<h4>Better benefits</h4>\r\n</td>\r\n<td width=\"148\">\r\n<h4>Health care- Toda</h4>\r\n<h4>Malpractice suits</h4>\r\n<h4>Less respects</h4>\r\n<h4>Pay</h4>\r\n<h4>Educational demands</h4>\r\n<h4>Pressure</h4>\r\n<h4>Information increase</h4>\r\n<h4>Consulting with others</h4>\r\n<h4>Compensation for clients</h4>\r\n<h4>Advertising</h4>\r\n<h4>Computerized business</h4>\r\n<h4>Computerized diagnosis</h4>\r\n<h4>Less Dav/greater benefits</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4><strong> </strong></h4>\r\n<h4><strong>Exercise #2</strong></h4>\r\n<h4><strong> </strong></h4>\r\n<h4><strong>Free writing</strong></h4>\r\n<h4>You have just begun to explore the question of changes in your field. Some of your ideas will interest you more than others. Now you will have an opportunity to develop your thinking about one of these ideas.</h4>\r\n<h4>DIRECTION: Follow these steps to generate further ideas on this topic.</h4>\r\n<ol>\r\n 	<li>\r\n<h4>From your lists of changes, choose one idea that interested you.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Write that idea at the top of a clean sheet of paper</h4>\r\n</li>\r\n 	<li>\r\n<h4>For ten minutes, write about this topic without stopping. This means that you should be writing something consistently.</h4>\r\n<ol>\r\n 	<li>\r\n<h4>Write down everything that comes to your mind.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Do not judge your ideas</h4>\r\n</li>\r\n 	<li>\r\n<h4>Do not worry about your spelling and grammar</h4>\r\n</li>\r\n 	<li>\r\n<h4>IF you run out of things to say, continue writing whatever comes to your mind.</h4>\r\n</li>\r\n</ol>\r\n</li>\r\n</ol>\r\n<h4>This process is called free-writing. It is designed to help you free ideas that might not realize that you have. An important aspect of free writing is that you write without being concerned about spelling, punctuation, or grammar. Of course, these elements of writing are important, but students\' concern about them,\' can sometimes inhibit the free flow of their ideas. Freewriting is a technique to generate ideas; it should be used as a beginning, as an initial exploration of the ideas that you have about a topic.</h4>\r\n<h4></h4>\r\n<h4><strong>Exercise #3</strong></h4>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"221\">\r\n<h4><strong><em>LESSON 3</em></strong></h4>\r\n<h4><strong><em> </em></strong></h4>\r\n<h4><strong><em>COMPOSING </em></strong><strong>ON <em>YOUR OWN</em></strong></h4>\r\n<h4></h4>\r\n</td>\r\n<td rowspan=\"2\" width=\"221\">\r\n<h4><strong>DEVELOPED     DEVELOPING</strong></h4>\r\n<h4><strong>COUNTRIES    COUNTRIES</strong></h4>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"33\">\r\n<h4>1950</h4>\r\n</td>\r\n<td width=\"30\">\r\n<h4>.83</h4>\r\n</td>\r\n<td width=\"21\"></td>\r\n<td width=\"39\">\r\n<h4>1.67</h4>\r\n</td>\r\n<td width=\"35\"></td>\r\n<td width=\"16\"></td>\r\n<td width=\"27\"></td>\r\n</tr>\r\n<tr>\r\n<td width=\"33\">\r\n<h4>1975</h4>\r\n</td>\r\n<td width=\"30\">\r\n<h4>1.09</h4>\r\n</td>\r\n<td width=\"21\"></td>\r\n<td colspan=\"2\" width=\"74\">\r\n<h4>2.98</h4>\r\n</td>\r\n<td width=\"16\"></td>\r\n<td width=\"27\"></td>\r\n</tr>\r\n<tr>\r\n<td width=\"33\">\r\n<h4>2000</h4>\r\n</td>\r\n<td width=\"30\">\r\n<h4>1.27</h4>\r\n</td>\r\n<td width=\"21\"></td>\r\n<td colspan=\"3\" width=\"90\">\r\n<h4>4.85</h4>\r\n</td>\r\n<td width=\"27\"></td>\r\n</tr>\r\n<tr>\r\n<td width=\"33\">\r\n<h4>2025</h4>\r\n</td>\r\n<td width=\"30\">\r\n<h4>1.39</h4>\r\n</td>\r\n<td width=\"21\"></td>\r\n<td colspan=\"4\" width=\"117\">\r\n<h4>6.77</h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4>populations in billions description</h4>\r\n<h4>. Think about the possible purposes of each topic. How do you think those</h4>\r\npurposes will affect the tone of each piece?\r\n\r\n&nbsp;\r\n\r\n<strong>Generating Ideas</strong>\r\n\r\n&nbsp;\r\n\r\nFirst, we need to find ways to unlock the hidden ideas we have in our minds. In this unit, you have learned to use brainstorming, free writing, and looping. Try these techniques in any combination that works for you. Reading also helps to general ideas. As you write, keep in the information you learned about this topic in the readings.\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;</td>\r\n</tr>\r\n<tr>\r\n<td width=\"221\">\r\n<h4>In this unit, you have read about the issues surrounding the predicted popular-explosion.</h4>\r\n<h4>You have also worked with important writing techniques such as showing and using facts and statistics. Let\'s now try to apply what you have learned with the writing process,</h4>\r\n<h4><strong> </strong></h4>\r\n<h4><strong>First Draft</strong></h4>\r\n<h4><strong> </strong></h4>\r\n<h4><strong>Choosing a Topic</strong></h4>\r\n<h4>Directions: Choose one of the following topics to write about.</h4>\r\n<h4></h4>\r\n<h4>A - Explain the information introduced in the following paragraph.</h4>\r\n<h4>B - In the final paragraphs of the article \"The World\'s Urban Explosion,\" the author poses the question of what the effects of the population explosion might be in the future. Imagine your city, town, or village in the year 2025. Imagine that the population predictions did, in fact, come true. Place yourself in the scene, and describe what you see.</h4>\r\n<h4></h4>\r\n<h4><em>Note: </em>Notice how different these topics are from one another. The first topic asks you to write an explanation which analyzes a graph. The second topic asks for</h4>\r\n<h4></h4>\r\n</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<h4><strong>Figure 17.2</strong>. World Population Explosion.</h4>\r\n<strong> </strong>\r\n<h4><strong>Writing the First Draft</strong></h4>\r\n<h4></h4>\r\n<h4>After exploring your thoughts, put them into paragraph form, keeping in mind how showing and using facts and statistics makes writing powerful and convincing. Our task here is· to discover how we can best express our ideas in the clearest manner possible so that our readers will receive the same message, with the same impact, that we intended.</h4>\r\n<h4><strong> </strong></h4>\r\n<h4><strong>Peer-editing</strong></h4>\r\n<h4>What follows is an element of the writing process that is of particular importance: sharing what we have written with others, our readers, to see if we have managed to convey our intended meaning. This step can be a fascinating adventure. We step out of ourselves, to see what we have created through the eyes of others, to discover the impact of our words on the thoughts of our readers, so that we can then use the information to improve what we have written. We call this peer-editing.  Peer-editing is a natural sharing process. Not only do you get feedback from your classmates, but you also give feedback to them. It is a two-way street. You learn to be a better writer and a better reader. In the following exercise, you will work with several classmates, taking the roles of both reader and writer.</h4>\r\n<h4>DIRECTIONS:  Work with a group of four other classmates who chose to write on the same topic as you did.</h4>\r\n<ol>\r\n 	<li>\r\n<h4>Discuss the idea-generating techniques that you each used to write this composition.</h4>\r\n</li>\r\n 	<li>\r\n<h4>Read each other\'s papers silently, and answer the following questions for each paper:</h4>\r\n</li>\r\n 	<li>\r\n<h4>What do you like the most about writing?</h4>\r\n</li>\r\n 	<li>\r\n<h4>What is the main idea?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Who is the audience, and what is the purpose?</h4>\r\n</li>\r\n 	<li>\r\n<h4>What possible details does the writer use?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Where could the author add details to make the piece more convincing?</h4>\r\n</li>\r\n 	<li>\r\n<h4>What areas in writing seem unclear?</h4>\r\n</li>\r\n 	<li>\r\n<h4>How could the writer make the piece clearer?</h4>\r\n</li>\r\n</ol>\r\n<h4></h4>\r\n<h4>Now, for each paper, compare your notes to the questions to help the writer think of ways to improve the piece.</h4>\r\n<h4></h4>\r\n<h4>Revising</h4>\r\n<h4>You have gotten feedback about your composition from several classmates. Now you can use what you learned about your writing to improve it, to make it clearer and more convincing. Writers call this step of the process revising. All good writers go through several stages of revision because they want to make their writing the best it can be. At this point, they reconsider what they have written, get feedback from others, and then make changes.</h4>\r\n<h4>Review your notes from your peer-editing session.  Think about the comments made by your peer-readers; in particular comments, they have agreed on. If you agree with them, you can revise the piece. Remember, however, that you are the final judge as to what you want to include or eliminate in your writing.</h4>\r\n<h4>Make corrections directly on your first draft. Do not be afraid to mark up this paper. You can scratch out unnecessary or irrelevant information, squeeze ideas that you want· to add into the margin and even cut up and re-paste your document to change the order or make additions. You might be surprised to see the revising process of professional writers. Their drafts will often be illegible to anyone but themselves!</h4>\r\n<h4></h4>\r\n<h4>The Second Draft</h4>\r\n<h4>Writing the Second Draft and Proofreading</h4>\r\n<h4>Once you have made the necessary changes in your paper, you can rewrite it legibly. As you are rewriting, you may think of more changes that you would like to make. Do not hesitate to continue revising during this step. Writing takes time and a lot of thought. So take advantage of this stage to keep improving what you have already done. After you have rewritten your paper, go over it carefully to see if the language sounds correct and if your message seems complete and understandable. Finally, submit your paper to your teacher.</h4>\r\n<h4></h4>\r\n<h4>Using Your Teacher\'s Feedback</h4>\r\n<h4>When your paper is returned to you, spend time examining the comments your teacher made. This is a good opportunity to compare your classmates\' responses to your teacher\'s, taking into account the changes you\'ve done between .the original draft and the revised paper. Did you improve on the parts of your original paper that your classmates encouraged you to work? Did your teacher comment on aspects of your writing that your classmates did not comment on it? Share this information with the classmates you did peer-editing with. For each paper you looked at, compare the comments you made to the teacher\'s comments. Keep in mind the ideas you and your teacher had in common about each paper. Also, notice comments that your teacher made that you missed. This is valuable information. You\'ll use it the next time you write and the next time you do peer-editing.</h4>\r\n<h4></h4>\r\n<h4>Keeping a Journal</h4>\r\n<h4>In this unit, we read about population growth, about changes that we expect to take place in the future that will affect our lives. For a moment, reflect back in time. Try to visualize an area from your distant past, any place that sticks out in your mind. Now roll the clock back up to the present. If the place looks very different in the present, you\'ve found your journal topic. If not, start again until you come up with a scene that has changed over a period. When you\'ve found this place that has changed, write about it. You can choose to describe it as it was in the past, in the present, or you can do both. You might want to write about how the changes in the place have affected you, whatever aspect of the place you choose to write about, make sure that you have a single purpose, a central focus, and try to include the detail that helps to develop that main point only. Remember that when you choose to write about something that is familiar and important to you, the task of writing is easier and more pleasurable.</h4>\r\nhttps://youtu.be/8j27mMyGWfM\r\n<h4>The Writing Process and Process Writing</h4>\r\n<h4><em>Anthony Seow</em></h4>\r\n<h4>INTRODUCTION</h4>\r\n<h4>The writing process as a private activity may be broadly seen as comprising four main stages: planning, drafting, revising and editing. As depicted in Figure 1, the stages are neither sequential nor orderly. In fact, as research has suggested, ‘many good writers employ a recursive, non-linear approach – the writing of a draft may be interrupted by more planning, and revision may lead to reformulation, with a great deal of recycling to earlier stages’ (Krashen, 1984, p. 17).</h4>\r\n<h4>PROCESS WRITING</h4>\r\n<h4>The term <em>process writing </em>has been bandied about for quite a while in ESL classrooms. It is no more than a <em>writing process approach </em>to teaching writing.</h4>\r\n<h4>STAGES</h4>\r\n<h4>Editing</h4>\r\n<h4></h4>\r\n<h4>PROCESS ACTIVATED</h4>\r\n<h4>Planning</h4>\r\n<h4>Drafting</h4>\r\n<h4>Revising</h4>\r\n<h4></h4>\r\n<h4>PROCESS TERMINATED</h4>\r\n<h4></h4>\r\n<h4>Figure 1</h4>\r\n<h4>The idea behind it is not really to dissociate writing entirely from the written product and to merely lead students through the various stages of the writing process but ‘to construct process-oriented writing instruction that will affect performance’ (Freedman, Dyson, Flower, &amp; Chafe, 1987, p. 13). To have an effective performance-oriented teaching program would mean that we need to systematically teach students problem-solving skills connected with the writing process that will enable them to realize specific goals at each stage of the composing process. Thus, process writing in the classroom may be construed as a program of instruction, which provides students with a series of, planned learning experiences to help them understand the nature of writing at every point.</h4>\r\n<h4>Process writing as a classroom activity incorporates the four basic writing stages – planning, drafting (writing), revising (redrafting) and editing – and three other stages externally imposed on students by the teacher, namely, responding (sharing), evaluating and post-writing. Process writing in the classroom is highly structured as it necessitates the <em>orderly</em>teaching of process skills, and thus it may not, at least initially; give way to a free variation of writing stages cited earlier. Teachers often plan appropriate classroom activities that support the learning of specific writing skills at every stage. The planned learning experiences for students may be described as follows.</h4>\r\n<h4></h4>\r\n<h4>PLANNING (PRE-WRITING)</h4>\r\n<h4>Pre-writing is any activity in the classroom that encourages students to write. It stimulates thoughts for getting started. In fact, it moves students away from having to face a blank page toward generating tentative ideas and gathering information for writing. The following activities provide the learning experiences for students at this stage:</h4>\r\n<h4>GROUP BRAINSTORMING</h4>\r\n<h4>Group members spew out ideas about the topic. Spontaneity is important here. There are no right or wrong answers. Students may cover familiar ground first and then move off to more abstract or wild territories.</h4>\r\n<h4>CLUSTERING</h4>\r\n<h4>Students form words related to a stimulus supplied by the teacher. The words are circled and then linked by lines to show discernible clusters. Clustering is a simple yet powerful strategy: “Its visual character seems to stimulate the flow of association . . . and is particularly good for students who know what they want to say but just can’t say it” (Proett &amp; Gill, 1986, p. 6).</h4>\r\n<h4>RAPID FREE WRITING</h4>\r\n<h4>Within a limited time of 1 or 2 minutes, individual students freely and quickly write down single words and phrases about a topic. The time limit keeps the writers’ minds ticking and thinking fast. Rapid free writing is done when group brainstorming is not possible or because the personal nature of a certain topic requires a different strategy.</h4>\r\n<h4><em>WH-</em>QUESTIONS</h4>\r\n<h4>Students generate <em>who</em>, <em>why</em>, <em>what</em>, <em>where</em>, <em>when </em>and <em>how </em>questions about a topic. More such questions can be asked of answers to the first string of <em>wh-</em>questions, and so on. This can go on indefinitely.</h4>\r\n<h4>In addition, ideas for writing can be elicited from multimedia sources (e.g., printed material, videos, films), as well as from direct interviews, talks, surveys, and questionnaires.</h4>\r\n<h4>Students will be more motivated to write when given a variety of means for gathering information during pre-writing.</h4>\r\n<h4>DRAFTING</h4>\r\n<h4>Once sufficient ideas are gathered at the planning stage, the first attempt at writing – that is, drafting – may proceed quickly. At the drafting stage, the writers are focused on the fluency of writing and are not preoccupied with grammatical accuracy or the neatness of the draft. One dimension of good writing is the writer’s ability to visualize an audience. Although writing in the classroom is almost always for the teacher, the students may also be encouraged to write for different audiences, among whom are peers, other classmates, pen friends and family members. A conscious sense of audience can dictate a certain style to be used. Students should also have in mind a central idea that they want to communicate to the audience to give direction to their writing.</h4>\r\n<h4>Depending on the genre of writing (narrative, expository or argumentative), an introduction to the subject of writing may be a <em>startling statement </em>to arrest the reader’s attention, a <em>short summary </em>of the rest of the writing, an <em>apt quotation</em>, a <em>provocative question</em>, a <em>general statement</em>, an <em>analogy</em>, a <em>statement of purpose</em>, and so on. Such a strategy may provide the lead at the drafting stage. Once a start is made, the writing task is simplified ‘as the writers let go and disappear into the act of writing’ (D’Aoust, 1986, p. 7).</h4>\r\n<h4>RESPONDING</h4>\r\n<h4>Responding to student writing by the teacher (or by peers) has a central role to play in the successful implementation of process writing. Responding intervenes between drafting and revising. It is the teacher’s <em>quick initial reaction </em>to students’ drafts. The response can be oral or in writing after the students have produced the first draft and just before they proceed to revise. The failure of many writing programs in schools today may be ascribed to the fact that responding is done in the final stage when the teacher simultaneously <em>responds </em>and <em>evaluates</em>, and even <em>edits </em>students’ finished texts, thus giving students the impression that nothing more needs to be done.</h4>\r\n<h4><em>Text-specific </em>responses in the form of helpful suggestions and questions rather than ‘rubber-stamped’ comments (such as ‘organization is OK’, ‘ideas are too vague’ etc.) by the teacher will help students rediscover meanings and facilitate the revision of initial drafts. Such responses may be provided in the margin, between sentence lines or at the end of students’ texts. Peer responding can be effectively carried out by having students respond to each other’s texts in small groups or pairs, with the aid of the checklist in Table 1 (adapted from Reinking &amp; Hart, 1991).</h4>\r\n<h4>REVISING</h4>\r\n<h4>When students revise, they review their texts by the feedback given in the responding stage. They reexamine what was written to see how effectively they have communicated their meanings to the reader. Revising is not merely checking for language errors (i.e., editing). It is done to improve the global content and the organization of ideas so that the writer’s intent is made clearer to the reader.</h4>\r\n<h4></h4>\r\n<h4>TABLE 1. PEER RESPONDING CHECKLIST</h4>\r\n<ul>\r\n 	<li>\r\n<h4>When responding to your peer’s draft, ask yourself these questions:</h4>\r\n</li>\r\n 	<li>\r\n<h4>What is the greatest strength of this composition?</h4>\r\n</li>\r\n 	<li>\r\n<h4>What is its greatest weakness?</h4>\r\n</li>\r\n 	<li>\r\n<h4>What is the central idea of this composition?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Which are the ideas, which need more elaboration?</h4>\r\n</li>\r\n 	<li>\r\n<h4> Where should more details or examples be added?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Why? What are some of the questions that the writer has not answered?</h4>\r\n</li>\r\n 	<li>\r\n<h4>At which point does this composition fail to hold the reader’s interest?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Why? Where is the organization confusing?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Where is the writing unclear or vague?</h4>\r\n</li>\r\n</ul>\r\n<h4>To ensure that rewriting does not mean recopying, Beck (1986, p. 149) suggests that the teacher collects and keeps the students’ drafts and asks them for rewrites. ‘When the students are forced to act without their original drafts, they become more familiar with their purposes and their unique messages.T he writers move more ably within their topics, and their writing develops tones of confidence and authority’.</h4>\r\n<h4>Another activity for revising may have the students working in pairs to read aloud each other’s drafts before they revise. As students listen intently to their own writing, they are brought to a more conscious level of rethinking and reseeding what they have written. Meanings, which are vague, become more apparent when the writers actually hear their own texts read out to them. Revision often becomes more voluntary and motivating. An alternative to this would be to have individual students read their own texts into a tape recorder and take dictation of their own writing later. Students can replay the tape as often as necessary and activate the pause button at points where they need to make a productive revision of their texts.</h4>\r\n<h4></h4>\r\n<h4>EDITING</h4>\r\n<h4>At this stage, the teacher engages students in tidying up their texts as they prepare the final draft for evaluation. They edit their own or their peer’s work for grammar, spelling, punctuation, diction, sentence structure and accuracy of supportive textual material such as quotations, examples and the like. Formal editing is deferruntilill this phase so that its application does not disrupt the free flow of ideas during the drafting and revising stages.</h4>\r\n<h4>A simple checklist might be issued to students to alert them to some of the common surface errors found in students’ writing. For instance:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>Have you used your verbs in the correct tense?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Are the verb forms correct?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Have you checked for</h4>\r\nsubject-verb\r\n<h4>agreement?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Have you used the correct prepositions?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Have you left out the articles where they are required?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Have you used all your pronouns correctly?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Is your choice of adjectives and adverbs appropriate?</h4>\r\n</li>\r\n 	<li>\r\n<h4>Have you written in complete sentences?</h4>\r\n</li>\r\n</ul>\r\n<h4>The students are, however, not always expected to know where and how to correct every error, but editing to the best of their ability should be done as a matter of course, before submitting their work for evaluation each time. Editing within process writing is meaningful because students can see the connection between such an exercise and their own writing in that correction is not done for its own sake but as part of the process of making communication as clear and unambiguous as possible to an audience.</h4>\r\n<h4></h4>\r\n<h4>EVALUATING</h4>\r\n<h4>Very often, teachers pleading lack of time have compressed responding, editing and evaluating all into one. This would, in effect, deprive students of that vital link between drafting and revision – that is, responding – which often makes a big difference to the kind of writing that will eventually be produced.</h4>\r\n<h4>In evaluating student writing, the scoring may be analytical (i.e., based on specific aspects of writing ability) or holistic (i.e., based on a global interpretation of the effectiveness of that piece of writing). To be effective, the criteria for evaluation should be made known to students in advance. They should include overall interpretation of the task, sense of audience, relevance, development, and organization of ideas, format or layout, grammar and structure, spelling and punctuation, range and appropriateness of vocabulary, and clarity of communication. Depending on the purpose of evaluation, a numerical score or grade may be assigned.</h4>\r\n<h4>Students may be encouraged to evaluate their own and each other’s texts once they have been properly taught how to do it. In this way, they are made to be more responsible for their own writing.</h4>\r\n<h4></h4>\r\n<h4>POST-WRITING</h4>\r\n<h4>Post-writing constitutes any classroom activity that the teacher and students can do with the completed pieces of writing. This includes publishing, sharing, reading aloud, transforming texts for stage performances, or merely displaying texts on notice boards. The post-writing stage is a platform for recognizing students’ work as important and worthwhile. It may be used as a motivation for writing as well as to hedge against students finding excuses for not writing. Students must be made to feel that they are writing for a very real purpose.</h4>\r\n<h4></h4>\r\n<h4>IMPLEMENTING PROCESS WRITING</h4>\r\n<h4>Here are some pointers which teachers may like to take note of when implementing process writing:</h4>\r\n<h4></h4>\r\n<h4>TEACHER MODELLING</h4>\r\n<h4>Teachers should model the writing process at every stage and teach specific writing strategies to students through meaningful classroom activities.</h4>\r\n<h4></h4>\r\n<h4>RELATING PROCESS TO PRODUCT</h4>\r\n<h4>A first draft looks quite unlike another draft that has gone through several revisions. It is vital that as students go through the various stages of writing, they understand what kind of product is expected at each stage. Thus students need to be guided to set and achieve specific writing goals at every stage.</h4>\r\n<h4></h4>\r\n<h4>WORKING WITHIN INSTITUTIONAL CONSTRAINTS</h4>\r\n<h4>It is possible to teach some process skills appropriate to a writing stage, be it planning, drafting, responding, revising or editing within a regular two-period composition lesson. The teaching of the same process skill could be repeated in subsequent composition lessons. Process skills can be systematically taught each time until the entire series of such skills is developed over a period.</h4>\r\n<h4></h4>\r\n<h4>CATERING TO DIVERSE STUDENT NEEDS</h4>\r\n<h4>The teacher should implement a flexible program to cater to different student needs. The teacher will need to know what the individual student knows and work from there. The teacher may also decide to have students enter into different writing groups as planners, drafters, responders, revisers or editors during a writing session. A student may be with the planners for one writing task, but move to be with the editors later for the same or another task, according to his or her need or developmental stage in writing.</h4>\r\n<h4></h4>\r\n<h4>EXPLOITING THE USE OF COMPUTERS IN PROCESS WRITING</h4>\r\n<h4>Many word-processing programs are user-friendly enough for students to handle. Their direct application to process writing, especially for the purposes of drafting, revising and editing, is rewarding for both the teacher and the students. The teacher can teach responding or editing skills via the computer hooked on to an overhead projector. The students can freely make any number of changes to their texts by deleting words or moving them around without having to retype large chunks of text all over again. Any work done can be saved on the computer for revision later.</h4>\r\n<h4></h4>\r\n<h4><em>Teaching Students to Self-Edit</em></h4>\r\n<h4><em>Dana Ferris</em></h4>\r\n<h4>INTRODUCTION</h4>\r\n<h4>Over the past couple of decades, the approach process for teaching writing has largely improved both L1 and L2 composition pedagogy. However, though students may be much better at invention, organization, and revision than they were before, too many written products are still riddled with grammatical and lexical inaccuracies. No matter how interesting or original a student’s ideas are, an excess of the sentence- and discourse-level errors may distract and frustrate instructors and other readers. Because this may lead to harsh evaluation of the student’s overall writing abilities, ESL writing teachers, in addition to focusing on students’ ideas, need to help students develop and improve their editing skills.</h4>\r\n<h4>In the modern process approach composition classroom, editing refers to finding and correcting grammatical, lexical, and mechanical errors before submitting (or “publishing”) a final written product. Some studies claim that a lack of grammatical accuracy in ESL student writing may impede students’ progress in the university at large (Janopolous, 1992; Santos, 1988; Vann, Lorenz, &amp; Meyer, 1991; Vann, Meyer, &amp; Lorenz, 1984). As a university-level ESL writing teacher, I know the high standard of accuracy in student writing that the academic discourse community demands. My students will not succeed outside of the sheltered world of the ESL class unless they can learn to reduce their errors. Because I will not always be there to help my students, it is important that they learn to edit their own work.</h4>\r\n<h4>As shown by several ESL editing textbooks (Ascher, 1993; Fox, 1992; Lane &amp; Lange, 1993; Raimes, 1992a), and a teacher’s reference on responding to ESL writing (Bates, Lane, &amp; Lange, 1993), researchers and teachers of ESL writing have become more aware of the need to help students self-edit their writing (Lane &amp; Lange, 1993, p. xix). In response to this need, I have developed and used a semester-long editing process approach to help advanced ESL writing students become more self-sufficient as editors. The particulars of this approach follow.</h4>\r\n<h4></h4>\r\n<h4>PHILOSOPHICAL ASSUMPTIONS</h4>\r\n<h4>I based my editing process approach on the following principles:</h4>\r\n<h4>r Students and teachers should focus on major patterns of error rather than r attempt to correct every single error (Bates, Lane, &amp; Lange, 1993).</h4>\r\n<h4>Because not all students will make the same errors, it is necessary and r desirable to personalize editing instruction as much as possible.</h4>\r\n<h4>The errors to focus on should be those that are most frequent, global (interfere with the comprehensibility of the text), and stigmatizing (would cause a negative evaluation from native speakers) (Bates, Lane, &amp; Lange, 1993; Hendrickson, 1980).</h4>\r\n<h4></h4>\r\n<h4>THE EDITING PROCESS</h4>\r\n<h4>Bates, Lane, and Lange (1993) and Hendrickson (1980) advocate teaching students a discovery approach through which they will become independent self-editors. I teach my advanced ESL students through a three-stage discovery approach to become self-sufficient editors.</h4>\r\n<h4></h4>\r\n<h4>STAGE 1: FOCUSING ON FORM</h4>\r\n<h4>Although some teachers assume that all ESL students are obsessively concerned with grammar to the detriment of developing and presenting their ideas, I have found that many students have little interest in and pay limited attention to editing their work. They find editing tedious or unimportant, or they have become overly dependent on teachers or tutors to correct their work for them. A crucial step in teaching students to become good editors is to convince them of the necessity of doing so.</h4>\r\n<h4>To raise awareness of the importance of editing, I use in-class activities in which the students look at sentences or short student essays that contain a variety of editing problems. Rather than simply finding and correcting errors, they discuss how these errors impede their understanding of the texts, as in the following three examples:</h4>\r\n<ul>\r\n 	<li>\r\n<h4>My <em>parents </em>always gave me a lot of love.</h4>\r\n</li>\r\n 	<li>\r\n<h4>School is the place where I <em>learn </em>things such as reading and writing.</h4>\r\n</li>\r\n 	<li>\r\n<h4>I like coffee; <em>on the other hand</em>, I also like tea.  The italicized portions of these three sentences contain common ESL writing errors:  Respectively, an omitted plural marker, a verb tense error, and a misused transitional phrase. However, none of the sentences immediately appears ungrammatical – <em>the parent </em>can be singular; the two verbs in Example 2 are both in the present tense and thus appear consistent, and <em>on the other hand, it</em> signals a clause expressing a different viewpoint from the one preceding it. But once the students look closely at the texts, they can see that the use of <em>parent </em>is confusing and non-idiomatic (if you really had only one parent, you would identify him or her as your father or mother), that they learned to read and write a long time ago in school, and that liking coffee is not the opposite of liking tea, as implied by the use of <em>on the other hand. </em>Even fairly minor errors can lead to problems in text processing and comprehension.</h4>\r\n</li>\r\n</ul>\r\n<h4>Another strategy I use to convince the students of the necessity of developing editing skills is to give them a diagnostic essay assignment and then provide them with written feedback about their ideas. Also to provide detailed information about their editing problems, and an indication of what grade they would receive if still writing at this level at the end of the semester. Giving students an immediate sense of what their final grade could be is motivating but does not seem to be intimidating if it is made clear that these initial grades are for the students’ information only and will not be counted in their final course evaluation.</h4>\r\n<h4></h4>\r\n<h4>STAGE 2: RECOGNIZING MAJOR ERROR TYPES</h4>\r\n<h4>Research indicates that focusing on patterns of error, rather than on individual errors, is most effective for both teachers and students, so at this stage, I train students to recognize various types of errors. The categories may vary depending on the students’ needs, but they should be selected from error types, which are frequent, global, and stigmatizing. I sensitize students to these error patterns by going over the targeted categories, letting them practice identifying them in sample student essays, and then looking for these errors in peer-editing exercises (see Activities 1 and 2). It seems to be true that it is easier to find mistakes in others’ work than in one’s own. Exercises in recognizing error patterns of other writers’ work help students become more aware of similar problems in their own writing. They also help lead students away from the frustrating and even counterproductive notion that they can or should attempt to correct every single error in a given essay draft.</h4>\r\n<h4>During this stage of the editing process, I may also give a brief, focused instruction on major patterns of error if there are particular errors to which most students are prone. For instance, students may be confused about when to use the simple past tense and when to use the present perfect. In-class instruction should deal directly with this difficulty, rather than attempting to give students a complete overview of the English verb tense system or even of the various uses of the present perfect.</h4>\r\n<h4></h4>\r\n<h4>STAGE 3: SELF-EDITING PRACTICE</h4>\r\n<h4>In the final phase, I require students to find and correct errors in their own and other students’ essay drafts. Also, throughout the semester, students keep a log of their error frequencies in the different categories so they can observe their progress. As the semester progresses and the students get more and more editing practice, I gradually decrease the amount of editing feedback I provide and turn the editing task over first to peer editors and then to the writers themselves.</h4>\r\n<h4 class=\"page-title\"></h4>\r\n<div id=\"content-wrapper\" class=\"ic-Layout-contentWrapper\">\r\n<div id=\"content\" class=\"ic-Layout-contentMain\" role=\"main\">\r\n<div id=\"quiz_show\">\r\n<div id=\"assignment_external_tools\">\r\n<div></div>\r\n</div>\r\n<div id=\"module_sequence_footer\">\r\n<div class=\"module-sequence-padding\"></div>\r\n<div class=\"module-sequence-footer\" role=\"navigation\" aria-label=\"Module Navigation\">\r\n<div class=\"module-sequence-footer-content\"></div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div id=\"right-side-wrapper\" class=\"ic-app-main-content__secondary\"></div>','Unit 6','','inherit','closed','closed','','341-revision-v1','','','2020-11-24 21:00:57','2020-11-25 02:00:57','',341,'https://tesoll.com/341-revision-v1/',0,'revision','',0),(342,1,'2019-04-25 10:54:11','2019-04-25 10:54:11','','6666nouns','','inherit','open','closed','','6666nouns','','','2019-04-25 10:54:11','2019-04-25 10:54:11','',341,'https://tesoll.com/wp-content/uploads/2019/04/6666nouns.pptx',0,'attachment','application/vnd.openxmlformats-officedocument.presentationml.presentation',0),(343,1,'2019-04-25 10:55:34','2019-04-25 10:55:34','','Archive','','inherit','open','closed','','archive','','','2019-04-25 10:55:34','2019-04-25 10:55:34','',341,'https://tesoll.com/wp-content/uploads/2019/04/Archive.zip',0,'attachment','application/zip',0),(347,1,'2019-04-25 13:25:56','2019-04-25 13:25:56','<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','','publish','open','closed','','unit-7','','','2020-11-24 22:44:11','2020-11-25 03:44:11','',0,'https://tesoll.com/?post_type=unit&#038;p=347',0,'unit','',0),(3050,1,'2020-11-24 21:55:19','2020-11-25 02:55:19','<h3 id=\"quiz_title\" style=\"text-align: center;\"></h3>\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 21:55:19','2020-11-25 02:55:19','',347,'https://tesoll.com/347-revision-v1/',0,'revision','',0),(3051,1,'2020-11-24 22:44:00','2020-11-25 03:44:00','<h1 id=\"section_0\" class=\"title_lg\" style=\"text-align: center;\">Teach Effectively</h1>\n<h1>Using Clear Communication</h1>\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.\n\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>\n<ul>\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>\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>\n</ul>\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.\n<ul>\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>\n</ul>\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.\n<ul>\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>\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>\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>\n</ul>\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:\n<ul>\n 	<li>Your contact information.</li>\n 	<li>Required books or resources.</li>\n 	<li>Graded components.</li>\n 	<li>Course schedule.</li>\n 	<li>Any school policies and procedures.</li>\n</ul>\n<h1>Helping Students Engage with Material</h1>\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>\n<ul>\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>\n 	<li>For example, you could ask, “Why is it so important that we take steps to protect the environment?”</li>\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>\n</ul>\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.\n<ul>\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>\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>\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>\n</ul>\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>\n<ul>\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>\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>\n</ul>\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>\n<ul>\n 	<li>If you\'ve been teaching about the solar system, take a trip to a planetarium.</li>\n 	<li>Make sure to follow all school policies when you\'re planning a field trip.</li>\n</ul>\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>\n<ul>\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>\n</ul>\n<h1>Giving Constructive Feedback</h1>\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>\n<ul>\n 	<li>If you have a critique, state it clearly. For example, “Make sure to write a clear thesis statement in your introduction.”</li>\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>\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>\n</ul>\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>\n<ul>\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>\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>\n</ul>\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>\n<ul>\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>\n</ul>\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.\n<ul>\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>\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>\n</ul>\n<div class=\"description user_content student-version enhanced\">\n\n&nbsp;\n\n</div>','Unit 7','','inherit','closed','closed','','347-autosave-v1','','','2020-11-24 22:44:00','2020-11-25 03:44:00','',347,'https://tesoll.com/347-autosave-v1/',0,'revision','',0),(3052,1,'2020-11-24 22:42:55','2020-11-25 03:42:55','<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\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 22:42:55','2020-11-25 03:42:55','',347,'https://tesoll.com/347-revision-v1/',0,'revision','',0),(348,1,'2019-04-25 13:22:49','2019-04-25 13:22:49','','77777pronouns','','inherit','open','closed','','77777pronouns','','','2019-04-25 13:22:49','2019-04-25 13:22:49','',347,'https://tesoll.com/wp-content/uploads/2019/04/77777pronouns.pptx',0,'attachment','application/vnd.openxmlformats-officedocument.presentationml.presentation',0),(351,1,'2019-04-25 13:31:12','2019-04-25 13:31:12','<h1 class=\"page-title\" style=\"text-align: center;\">Grammar Day 8- Unit 8: Adjectives</h1>\r\n<h1 class=\"page-title\" style=\"text-align: center;\"></h1>\r\n<h3 class=\"page-title\">Grammar Day 8- Unit 8.1: Adjectives Video</h3>\r\nhttps://youtu.be/5hIqdPrH--k\r\n<h3></h3>\r\n<h3></h3>\r\n<h3 id=\"quiz_title\" style=\"text-align: center;\"></h3>\r\n<h2></h2>','Unit 8-24','','publish','open','closed','','unit-8','','','2019-10-08 09:00:44','2019-10-08 14:00:44','',0,'https://tesoll.com/?post_type=unit&#038;p=351',0,'unit','',0),(352,1,'2019-04-25 13:28:36','2019-04-25 13:28:36','','88888Adjectives','','inherit','open','closed','','88888adjectives','','','2019-04-25 13:28:36','2019-04-25 13:28:36','',351,'https://tesoll.com/wp-content/uploads/2019/04/88888Adjectives.pptx',0,'attachment','application/vnd.openxmlformats-officedocument.presentationml.presentation',0),(355,1,'2019-04-25 13:36:27','2019-04-25 13:36:27','<h1 class=\"page-title\">Grammar Day 9- Unit 9: Verbs</h1>\r\n&nbsp;\r\n<h1 class=\"page-title\">Grammar Day 9- Unit 9.1: Verbs Video</h1>\r\nhttps://youtu.be/Q2gCrABrj_U\r\n<h1></h1>\r\n<div class=\"description user_content student-version enhanced\">\r\n\r\n&nbsp;\r\n\r\n</div>','Unit 9-25','','publish','open','closed','','unit-9','','','2019-10-08 14:31:38','2019-10-08 19:31:38','',0,'https://tesoll.com/?post_type=unit&#038;p=355',0,'unit','',0),(356,1,'2019-04-25 13:33:46','2019-04-25 13:33:46','','9999Verb','','inherit','open','closed','','9999verb','','','2019-04-25 13:33:46','2019-04-25 13:33:46','',355,'https://tesoll.com/wp-content/uploads/2019/04/9999Verb.pptx',0,'attachment','application/vnd.openxmlformats-officedocument.presentationml.presentation',0),(359,1,'2019-04-25 13:41:15','2019-04-25 13:41:15','<h1 class=\"page-title\">Grammar Day 10- Unit 10: Adverbs</h1>\r\n<a href=\"https://tesoll.com/unit/unit-10/10-adverb/\" rel=\"attachment wp-att-360\">10 Adverb</a>\r\n<h1 class=\"page-title\">Grammar Day 10- Unit 10.1: Adverbs Video</h1>\r\nhttps://youtu.be/kKw1j7sZni0\r\n\r\n&nbsp;\r\n<div class=\"description user_content student-version enhanced\">\r\n\r\n&nbsp;\r\n\r\n</div>','Unit 10-26','','publish','open','closed','','unit-10','','','2019-10-08 09:02:12','2019-10-08 14:02:12','',0,'https://tesoll.com/?post_type=unit&#038;p=359',0,'unit','',0),(360,1,'2019-04-25 13:37:53','2019-04-25 13:37:53','','10 Adverb','','inherit','open','closed','','10-adverb','','','2019-04-25 13:37:53','2019-04-25 13:37:53','',359,'https://tesoll.com/wp-content/uploads/2019/04/10-Adverb.pptx',0,'attachment','application/vnd.openxmlformats-officedocument.presentationml.presentation',0),(363,1,'2019-04-25 13:46:28','2019-04-25 13:46:28','<h1 class=\"page-title\">Grammar Day 11- Unit 11: Prepositions</h1>\r\n<a href=\"https://tesoll.com/unit/unit-11/unit-11prepositions/\" rel=\"attachment wp-att-364\">unit 11Prepositions</a>\r\n<h1 class=\"page-title\">Grammar Day 11- Unit 11.1: Prepositions Video</h1>\r\nhttps://youtu.be/UiqBGZTZP6Q\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<div class=\"row-fluid\"></div>\r\n<div class=\"row-fluid\">\r\n<div class=\"description user_content student-version enhanced\">\r\n\r\n&nbsp;\r\n<h1 class=\"page-title\"></h1>\r\n</div>\r\n</div>','Unit 11-27','','publish','open','closed','','unit-11','','','2019-10-08 09:02:58','2019-10-08 14:02:58','',0,'https://tesoll.com/?post_type=unit&#038;p=363',0,'unit','',0),(364,1,'2019-04-25 13:44:38','2019-04-25 13:44:38','','unit 11Prepositions','','inherit','open','closed','','unit-11prepositions','','','2019-04-25 13:44:38','2019-04-25 13:44:38','',363,'https://tesoll.com/wp-content/uploads/2019/04/unit-11Prepositions.pptx',0,'attachment','application/vnd.openxmlformats-officedocument.presentationml.presentation',0),(368,1,'2019-04-25 13:51:15','2019-04-25 13:51:15','<h1 class=\"page-title\">Grammar Day 12- Unit 12: Conjunctions</h1>\r\n<a href=\"https://tesoll.com/unit/unit-12/12-conjunction/\" rel=\"attachment wp-att-369\">12 Conjunction</a>\r\n<h1 class=\"page-title\">Grammar Day 12- Unit 12.1: Conjunctions Video</h1>\r\n<h3 id=\"quiz_title\" style=\"text-align: center;\"></h3>','Unit 12-28','','publish','open','closed','','unit-12','','','2019-10-08 09:03:40','2019-10-08 14:03:40','',0,'https://tesoll.com/?post_type=unit&#038;p=368',0,'unit','',0),(369,1,'2019-04-25 13:49:45','2019-04-25 13:49:45','','12 Conjunction','','inherit','open','closed','','12-conjunction','','','2019-04-25 13:49:45','2019-04-25 13:49:45','',368,'https://tesoll.com/wp-content/uploads/2019/04/12-Conjunction.pptx',0,'attachment','application/vnd.openxmlformats-officedocument.presentationml.presentation',0),(374,1,'2019-04-25 14:04:57','2019-04-25 14:04:57','<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<div class=\"altblock\">\r\n<div>Part 2</div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Using-Fun-Activities\" class=\"mw-headline\">Using Fun Activities</span></h3>\r\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>\r\n<ul>\r\n 	<li>For example, you could choose the topic of \"weather\" and give your students this script to start:\r\n<ul>\r\n 	<li>Student A: Hi, what do you think about the weather today?</li>\r\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>\r\n 	<li>Student A: I like ____ (sunny, cloudy, rainy, etc.) weather.</li>\r\n</ul>\r\n</li>\r\n 	<li>Ask the students at the end what they learned from their partners.</li>\r\n</ul>\r\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\"></sup>\r\n<ul>\r\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>\r\n 	<li>You could also do this in pairs.</li>\r\n</ul>\r\n3- <b class=\"whb\">Play conversation-based games to encourage more talking.</b> Try games like 20 questions, tic-tac-toe with conversation, Simon says, or even something like Mother, May I? These games will break up the monotony and encourage animated and engaged talking.\r\n<ul>\r\n 	<li>For tic-tac-toe with conversation, pick a small talk topic (such as the weather, what\'s going on this afternoon, etc.) and divide the group in 4s. Have pairs within the group talk about the topic and the other set of pairs run a timer, then switch off. Set a time goal for each pair and if they reach that goal, they can mark an \"X\" or \"O\" in a tic-tac-toe square on the board.<sup id=\"_ref-11\" class=\"reference\" aria-label=\"Link to Reference 11\"></sup></li>\r\n 	<li>Set times based on the students\' level. For instance, try 30 seconds for beginners, 1 minute for intermediate speakers, and 2 minutes for advanced students.</li>\r\n 	<li>Another way to use tic-tac-toe is to write out prompts for each square. If a student can answer the prompt, they can mark the square with an \"X\" or \"O</li>\r\n</ul>\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\n&nbsp;\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','','publish','open','closed','','unit-13','','','2020-11-24 23:21:30','2020-11-25 04:21:30','',0,'https://tesoll.com/?post_type=unit&#038;p=374',0,'unit','',0),(375,1,'2019-04-25 13:56:36','2019-04-25 13:56:36','','unit 13 conversation Sample 1- Conversation Activities','','inherit','open','closed','','unit-13-conversation-sample-1-conversation-activities','','','2019-04-25 13:56:36','2019-04-25 13:56:36','',374,'https://tesoll.com/wp-content/uploads/2019/04/unit-13-conversation-Sample-1-Conversation-Activities.doc',0,'attachment','application/msword',0),(376,1,'2019-04-25 14:01:20','2019-04-25 14:01:20','','Conversation Guide TESOL','','inherit','open','closed','','conversation-guide-tesol','','','2019-04-25 14:01:20','2019-04-25 14:01:20','',374,'https://tesoll.com/wp-content/uploads/2019/04/Conversation-Guide-TESOL-.pdf',0,'attachment','application/pdf',0),(377,1,'2019-04-25 14:01:23','2019-04-25 14:01:23','','Sample 10- Conversation Activities','','inherit','open','closed','','sample-10-conversation-activities','','','2019-04-25 14:01:23','2019-04-25 14:01:23','',374,'https://tesoll.com/wp-content/uploads/2019/04/Sample-10-Conversation-Activities.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(378,1,'2019-04-25 14:01:26','2019-04-25 14:01:26','','Sample 11- Conversation 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14:01:32','',374,'https://tesoll.com/wp-content/uploads/2019/04/Sample-13-Conversation-Activities.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(381,1,'2019-04-25 14:01:35','2019-04-25 14:01:35','','Sample 14- Conversation Activities','','inherit','open','closed','','sample-14-conversation-activities','','','2019-04-25 14:01:35','2019-04-25 14:01:35','',374,'https://tesoll.com/wp-content/uploads/2019/04/Sample-14-Conversation-Activities.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(382,1,'2019-04-25 14:01:37','2019-04-25 14:01:37','','Sample 15- Conversation Activities','','inherit','open','closed','','sample-15-conversation-activities','','','2019-04-25 14:01:37','2019-04-25 14:01:37','',374,'https://tesoll.com/wp-content/uploads/2019/04/Sample-15-Conversation-Activities.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(383,1,'2019-04-25 14:02:16','2019-04-25 14:02:16','','TESOL Can-Handbook-2017','','inherit','open','closed','','tesol-can-handbook-2017','','','2019-04-25 14:02:16','2019-04-25 14:02:16','',374,'https://tesoll.com/wp-content/uploads/2019/04/TESOL-Can-Handbook-2017.pdf',0,'attachment','application/pdf',0),(384,1,'2019-04-25 14:02:19','2019-04-25 14:02:19','','Sample 19- Conversation Activities','','inherit','open','closed','','sample-19-conversation-activities','','','2019-04-25 14:02:19','2019-04-25 14:02:19','',374,'https://tesoll.com/wp-content/uploads/2019/04/Sample-19-Conversation-Activities.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(385,1,'2019-04-25 14:02:22','2019-04-25 14:02:22','','Sample 18- Conversation 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14:02:27','',374,'https://tesoll.com/wp-content/uploads/2019/04/Sample-16-Conversation-Activities.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(388,1,'2019-04-25 14:02:29','2019-04-25 14:02:29','','Sample 9- Conversation Activities','','inherit','open','closed','','sample-9-conversation-activities','','','2019-04-25 14:02:29','2019-04-25 14:02:29','',374,'https://tesoll.com/wp-content/uploads/2019/04/Sample-9-Conversation-Activities.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(389,1,'2019-04-25 14:02:31','2019-04-25 14:02:31','','Sample 8- Conversation Activities','','inherit','open','closed','','sample-8-conversation-activities','','','2019-04-25 14:02:31','2019-04-25 14:02:31','',374,'https://tesoll.com/wp-content/uploads/2019/04/Sample-8-Conversation-Activities.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(390,1,'2019-04-25 14:03:35','2019-04-25 14:03:35','','Sample 3- Conversation Activities','','inherit','open','closed','','sample-3-conversation-activities','','','2019-04-25 14:03:35','2019-04-25 14:03:35','',374,'https://tesoll.com/wp-content/uploads/2019/04/Sample-3-Conversation-Activities.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(391,1,'2019-04-25 14:03:37','2019-04-25 14:03:37','','Sample 7- Conversation Activities','','inherit','open','closed','','sample-7-conversation-activities','','','2019-04-25 14:03:37','2019-04-25 14:03:37','',374,'https://tesoll.com/wp-content/uploads/2019/04/Sample-7-Conversation-Activities.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(392,1,'2019-04-25 14:03:39','2019-04-25 14:03:39','','Sample 6- Conversation Activities','','inherit','open','closed','','sample-6-conversation-activities','','','2019-04-25 14:03:39','2019-04-25 14:03:39','',374,'https://tesoll.com/wp-content/uploads/2019/04/Sample-6-Conversation-Activities.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(393,1,'2019-04-25 14:03:41','2019-04-25 14:03:41','','Sample 5- Conversation Activities','','inherit','open','closed','','sample-5-conversation-activities','','','2019-04-25 14:03:41','2019-04-25 14:03:41','',374,'https://tesoll.com/wp-content/uploads/2019/04/Sample-5-Conversation-Activities.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(394,1,'2019-04-25 14:03:43','2019-04-25 14:03:43','','Sample 2- Conversation Activities','','inherit','open','closed','','sample-2-conversation-activities','','','2019-04-25 14:03:43','2019-04-25 14:03:43','',374,'https://tesoll.com/wp-content/uploads/2019/04/Sample-2-Conversation-Activities.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(395,1,'2019-04-25 14:03:45','2019-04-25 14:03:45','','Sample 4- Conversation Activities','','inherit','open','closed','','sample-4-conversation-activities','','','2019-04-25 14:03:45','2019-04-25 14:03:45','',374,'https://tesoll.com/wp-content/uploads/2019/04/Sample-4-Conversation-Activities.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(396,1,'2019-04-25 14:04:43','2019-04-25 14:04:43','','unit 13 conversation Sample 1- Conversation Activities','','inherit','open','closed','','unit-13-conversation-sample-1-conversation-activities-2','','','2019-04-25 14:04:43','2019-04-25 14:04:43','',374,'https://tesoll.com/wp-content/uploads/2019/04/unit-13-conversation-Sample-1-Conversation-Activities-1.doc',0,'attachment','application/msword',0),(404,1,'2019-04-25 17:22:16','2019-04-25 17:22:16','<div class=\"description user_content student-version enhanced\">\r\n<h1 class=\"page-title\">TESOL- Designing Grammar &amp; Structured Lesson Plans</h1>\r\nDesigning Structured Lesson Plans\r\n\r\n&nbsp;\r\n\r\nIn designing Structured Lesson Plans that would include grammar, vocabularies, reading, and writing, one must consider the following guidelines. Note that the Listening and the Speaking parts are covered in Conversation Activities.\r\n\r\nAttached material are samples of lesson plans. These examples will assist you in designing two lesson plans needed as your assignments.\r\n\r\n<strong><em>This week </em></strong>deals with designing Grammar Lesson Plans, Four-Skills Lesson Plans, and Communicative Approach Methods. This section also includes introduction to MOOC, Online Learning and Teaching, use of Social Media in Teaching, Research introduction on MOOC, instructions on Lesson Plans, and information on Lesson Plan assignments.\r\n\r\n<strong>Lesson Planning</strong>\r\n\r\nThis section deals with the practicalities of classroom teaching from an administrative point of view. The term \"lesson\" is popularly considered to be a unified set of activities that cover periods of class time. These time units are administratively critical\' for teachers because they represent \'\'steps\" along a curriculum before which and after which you can evaluate and prepare the next lesson. Those lessons from the view of your students\' time management, are practical, definite units of effort that serve to provide rhythm to a course of study.\r\n\r\n<em><strong>Major points to consider:</strong></em>\r\n<ul>\r\n 	<li>Age: this will particularly affect topics chosen and the types of learning activity, such as the suitability of games or role-play.</li>\r\n 	<li>Interests: as with age, this may help in the specification of topics and learning activities.</li>\r\n 	<li>The level of proficiency in English: teachers will wish to know this, even where their classes are based on a mixed proficiency principle rather than streamed according to level.</li>\r\n 	<li>Aptitude: this can most usefully be thought of as a specific talent. In this case, for language learning, aptitude can be understood as something that learners might show themselves to be \"good at\" perhaps in contrast to others subjects in a school curriculum.</li>\r\n 	<li>Mother tongue: this may effect, for instance, the treatment of errors or the selection of syllabus items-areas of grammar or vocabulary and so on.</li>\r\n 	<li>Academic and educational level: which help to determine intellectual content, breadth of the topic or depth to which material may be studied.</li>\r\n 	<li>Attitudes and motivation towards learning, teachers, the institution, the target language itself and its speakers.</li>\r\n 	<li>Reasons for learning, if it is possible to state them: With school-age pupils, this may be less significant than with many adult learners, where it is often possible to carry out quite a detailed analysis of needs.</li>\r\n 	<li>Preferred learning style and personality: which will help in the evaluation of the suitability of different methods, affecting methodological choices such as willing acceptance of role play and an interactive classroom environment or a preference for “rote learning” and studying alone, for example?</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<em><strong>We consider the following factors in the Educational Setting:</strong></em>\r\n<ul>\r\n 	<li>The role of English in the country: whether it is a regular means of communication or primarily a subject taught in the school curriculum where, in turn, it may or may not be the first foreign language. Is English spoken in the community outside class or never heard?</li>\r\n 	<li>The role of English in the school and its place in the curriculum.</li>\r\n 	<li>The teachers: their status, their training, mother tongue, attitudes to their job, expectations.</li>\r\n 	<li>Resources available: books and paper, audio-visual material, laboratories, computers, etc.</li>\r\n 	<li>Management, administration and support personnel: their particular roles about teaching staff. Additionally, the position of teacher in the overall system needs to be understood, as does the nature of the hierarchy in any particular institution.</li>\r\n 	<li>The number of pupils to be taught and the size of the classes. The large class problem is a very familiar one in many settings worldwide.</li>\r\n 	<li>Time available for the program, both over a working year and in any week or term.</li>\r\n 	<li>The types of tests used, and ways students are evaluated: assessment procedures may, for example, be formal or informal and subjective. They may also be external, in the form of a national examination, or internal to the institution and the course.</li>\r\n</ul>\r\n<em><strong>With these factors in mind, you should then consider the following essential elements of lesson planning:</strong></em>\r\n<ol>\r\n 	<li>GOAL (S): You should be able to identify an overall purpose or goal that you will attempt to accomplish by the end of the class period: This objective may be quite generalized, but it serves as a unifying theme for you.</li>\r\n 	<li>OBJECTIVES: it is imperative to state explicitly what you want students to gain from the lesson. Explicit statements help you to:</li>\r\n</ol>\r\n<ul>\r\n 	<li>⎯ Be sure that you indeed know what it is you want to accomplish</li>\r\n 	<li>⎯ Preserve the unity of your lesson plan</li>\r\n 	<li>⎯ Predetermine whether or not you are trying to accomplish too much</li>\r\n 	<li>⎯ Evaluate students\' success at the end of, or after, the lesson.</li>\r\n</ul>\r\nObjectives are most clearly captured concerning what students will do. However, many language objectives are not overtly observable and, therefore, you many need to depart from strictly behavioural terms for some objectives. Try to avoid vague statements like \"Students will learn about the passive voice, \" or \" students will practice some listening exercises,” or students will make the reading selection. \" You would be unable to confirm the realization of any of these sorts of loosely stated objectives.\r\n\r\nIn stating objectives, distinguish between terminal goals (final learning outcomes that will be measured and evaluated) and enabling objectives (interim steps that build upon each other and lead to the terminal obj.)\r\n\r\nFor example, the terminal lesson objective may be:\r\n\r\nStudents will successfully request information about airplane arrivals and departures while the Enabling objectives will be:\r\n<ul>\r\n 	<li>⎯ Students will comprehend and produce the following ten new vocabulary items,</li>\r\n 	<li>⎯ students will read and understand airline schedules,</li>\r\n 	<li>⎯ students will produce questions with when, where, and what time.</li>\r\n 	<li>⎯ students will produce appropriate, polite forms of requesting.</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<em><strong>MATERIALS AND EQUIPMENT:</strong></em> Decent planning tactics includes knowing what needs to be taken inside the classroom.\r\n<ol>\r\n 	<li><strong>PROCEDURES:</strong> As a very general set of guidelines for planning, one might make sure his/ her plan includes:</li>\r\n</ol>\r\n<ul>\r\n 	<li>An opening statement or activity as a \"warm up.\"</li>\r\n 	<li>A set of activities and techniques in which he/ she has considered appropriate proportions of time for: whole class work, small group and pair work, teacher talk, student talk.</li>\r\n</ul>\r\n<ol start=\"3\">\r\n 	<li><strong>EVALUATION:</strong> lf a lesson has no evaluative component; one can easily make assumptions that are not informed by careful observation or measurement.  Evaluation does not have to be a separate element of lessons such as a test. It can take place in the course of \"regular\" classroom activity, informally, as an assessment that is made after the students have sufficient opportunities for learning. Adjustments can be made lesson plans for the following days.</li>\r\n 	<li><strong>EXTRA-CLASS WORK:</strong> Finding applications or extensions of classroom activity that will help students to do some learning beyond the class hour are essential parts of teaching. Homework in the form of hand -out sheets for written, repetitive exercises that have little to do with \"real-life” must be avoided.</li>\r\n</ol>\r\n<strong><em>Guidelines for Lesson Planning</em></strong>\r\n\r\n&nbsp;\r\n\r\nIf one is given a textbook and told to teach from it, he/ she must identify the requirements of how many chapters or units should be covered. Looking through the chapters one might go through the following sequence:\r\n<ul>\r\n 	<li><em>If the curriculum and the overall plan of the textbook are familiar to you, go </em>over the specific textbook chapter that you will teach. If you are without a manual and are simply following a curriculum set up by yourself, you will find that ESL websites come in extremely handy with tips, lessons, activities, and handouts. Try the following, but keep in mind that links are infinite:</li>\r\n 	<li>aitech.ac. i<em>pi </em>- itesl illinks/T ESL/Lessons</li>\r\n 	<li>aitech.ac.ip/-itesli/links/TESL/Handouts for Classroom Use</li>\r\n 	<li>tefl.net/resourceslhandouts/index .htm</li>\r\n 	<li>comment. edu/HP Ipages/darlingfgranunar.html-ssi</li>\r\n 	<li>comment.edu/HP Images/darlingforiginal.htm</li>\r\n 	<li>englishpage.com</li>\r\n 	<li>oacific.net/-sperling/eslcafe.html</li>\r\n 	<li><em>Determine what the topic and purpose of the lesson will be and write the overall</em></li>\r\n 	<li>Draft out perhaps one to three explicitly stated terminal objectives.</li>\r\n 	<li>Decide which exercises from the textbook shall be done, change, delete, add to, all based on objectives.</li>\r\n 	<li>Draft out a skeletal outline of what the lesson will look like</li>\r\n 	<li>Carefully anticipate step-by-step procedures for carrying out all techniques, especially those that involves changes and additions.</li>\r\n</ul>\r\n&nbsp;\r\n\r\nFor teachers who have never taught before, it can be useful to write a script of the lesson plan. In which the exact anticipated words are written down. Scripting out a lesson plan helps one to be more specific in planning and can often prevent classroom pitfalls. It can also give a sense of security by providing one with something to fall back on when the spontaneous words just can\'t seem to come out right! Of course, scripting an entire lesson is long, but more practical partial scripts should cover:\r\n<ul>\r\n 	<li>Introductions to activities</li>\r\n 	<li>Directions for a task</li>\r\n 	<li>Statements of rules and generalizations</li>\r\n 	<li>Oral testing techniques</li>\r\n 	<li>Conclusions to activities and the class hour/ lesson</li>\r\n</ul>\r\n&nbsp;\r\n\r\nAfter the step-by-step procedures are drafted, look at how the lesson holds together.  Four considerations come into play here:\r\n<ul>\r\n 	<li>Variety: are there enough different activities to keep minds alert and enthusiasm high?</li>\r\n 	<li>Sequence: are all elements of the lesson put together logically, building progressively toward accomplishing the ultimate goal?</li>\r\n 	<li>Pace: Too many short activities are as ineffective as too few long ones! Students should get comfortable with one activity, work at it, and switch before it becomes too easy or tedious.</li>\r\n 	<li>Time: If the planned lesson ends early, have some back-up activity ready to insert and if the lesson isn\'t complete as planned, be ready to end a class gracefully on time and on the next day, continue where it was left off.</li>\r\n</ul>\r\n&nbsp;\r\n\r\nFiguring out in advance how easy or difficult certain techniques will be is something that usually must be learned by experience. Some tasks cause difficulties by themselves; therefore, make the lessons’ directions crystal clear by writing them out in advance. Often, showing what to do is more effective than telling the students what to do and solicit a few examples from the better students. If they have not grasped the exercise, no one else in the class has.\r\n\r\nA lesson plan will aim at the majority of students in the class who compromise the \"average\" ability range. However, the lesson plans should also consider the variations in a classroom. Several steps can be taken to account:\r\n<ul>\r\n 	<li>Design techniques that have easy and demanding aspects or items</li>\r\n 	<li>Solicit responses to easier items from students who are below the norm and to more challenging items from those above the norm</li>\r\n 	<li>Try to design techniques that will involve all students actively</li>\r\n 	<li>Use small group and pair-work time to circulate and give extra attention to those below or above the norm.</li>\r\n</ul>\r\nGive enough consideration in the lesson plan to the balance between student talk and teacher talk. See to it that students have a chance to talk, to produce language and even to initiate their topics and ideas.\r\n\r\nThe final consideration in lesson planning process is a very practical one: what sort of \"note\"· will a teacher carry into the classroom? If one has pages and pages of them, she/ he might get too caught up on detail and never free from spontaneity.  A lesson plan on one page is usually sufficient.\r\n\r\nAdditionally, ask these questions: will your students be taking notes as you teach? What will they follow in their textbooks? What resources will they possess to recall this lesson in the future and understand as clearly as possible?\r\n\r\n&nbsp;\r\n\r\n<strong>Sample Lesson Plan # 1:</strong>\r\n<ul>\r\n 	<li><strong>Class description:</strong></li>\r\n</ul>\r\nThis is an intermediate level pre-university class at the American Language Institute at San Francisco State University. The 16 students in the class range in age from 18 to 25. Their general goals are academically oriented. Their native languages are Japanese, Korean, Mandarin, Indonesian, Thai, and Arabic.\r\n\r\n<strong>Objectives:</strong>\r\n\r\n<em><strong>Terminal objectives:</strong></em>\r\n<ol>\r\n 	<li>Students will develop inner “expectancy rules ” that enable them to predict and anticipate what someone else will say on the phone AND</li>\r\n 	<li>Students will solicit and receive information by requesting it over the telephone.</li>\r\n</ol>\r\n<strong><em>Enabling objectives:</em></strong>\r\n<ol>\r\n 	<li>Students will comprehend a simple phone conversation (played on a tape recorder),</li>\r\n 	<li>In the above conversation, students will identify who the participants are, what they are doing and when,</li>\r\n 	<li>Students will comprehend and produce necessary vocabulary for this topic,</li>\r\n 	<li>Students will understand cultural and linguistic schemata regarding movies, theatres, and arrange to see a movie with someone,</li>\r\n 	<li>Students will infer what a second speaker is saying on the phone by \"eavesdropping\" on one speaker only,</li>\r\n 	<li>Each student will ask someone to go to a movie with him or her and respond appropriately to a corresponding request,</li>\r\n 	<li>Students will get \"live\" movie information over the phone.\r\n<strong> </strong></li>\r\n</ol>\r\n<h3><strong>Materials and equipment:</strong></h3>\r\n<ol>\r\n 	<li>Tape recorder/ CD player with a recorded conversation</li>\r\n 	<li>A telephone (if possible) or toy facsimile</li>\r\n 	<li>Movie advertisements, eight different ones</li>\r\n 	<li>Movie-Guide page for extra-class work</li>\r\n</ol>\r\n&nbsp;\r\n<ul>\r\n 	<li><strong>Procedures:</strong>\r\n<ol>\r\n 	<li>Pre-listening. To point the students\' thinking in the right direction for this lesson, we will start off with the following \"model\" phone conversation on tape. It is very short and easy, well below the student\'s level. There is no question that they will understand it fully; its purpose is to set up a framework for the lesson.</li>\r\n 	<li><strong>Listening to the CD: </strong><u>(Conversation with western accent)</u><u></u></li>\r\n</ol>\r\n</li>\r\n 	<li></li>\r\n</ul>\r\nPhone: ring\r\n\r\nTom: Hullo?\r\n\r\nJack: this is Jack. D\'ya wanna go to the movies?\r\n\r\nTom: Mmm ... when?\r\n\r\nJack: Tonight. I have free passes.\r\n\r\nTom: Uh, Ok, sure. What time?\r\n\r\nJack: Eight o\'clock. I\'ll-I\'ll meet ya there, OK?\r\n\r\nTom: Fine: See ya then.\r\n\r\n&nbsp;\r\n<ol start=\"3\">\r\n 	<li>Whole-class discussion: general questions about the dialogue and vocabulary in the dialogue</li>\r\n 	<li>Schemata-building discussion: Questions about who has been to the movies lately, what movies they saw, if it was any good, who they went with, did they arrange it by phone.</li>\r\n 	<li>Listening activity # I: “My friend Debbie is going to call me in a few minutes. Of course, you won\'t hear her talking to me, but you will hear me, right? I want you to listen carefully and try to figure out two things: A) what does Debbie want to do? And B) When?</li>\r\n</ol>\r\nTeacher: Hullo?\r\n\r\nGap\r\n\r\nT: this is Karen\r\n\r\nGap\r\n\r\nT: Oh, hi Deb! How\'re you?\r\n\r\nGap\r\n\r\nT: The movies? When?\r\n\r\nGap\r\n\r\nT: Urn, OK, this afternoon\'s fine. Whadda ya wanna see?\r\n\r\nGap\r\n\r\nT: Well, I\'ll only go to Batman if it\'s a bargain matinee\r\n\r\nGap\r\n\r\nT: There is? One o\'clock? Great! I\'ll meet you there. Bye!\r\n<ol>\r\n 	<li> Listening Activity #2: \"Now you\'re going to hear the phone call again. This time, try to figure out three things: A) what movie does Debbie suggest? B) Am I willing to pay full price? C) Does Debbie tell me that I will have to pay full price?</li>\r\n 	<li>Listening Activity #3: OK, now you\'re going to hear the phone call one last time, and I would like you to tell me what Debbie might have said. Many different answers are correct.</li>\r\n 	<li>Post-listening activity: Teacher passes out eight different movie ads to eight students. \"OK, everyone with an ad, please get a partner without an ad. One pair group; come up to this phone (if you have two phones, even better). The student with the ad will call the other student and ask him to go to the movies. Be sure to arrange the following things in your phone conversation: What movie? What time? Which theatre?</li>\r\n 	<li>Extra-classwork assignment: Pass out a datebook/movie guide to each student. \"Everyone please choose a cinema from this page. Circle the auditorium and the phone number on your handout, pick a movie there, circle the movie and circle the time next to it. Tonight when you go home, please call the theatre you\'ve chosen. Listen to the recording and find out if \"your\" movie is still playing and if the times are the same.</li>\r\n</ol>\r\n<ul>\r\n 	<li></li>\r\n 	<li><strong>Evaluation:</strong></li>\r\n</ul>\r\nAs pairs work together for the \"post-listening\" activity, T walks around to monitor students and to observe informally whether or not they have accomplished the terminal objective.\r\n\r\n&nbsp;\r\n\r\n<strong>Sample Lesson plan #2 </strong>(less detailed)\r\n\r\n<strong>(Fifty-minute class)</strong>\r\n\r\n<strong> </strong>\r\n\r\nWritten at the corner of the board, before students enter class:\r\n\r\nHow often do you ______________?\r\n\r\nHow often do you ______________?\r\n\r\nAlways=all of the time\r\n\r\nUsually= generally; most of the time\r\n\r\nOften= frequently, much of the time\r\n\r\nSometimes= at times; every now and then\r\n\r\nSeldom= not often, rarely\r\n\r\nNever= not ever, none of the time\r\n<ol>\r\n 	<li>The teacher starts with small talk: weather, shopping, daily activities</li>\r\n 	<li>Students are asked to keep their books closed. The teacher shows the chart on the board</li>\r\n 	<li>To ask questions to various students individually: \"How often do you come to class? ”How often does Susan drive to school?\" \"How often do you cook dinner?\"</li>\r\n 	<li>Some mistakes may occur: \"He never drives to school,\" but the T chooses not to correct, only to repeat the sentence in the correct fashion.</li>\r\n 	<li>After some practice answering the teacher, T shows Ss the list of frequency adverbs on the board.</li>\r\n 	<li>Ss are asked to formulate their questions using \"How often.\" They are instructed to ask three different questions to their classmates.</li>\r\n 	<li>Ss open their books to a certain page with a short written passage and a picture.</li>\r\n 	<li>To ask questions about the image so they can familiarize themselves with the story: \"Who do you see in the picture?\" \"Where is she?\" \"What is she doing?</li>\r\n 	<li>Students are encouraged to ask questions about the picture: \"What\'s that?\"</li>\r\n 	<li>Ask the students to look at some vocabs, in the passage add to write down sentences, or synonyms.</li>\r\n 	<li>To reads the passage aloud twice.</li>\r\n 	<li>T makes right/wrong statements about the passage and Ss are asked to give the answers, correcting the T when the answer is \"wrong.\"</li>\r\n 	<li>Exercise plugging into sentences the right adverb of frequency</li>\r\n 	<li>Tasks Ss to read their sentences and corrects mispronunciation. The class should repeat the word in chorus form.</li>\r\n 	<li>If need be, T re-explains the use of each adverb.</li>\r\n 	<li>Pair Exercise: From two pictures, students must complete the sentences using a frequency adverb. However, first</li>\r\n 	<li>Some vocabularies in the exercise are explained</li>\r\n 	<li>Ss are asked to pair up and use their imagination to fill in the blanks</li>\r\n 	<li>Ss are called to give their responses, comparing them with the other Ss responses and justifying their choice.</li>\r\n 	<li>Next exercise: T gives 6 pictures of people and asks for adjectives of emotion</li>\r\n 	<li>T asks students: \"Are you ever nervous?\" \"Is Susan ever angry?” etc.</li>\r\n 	<li>Students should interview at least five Ss in the class asking them things about themselves. E.g. If they are ever happy, sad, excited, etc.</li>\r\n 	<li>While students are asking questions to each other, the teacher walks around assisting pronunciation, vocabulary, etc.</li>\r\n 	<li>Ask Ss to give the result of their findings</li>\r\n 	<li>T gives homework.</li>\r\n</ol>\r\n<em>(Both Lesson Plans were taken from Teaching by Principles by H. D. Brown)</em>\r\n\r\n<em> </em>\r\n\r\n<strong>Lesson Planning</strong>\r\n\r\nThomas S. C. Farrell\r\n\r\n“Would you tell me, please, which way I ought to go from here?” asked Alice. “That depends a good deal on where you want to get to,” said the Cheshire Cat.\r\n\r\nLewis Carroll (1963). Alice’s Adventures in Wonderland (p. 59). New York: Macmillan.\r\n\r\n&nbsp;\r\n\r\n<strong>INTRODUCTION</strong>\r\n\r\nTeachers may wonder, “which way they ought to go” before they enter a classroom. It usually means that teachers need to plan what they want to do in their classrooms. Most teachers engage in yearly, term, unit, weekly, and daily lesson planning (Yinger, 1980). Yearly and term plans usually involve listing the objectives for a particular program. A unit plan is a series of related lessons around a specific theme such as “The Family.” Planning daily lessons is the end result of a complex planning process that includes the yearly, term, and unit plans. A daily lesson plan is a written description of how students will move toward attaining specific objectives. It describes the teaching behavior that will result in student learning.\r\n\r\nThis chapter addresses the daily planning decisions that English language teachers make before they enter the classroom. Included in this discussion are the interactive and evaluative decisions teachers make during and after the lesson. Richards (1998) stresses the importance of lesson planning for English language teachers: “The success with which a teacher conducts a lesson is often thought to depend on the effectiveness with which the lesson was planned” (p. 103). For this chapter, lesson planning is defined as the daily decisions a teacher makes for the successful outcome of a lesson. This chapter discusses the following issues associated with lesson planning:\r\n<ul>\r\n 	<li>Why plan?</li>\r\n 	<li>Models of lesson planning.</li>\r\n 	<li>How to plan a lesson.</li>\r\n</ul>\r\n<strong>WHY PLAN?</strong>\r\n\r\nLanguage teachers may ask themselves why should they bother writing plans for every lesson. Some teachers write down elaborate daily plans; others do the planning inside their heads. Pre-service teachers say they write daily lesson plans only because a supervisor, cooperating teacher, or school administrator requires them to do so. After they graduate, many teachers give up writing lesson plans. However, not many teachers enter a classroom without some kind of plan. Lesson plans are systematic records of a teacher’s thoughts about what will be covered during a lesson. Richards (1998) suggests that lesson plans help the teacher think about the lesson in advance to “resolve problems and difficulties, to provide a structure for a lesson, to provide a ‘map’ for the teacher to follow, and to provide a record of what has been taught” (p. 103).\r\n\r\nThere are also internal and external reasons for planning lessons (McCutcheon, 1980). Teachers plan for internal reasons in order to feel more confident, to learn the subject matter better, to enable lessons to run more smoothly, and to anticipate problems before they happen. Teachers plan for external reasons in order to satisfy the expectations of the principal or supervisor and to guide a substitute teacher in case the class needs one. Lesson planning is especially important for pre-service teachers because they may feel more of a need to be in control before the lesson begins.\r\n\r\nDaily lesson planning can benefit English teachers in the following ways:\r\n<ul>\r\n 	<li>A plan can help the teacher think about content, materials, sequencing, timing, and activities.</li>\r\n 	<li>A plan provides security (in the form of a map) in the sometimes-unpredictable atmosphere of a classroom.</li>\r\n 	<li>A plan is a log of what has been taught.</li>\r\n 	<li>A plan can help a substitute to smoothly take over a class when the teacher cannot teach. (Purgason, 1991)</li>\r\n</ul>\r\nDaily planning of lessons also benefits students because it takes into account the different backgrounds, interests, learning styles, and abilities of the students in one class.\r\n\r\n<strong>MODELS OF LESSON PLANNING</strong>\r\n\r\nThere are a number of approaches to lesson planning. The dominant model of lesson planning is Tyler’s (1949) rational-linear framework. Tyler’s model has four steps that run sequentially: (1) specify objectives; (2) select learning activities; (3) organize learning activities, and (4) specify methods of evaluation. Tyler’s model is still used widely in spite of evidence that suggests that teachers rarely follow the sequential, linear process outlined in the steps (Borko &amp; Niles, 1987). For example, Taylor (1970) studied what teachers actually did when they planned their lessons and found that they focused mostly on the interests and needs of their students. More important, he found that teachers were not well prepared in teacher-education programs for lesson planning.\r\n\r\nIn response to these findings, Yinger (1980) developed an alternative model in which planning takes place in stages. The first stage consists of “problem conception” in which planning starts with a discovery cycle of the integration of the teacher’s goals, knowledge, and experience. The second stage sees the problem formulated and a solution achieved. The third stage involves implementing the plan along with its evaluation. Yinger sees this process as becoming routine, whereby each planning event is influenced by what went on before and what may happen in the future. He also sees a place for considering each teacher’s experiences as influencing this ongoing process of planning.\r\n\r\nResearch on what English language teachers actually do when planning lessons has shown that many teachers, when they do write lesson plans (Richards &amp; Lockhart, 1994), tend to deviate from the original plan. Also, when English language teachers do write daily lesson plans, they do not state them in terms of behavioral objectives, even though they are taught this method in pre-service teacher education courses (Richards &amp; Lockhart, 1994; Freeman, 1996; Bailey, 1996). Instead, English language teachers, especially more experienced teachers, are more likely to plan their lessons as sequences of activities (Freeman, 1996), teaching routines, or to focus on the need of particular students (Richards &amp; Lockhart, 1994).\r\n\r\nBailey’s (1996, p. 38) study of six experienced English language teachers came up with the following interesting reasons (stated as principles) why teachers deviate from the original lesson plan: (1) “Serve the common good.” Here teachers are willing to deviate from the original lesson plan because one student raised an issue that the teacher perceives to be relevant for the other students. (2) “Teach to the moment.” Sometimes, teachers may completely abandon the lesson plan to discuss some unplanned event because the teacher thinks it is timely for the class. (3) “Further the lesson.” Teachers make a procedural change during the lesson as a means of promoting the progress of the lesson. (4) “Accommodate students’ learning styles.” Teachers may sometimes depart from their lesson plans in order to accommodate their students’ learning styles if the original plan has not accounted for them. (5) “Promote students’ involvement.” Teachers sometimes eliminate some steps in their lesson plans in order to have more student involvement, especially if the students are not responding. (6) “Distribute the wealth.” This last principle has teachers changing lesson plans to encourage quiet students to participate more and to keep the more active students from dominating the class time. These findings show that teacher decision-making is a dynamic process involving teachers making choices before, during, and after each lesson.\r\n\r\nThe question that arises out of these studies is, what kinds of lesson plans should English language teachers write? The next section discusses how to develop, implement, and evaluate a lesson plan.\r\n\r\n<strong>HOW TO PLAN A LESSON DEVELOPING THE PLAN</strong>\r\n\r\nAn effective lesson plan starts with appropriate and clearly written objectives. An objective is a description of a learning outcome. Objectives describe the destination (not the journey) we want our students to reach. Clear, well-written objectives are the first step in daily lesson planning. These objectives help state precisely what we want our students to learn, help guide the selection of appropriate activities, and help provide overall lesson focus and direction. They also give teachers a way to evaluate what their students have learned at the end of the lesson. Clearly written objectives can also be used to focus the students (they know what is expected of them).\r\n\r\nFor English language lessons, Shrum and Glisan (1994) point out that effective objectives “describe what students will be able to do in terms of observable behavior and when using the foreign language” (p. 48). Hence, the language a teacher uses for stating objectives is important. I suggest action verbs be used to identify desired student behavior; these can include action verbs similar to those used in Bloom’s <em>Taxonomy of Thinking Processes </em>(see Appendix B). Vague verbs such as <em>understand</em>, <em>appreciate</em>, <em>enjoy </em>(although these can still be used for certain types of lessons, e.g., English poetry or reading novels), or <em>learn </em>should be avoided because they are difficult to quantify. Action verbs such as <em>identify</em>, <em>present</em>, <em>describe</em>, <em>explain</em>, <em>and demonstrate</em>, <em>list</em>, <em>contrast</em>, and <em>debate </em>are clearer and easier for teachers to design a lesson around. Use of these action verbs also makes it easier for the students to understand what will be expected of them in each lesson.\r\n\r\nAfter writing the lesson objectives, teachers must decide the activities and procedures they will use to ensure the successful attainment of these objectives. Planning at this stage means thinking through the purposes and structures of the activities. This step involves planning the shape of the lesson. To highlight some generic components of a language lesson plan, I use Shrum and Glisan’s (1994) adaptation of the Hunter and Russell (1977) model (Figure 1). They have built in a place for greater student involvement in the lesson.\r\n\r\n<strong>The generic lesson plan has five phases:</strong>\r\n\r\n<em>1. Perspective or opening. </em>The teacher asks the students (or himself or herself) the following questions: What was the previous activity (what was previously learned)? What concepts have they learned? The teacher then gives a preview of the new lesson.\r\n\r\n2. The teacher (<em>a</em>) poses a question to get the students thinking about the coming activity; (<em>b</em>) helps the students to relate the activity to their lives; (<em>c</em>) begins with an attention grabber: an anecdote, a little scene acted out by peer teachers or lay assistants, a picture, or a song, and (<em>d</em>) uses it (the response to the attention grabber) as a lead into the activity.\r\n\r\n<strong><em>3. Instruction/participation.</em></strong> The teacher presents the activity, checks for the students understanding, and encourages active students involvement. Teachers can get students to interact by the use of pair work and/or group work.\r\n\r\n<strong><em>4. Closure</em></strong><em>. </em>For this phase, the teacher checks what the students have learned by asking questions such as “What did you learn?” and “How did you feel about these activities?” The teacher then gives a preview about the possibilities for future lessons.\r\n\r\n<strong><em>5. Follow-up</em></strong><em>. </em>The last phase of the lesson has the teacher using other activities to reinforce some concepts and even to introduce some new ones. The teacher gives the students opportunities to do independent work and can set certain activities or tasks taken from the lesson as homework.\r\n\r\nOf course, teachers can have variations on this generic model. Shrum and Glisan (1994) point out that as time passes in language lessons and as students gain competence, the students “can gradually take on a larger role in choosing the content and even in the structure of the lessons themselves” (pp. 187–188). English language teachers should also realize that language lessons may be different from other content lessons because the same concepts may need to be reinforced time and again using different methods. The following questions may be useful for language teachers to answer before planning their lessons:\r\n<ul>\r\n 	<li>What do you want the students to learn and why?</li>\r\n 	<li>Are all the tasks necessary – worth doing and at the right level?</li>\r\n 	<li>What materials, aids, and so on, will you use and why?</li>\r\n 	<li>What type of interaction will you encourage pair work or group work and why?</li>\r\n 	<li>What instructions will you have to give and how will you give them (written, oral, etc.)?</li>\r\n 	<li>What questions will you ask?</li>\r\n 	<li>How will you monitor student understanding during the different stages of the lesson?</li>\r\n</ul>\r\nAn example of an authentic lesson plan for an English reading class is given in Appendix A. The lesson plan should not be seen as a prescription or “how to,” because each teaching context will be different. After writing the plan, the next step is to implement it by teaching the class.\r\n\r\n<strong>IMPLEMENTING THE PLAN</strong>\r\n\r\nImplementing the lesson plan is the most important (and difficult) phase of the daily lesson planning cycle. In this phase, the lesson plan itself will retreat into the background as the reality of the class takes over. As many experienced teachers know, it is easy to get sidetracked by unplanned events. However, teachers should remember that the original plan was designed with specific intentions in mind and the plan was based on the teacher’s diagnosis of the learning competence of the students. Nonetheless, teachers may need to make certain adjustments to the lesson at the implementation phase. I would suggest two broad reasons for teachers to deviate from their original lesson plan: first, when the lesson is obviously going badly, and the plan is not helping to produce the desired outcome; second, when something happens during an early part of the lesson that necessitates improvisation.\r\n\r\n&nbsp;\r\n\r\nWhen the lesson is not succeeding, teachers should make immediate adjustments to the original plan. This is difficult for beginning teachers because they may not have the necessary experience to recognize that things are going badly. They may also lack sufficient knowledge to develop contingency plans to substitute in such cases. No teacher’s guide can anticipate what problems might occur during a lesson (e.g., out-of-class problems such as interruptions from a visitor); however, they must be dealt with quickly. Teachers can build up this professional knowledge with experience.\r\n\r\nWhen implementing their lesson plan, teachers might try to monitor two important issues, namely, lesson variety and lesson pacing. Variety in lesson delivery and choice of activity will keep the class lively and interested. To vary a lesson, teachers should frequently change the tempo of activities from fast-moving to slow. They can also change the class organization by giving individual tasks, pair work, group work, or full class interaction.\r\n\r\nActivities should also vary in level of difficulty, some easy and others more demanding. The activities should also be of interest to the students, not just to the teacher. Ur (1996, p. 216), however, cautions that varied activities should not be “flung together in random order.” The result of this would be restlessness and disorder. Consequently, Ur (1996) suggests that the harder activities and tasks be placed earlier in the lesson and the quieter activities before lively ones. Teachers may want to try variations of this to see what works best in their particular class.\r\n\r\nPace is linked to the speed at which a lesson progresses, as well as to lesson timing. In order for teachers to develop a sense of pace, Brown (1994) suggests the following guidelines: (1) activities should not be too long or too short; (2) various techniques for delivering the activities should “flow” together; (3) there should be clear transitions between each activity. If teachers remember to work for the benefit of their students rather than their own, then they can avoid falling into the trap of racing through different activities just because they have been written on the lesson plan.\r\n\r\n<strong>EVALUATING THE PLAN</strong>\r\n\r\nThe final part of daily lesson planning happens after the lesson has ended (although Brown [1994] reminds us that evaluation can take place during the lesson too), when the teacher must evaluate the success (or failure) of the lesson. Ur (1996) says it is important to think after teaching a lesson and ask “whether it was a good one or not, and why” (p. 219). This form of reflection, she says, is for self-development. Of course, both “success” and “failure” are relative terms and their definitions will vary according to each individual teacher’s and student’s perspective. Nevertheless, Brown (1994) says that without an evaluative component in the lesson, the teacher has no way of assessing the success of the students or what adjustments to make for the next lesson.\r\n\r\nBrown (1994) defines evaluation in lesson planning as an assessment that is “for- mal or informal, that you make after students have sufficient opportunities for learning” (p. 398). Ur (1996) says that when evaluating a lesson, the first and most important criterion is student learning because that is why we have a lesson in the first place. Even though it may be difficult to judge how much has been learned in a lesson, Ur says that we can still make a good guess. This guess can be based “on our knowledge of the class, the type of activity they were engaged in, and some informal test activities that give feedback on learning” (p. 220).\r\n\r\nUr offers the following criteria for evaluating lesson effectiveness and orders them as follows: (1) the class seemed to be learning the material well; (2) the learners were engaging with the foreign language throughout; (3) the learners were attentive all the time; (4) the learners enjoyed the lesson and were motivated; (5) the learners were active all the time; (6) the lesson went according to plan; (7) the language was used communicatively throughout (p. 220). Readers might wish to reflect on these criteria and reorder them in their own list of priority.\r\n\r\nThe following questions may also be useful for teachers to reflect on after conducting a lesson (answers can be used as a basis for future lesson planning):\r\n<ul>\r\n 	<li>What do you think the students actually learned?</li>\r\n 	<li>What tasks were most successful? Least successful? Why?</li>\r\n 	<li>Did you finish the lesson on time?</li>\r\n 	<li>What changes (if any) will you make in your teaching and why (or why not)?</li>\r\n</ul>\r\nAdditionally, for further clarification of the success of a lesson, teachers can ask their students the following four questions at the end of each class; the answers can assist teachers with future lesson planning (I avoid overly judgmental questions such as “Did you enjoy the lesson?” as these types of questions are highly subjective):\r\n<ul>\r\n 	<li>What do you think today’s lesson was about?</li>\r\n 	<li>What part was easy?</li>\r\n 	<li>What part was difficult?</li>\r\n 	<li>What changes would you suggest the teacher make?</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>CONCLUSION</strong>\r\n\r\nI have focused on the day-to-day lesson planning decisions that face language teachers (both pre-service and in-service). Because we all have different styles of teaching, and therefore planning, the suggestions in this chapter are not meant to be prescriptive. Teachers must allow themselves flexibility to plan in their own way, always keeping in mind the yearly, term, and unit plans. As Bailey (1996) points out, a lesson plan is like a roadmap “which describes where the teacher hopes to go in a lesson, <em>presumably taking the students along</em>” (p. 18; emphasis added.) It is the latter part of this quote that is important for teachers to remember, because they may need to make “in-flight” changes in response to the actuality of the classroom. As Bailey (1996) correctly points out, “In realizing lesson plans, part of a skilled teacher’s logic in use involves managing such departures [from the original lesson plan] to maximize teaching and learning opportunities” (p. 38). Clearly thought-out lesson plans will more likely maintain the attention of students and increase the likelihood that they will be interested. A clear plan will also maximize time and minimize confusion of what is expected of the students, thus making classroom management easier.\r\n\r\n&nbsp;\r\n\r\n</div>\r\n<h1 class=\"page-title\">TESOL- Lesson Plans Warm-up Activities</h1>\r\n&nbsp;\r\n\r\n<strong><em>Warm Ups Activities\r\n</em></strong><em><u>(Not a Conversation Lesson Plan)</u></em>\r\n\r\n(Collected from various sources; see references)\r\n\r\n<strong>1) Think of</strong>\r\n<ol>\r\n 	<li>a) Something you said/did to make someone happy\r\nb) a compliment you received\r\nc) something you said/did that irritated someone\r\nd) something you wish you’d done/said but didn’t</li>\r\n</ol>\r\n<strong>2) Give me a letter</strong>\r\n\r\nCollecting words with that letter on the blackboard/whiteboard; have a close look at the words (teacher closes board). How many can you reproduce on paper in the exact location on the board?\r\n\r\n3) <strong>Finish the sentences as you wish (individually, then discuss in class/with your neighbor)</strong>\r\n<ol>\r\n 	<li>a)  It is a challenge for me to...</li>\r\n 	<li>b)  I’m going to...</li>\r\n 	<li>c)  I’m sure that...</li>\r\n 	<li>d)  Soon I’ll...</li>\r\n 	<li>e)  I know that I can...</li>\r\n 	<li>a)  I always feel good when....</li>\r\n 	<li>b)  The best time of the day is...</li>\r\n 	<li>c)  When I’m 64 I’ll...</li>\r\n 	<li>d)  When you live in Germany, you should never...</li>\r\n 	<li>e)  At midday tomorrow it is fairly certain that...</li>\r\n 	<li>f)  Teachers should try very hard to...</li>\r\n 	<li>g)  I am really fed up with....</li>\r\n 	<li>h)  If I could turn back the clock, I’d</li>\r\n 	<li>i)  What I always dream of is...</li>\r\n 	<li>a)  Being young is...</li>\r\n 	<li>b)  Being old is...</li>\r\n 	<li>c)  Love is...</li>\r\n 	<li>d)  A friend is...</li>\r\n</ol>\r\n<strong>4) How many words can you find?</strong>\r\n\r\nTEACHER’S NAME (<em>on blackboard / whiteboard</em>)\r\n\r\n<strong>5) Associations</strong>\r\n\r\nStart by suggesting an evocative word: ‘storm’, for example. A student says what the word suggests to him/her - it might be ‘dark’. The next student suggests an association with the word ‘dark’, and so on round the class. If there is time, after you have completed a chain of about 15-25 associations, take the final word suggested, write it on the board, and, together with the class, try to reconstruct the entire chain back to the original idea.\r\n\r\n&nbsp;\r\n\r\n<strong>6) Reduce sentence</strong>\r\n<ol>\r\n 	<li>a) ASK a student to come to the board and draw a woman looking at a window ledge three story up – her son is crawling along the ledge</li>\r\n 	<li>b) WRITE on bb: <em>Anne came down the stairs and crossed the courtyard when suddenly she looked up and saw her tiny son in his brown dungarees crawling along the kitchen window ledge: she was just in time to catch him when he fell. (The beautiful and very tall lady was singing a good old song from former times and in doing so she looked flirtatiously at the incredibly handsome man who was sitting across from her at the oak table next to the loo and who was listening to her extremely attentively while drinking a large pint of Lager.)</em></li>\r\n 	<li>c) REDUCE the sentence to one word. In any one go you may take out up to and including three consecutive words!</li>\r\n</ol>\r\n<strong>7) Abstract picture</strong>\r\n\r\nDraw a big rectangle on the board. Draw in the rectangle a variety of squiggles, doodles shapes, and colors. Ask the class what they think the picture represents. Use your imagination, there’s no right or wrong!\r\n\r\n<strong>8) Correcting mistakes</strong>\r\n\r\nWrite grammatically or lexically incorrect sentences on the board and ask students to spot/correct the mistakes.\r\n\r\n<strong>9) How many things can you think of that...?</strong>\r\n<ul>\r\n 	<li>... are small enough to fit into a matchbox?</li>\r\n 	<li>... are bigger than you are?</li>\r\n 	<li>... are round?</li>\r\n 	<li> ...are long and thin?</li>\r\n 	<li>... make a noise?</li>\r\n 	<li> ...people enjoy looking at?</li>\r\n 	<li></li>\r\n</ul>\r\n<strong>10) It was the way she said it.</strong>\r\n\r\n<strong>It was the way she said it</strong>\r\n\r\nTake one word or short sentence and ask the students to say it in as many different ways as possible. Discuss what difference the intonation makes to the meaning in each case, or in what circumstances this intonation might be used\r\n<ul>\r\n 	<li>I love you.  - Oh  - Hello  - Good morning  - Well  - Come here</li>\r\n 	<li>Please  - You  - Yes  - No</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>11)  Jumbled words/sentences</strong>\r\n\r\n12) <strong>Describe your neighbor (requires even number of students!)</strong>\r\n\r\nDivide the class into pairs. Give each student the letter A or B. Tell the students A to close their eyes and put their heads on their arms or desk. Tell the A students that they should now try to describe to their classmate B’s appearance to him or her from memory. B should help by asking questions and commenting.\r\n\r\nIf there is time, reverse roles and student B should try to describe the front and back of the classroom (or the teacher’s appearance).\r\n\r\n<strong>13) New comparisons</strong>\r\n\r\nTeach the class a few ‘as...as’ similes commonly used, then suggest a few adjectives, and ask them to invent their own comparisons.\r\n\r\nConventional similes: as proud as a peacock, as good as gold, as warm as toast, as white as snow, as quick as lightning, as sweet as honey, as cold as ice, as light as a feather\r\n\r\nAdjectives:\r\n<ol>\r\n 	<li>a)  happy, long, short, beautiful, clever, clean, tall, small, rich, strong</li>\r\n 	<li>b)  free, lazy, wise, powerful, innocent, ugly, smooth, faithful, fresh,  colorful</li>\r\n 	<li>c)  juicy, graceful, brilliant, humble, irritable, sly, rotten,  romantic, obstinate, delicious  <strong> </strong></li>\r\n</ol>\r\n<strong>14) What are they talking about?</strong>\r\n\r\nWrite a sentence on the board in inverted commas; this represents a bit of a conversation that has been overheard. The students guess what the person is talking about and anything else they can infer about the situation (what sort of person the speaker is, relationship between speaker and hearer)\r\n\r\nThe students’ solution can be presented through dramatization: the students act through the situation in which the utterance occurred:\r\n<ol>\r\n 	<li>”You idiot! We’ll never get it back now!”</li>\r\n 	<li>“I don’t approve, but if you must, you must.”</li>\r\n 	<li>“I can’t afford to, after what John’s done.”</li>\r\n 	<li>“Found it at last! But it is too late now.”</li>\r\n 	<li>“You can’t? Well, we’ll just have to manage without.”</li>\r\n</ol>\r\n<strong>15) What has just happened?</strong>\r\n\r\nWrite a series of exclamations on the board (not more than ten). In pairs or groups, students choose an exclamation, think of an event which might have caused someone to say it, and write down a brief description of the event, using the present perfect (e.g. “What?” – Someone hasn’t heard what was just said.)\r\n\r\nThen they choose another and do the same again. After two minutes, invite students to read out their sentences without identifying the exclamations that gave rise to them; the rest of the class guesses what the exclamations were.\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"159\">Oh!</td>\r\n<td width=\"122\">Oh?</td>\r\n<td width=\"143\">Congratulations!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">I’m sorry!</td>\r\n<td width=\"122\">Great!</td>\r\n<td width=\"143\">What?</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">No!</td>\r\n<td width=\"122\">Thanks!</td>\r\n<td width=\"143\">Welcome!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">Never mind!</td>\r\n<td width=\"122\">It’s a deal!</td>\r\n<td width=\"143\">Hello?</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">Goodbye!</td>\r\n<td width=\"122\">Thank goodness!</td>\r\n<td width=\"143\">Yes, of course!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">Ouch!</td>\r\n<td width=\"122\">Bad luck!</td>\r\n<td width=\"143\">Are you serious?</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n&nbsp;\r\n\r\n16) <strong>Spontaneous response</strong>\r\n\r\nTeacher: „I‘ll say something to you. It could be anything. Try to understand the situation or context behind what I’m saying, because you are to say something in response that makes sense and fits in. Don’t just say ’Yes‘ or ‘no‘ or ‘what?‘, because you want to show what you can do in English. I might say, for instance,: ‘Let’s play football‘. You could say in return: ‘That’s a good ides‘ or: ‘But I want to watch TV.’ or: ‘Can’t you see I’m doing my homework.‘ Or: ‘All right. I’ll be ready in five minutes. <em>You know, Peter had an accident; can you carry this bag for me, please; last year, I made a birthday cake for my mother </em>\r\n\r\n&nbsp;\r\n<ul>\r\n 	<li><strong>17) Buzz reading </strong> As warming up activity the students start with a well-known text that they are told to read aloud all at the same time at individual speeds:\r\n<ul>\r\n 	<li><em>Read aloud all at the same time </em></li>\r\n 	<li><em>Read half aloud only, you may cover your ears </em></li>\r\n 	<li><em>Just mutter, and move your lips; I must see your lips moving </em></li>\r\n 	<li><em>Everyone at their own speed/at individual speeds </em></li>\r\n</ul>\r\n</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>18) Total Physical Response</strong>\r\n\r\nIn winter, when tangerines are inexpensive, every student gets one and is asked to do the following:\r\n<ul>\r\n 	<li>Look at the tangerine and marvel at it</li>\r\n 	<li>Take a smell at it.</li>\r\n 	<li>Weigh it in your hands.</li>\r\n 	<li>Throw it in the air and catch it again.</li>\r\n 	<li>Swap with your neighbor.</li>\r\n 	<li>OK, let’s start peeling it: press your thumb into the peel and slowly peel the tangerine</li>\r\n 	<li>Lay the peel on one heap to the right of you.</li>\r\n 	<li>No, to the left of you.</li>\r\n 	<li>Actually, put it in front of you.</li>\r\n 	<li>Peel away the white skin that we don’t like to eat.</li>\r\n 	<li>Now pick the tangerine to pieces, one piece after the other</li>\r\n 	<li>Put the pieces on the table.</li>\r\n 	<li>Arrange the pieces into a star.</li>\r\n 	<li>Now build a circle.</li>\r\n 	<li>Now build a rectangle.</li>\r\n 	<li>Offer one piece to your neighbor. Say, “Here you are”. Say “Thank you” Say: “You’re welcome.”</li>\r\n 	<li>Let’s eat!</li>\r\n</ul>\r\n<strong> </strong>\r\n\r\n<strong>19) We might also include the clothes:</strong>\r\n<ul>\r\n 	<li>Let’s stand up again.</li>\r\n 	<li>Everybody who is wearing socks shake their head.</li>\r\n 	<li>Push down your socks and pull them up again.</li>\r\n 	<li>Everybody who has a belt on, stand on one leg.</li>\r\n 	<li>Everybody who has a cardigan/jacket on, sit down.</li>\r\n 	<li>Does your cardigan/jacket have buttons? Shout „yes“.</li>\r\n 	<li>Does your cardigan/jacket have a zipper instead? Shout „yes“.</li>\r\n 	<li>Then zip it and zip it up again (unbutton it and button it up again).</li>\r\n 	<li>Roll up your sleeves and roll them down again, etc.</li>\r\n 	<li>Everybody walk on the spot and wave your hands</li>\r\n 	<li>Those whose birthday is in May climb on the chair and down again</li>\r\n 	<li>Now: everybody: make five knee-bends</li>\r\n 	<li>Those wearing a turtleneck walk around your classmate</li>\r\n 	<li>Take a deep breath</li>\r\n 	<li>Shake your heads</li>\r\n 	<li>All together: clap your hands and shout out loudly. I’m fit now! Sit down.</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>20) What I don’t know or do, but would like to know or do!</strong>\r\n\r\nThe whole class gets up and comes to the front where they are divided into two equal groups each forming a line, which faces each other. The teacher asks words and small phrases in German and the front player of each line has to shout the English equivalent out. Both have then to go to the end of whichever line shouted the correct answer first.  Everybody (including the teacher) jots down a few sentences.\r\n\r\n<strong>21) </strong><strong>Hard sell</strong>\r\n\r\n<em>In pairs, think of arguments to persuade people to buy these objects, e.g. empty coke bottle – You could use it as a vase</em>.\r\n\r\nA snowball, a dirty comb, one sock, a used teabag, a broken plate, cold fish and chips, a clock with no hands, a house with no roof, a bucket with a hole, a piece of string\r\n\r\n<strong>22) Well, do you know your classmates? </strong>\r\n\r\nDo you know your classmates? What do you think, are these statements <strong>right </strong>or <strong>wrong</strong>?\r\n\r\n<strong><em>(Right or wrong answers plus some explanations.)  </em></strong>\r\n<ol>\r\n 	<li>Most students in this class prefer cats to dogs.</li>\r\n 	<li>At least half the class has seen “Borat”.</li>\r\n 	<li>Most students in this class have more than one brother or sister.</li>\r\n 	<li>Most students in this class watch more than 10 hours of TV a week.</li>\r\n 	<li>Most students in this class have more than one Christian name.</li>\r\n 	<li>There is someone in this class who almost always gets up at half past five.</li>\r\n 	<li>At least half the class enjoys going to school.</li>\r\n 	<li>Most students in this class like strawberry flavoured ice cream.</li>\r\n 	<li>Only one person in this class has been to Sweden.</li>\r\n 	<li>No one in this class has ever broken their leg.</li>\r\n 	<li>Most people in this class used to have a teddy bear.</li>\r\n 	<li>Most students in this class believe that learning Latin is useless.</li>\r\n</ol>\r\n<ul>\r\n 	<li>Most students in this class like cats better than dogs.</li>\r\n 	<li>Most students in this class watch more than 10 hours of TV a week.</li>\r\n 	<li>Most students in this class have more than one forename.</li>\r\n 	<li>There is someone in this class who almost always gets up at half past five.</li>\r\n 	<li>At least half the class likes going to school.</li>\r\n 	<li>Most students in this class like chocolate ice-cream.</li>\r\n 	<li>Only one person in this class has been to England.</li>\r\n 	<li>No one in this class has ever broken his leg.</li>\r\n 	<li>Most people in this class had a teddy bear as a child.</li>\r\n</ul>\r\n<strong>23) My world map</strong>\r\n<ul>\r\n 	<li>-  Make A4 or A3 copies of a world map, one per student.</li>\r\n 	<li>-  Make a list of 10-15 nouns to use in the dictation (from concrete to  abstract)</li>\r\n 	<li>-  Students will write words on the map where they think they belong to</li>\r\n 	<li>-  In pairs or threes students finally compare and discuss their placements</li>\r\n 	<li></li>\r\n</ul>\r\n<strong>24) Tongue twisters</strong>\r\n<ol>\r\n 	<li>Give papa a cup of proper coffee in a copper coffee cup.</li>\r\n 	<li>Swan swam over the sea, Swim, swan, swim! Swan swam back again Well swum, swan!</li>\r\n 	<li>Which wristwatches are Swiss wristwatches?</li>\r\n 	<li>She sells seashells by the seashore. The shells she sells are surely seashells. So if she sells shells on the seashore, I\'m sure she sells seashore shells.</li>\r\n</ol>\r\n<strong>25) Letter on the board</strong>\r\n<ol>\r\n 	<li>Ask a student to pick a letter between A and Z (but not X). If the student says S (or whatever), write a large <em>S </em>on the board.</li>\r\n 	<li>Ask the students to give you five nouns that start with <em>S</em>. Write these nouns on the board.</li>\r\n 	<li>Pair the students up (one or more threesome is ok) and ask them to decide who is A and who is B.</li>\r\n 	<li>Tell them that in a minute each A has to choose one of the topics on the board and talk about it to their partner for 30 (60) seconds. Tell them they should not worry about grammatical accuracy. They should say anything that comes to their mind even if it is just odd words and phrases. If A gets stuck, b can prompt with questions and suggestions.</li>\r\n</ol>\r\n<strong>26) Camping trip</strong>\r\n\r\nYou need at least two people who already know how to play the game. Play begins by one person saying \"I\'M GOING ON A CAMPING TRIP AND I\'M GOING TO BRING...(at this point the person talking picks anything s/he would like to bring on the trip. Let\'s use a sleeping bag as an example) A SLEEPING BAG\". The next person says \"I\'M GOING ON A CAMPING TRIP AND I\'M GOING TO BRING...(at this point the person talking picks anything s/he would like to bring on the trip, but it must begin with the letter \"G\", since the last letter of the first person \'camping accessory\' was a \"G\". For example let\'s say the second person wanted to bring a \"GUARDIAN\" they can bring that so everyone says \"OKAY YOU CAN BRING THAT ON OUR CAMPING TRIP\". Say the third person hasn\'t caught on to the game yet and says, \"I\'M GOING ON A CAMPING TRIP AND I\'M GOING TO BRING HOT DOGS\". Everyone should say, \"NO, YOU CAN\'T BRING HOT DOGS\" and play continues to the next player until everyone has caught onto the game.\r\n\r\nVARIATION: Also can be played with a different \'rule\' each time. One player makes up a rule, and then says something like: \"I would take apples but not potatoes\" The other players then try to figure out the rule. It will take several different clues: \"I would take a Corvette but not a Camaro\" \"I would take beer but not Coke\" etc. Once a player thinks they have figured out a rule, they ask the first player whether or not they would take a certain item to verify their idea: \"You would take Fruit Loops but not Corn Flakes, right?\" \"Right\" Play continues until everyone gets the rule figured out. Then someone else picks a rule and a new game begins. The rules can be anything, and are only limited by the creativity of the players. [P.S. the rule in this example was double letters]\r\n\r\n<strong>27) Milling/marketplace</strong>\r\n\r\n<em>Walk around the room. Whenever the music stops, talk with the person next to you about the following </em>matters.\r\n\r\n<strong><u>Beginners</u></strong>\r\n<ul>\r\n 	<li>What do you like best about being in school?</li>\r\n 	<li>How important are clothes for you?</li>\r\n 	<li>Do you believe in aliens?</li>\r\n 	<li>What is your favorite pop singer?</li>\r\n 	<li>What is your dream job?</li>\r\n 	<li>Which famous person would you like to meet? Why?</li>\r\n 	<li>Name three things that make you happy.</li>\r\n 	<li>What is your favorite subject?</li>\r\n 	<li>What makes you really angry?</li>\r\n 	<li>What is the last movie that you saw?</li>\r\n</ul>\r\n<strong><u>Advanced:</u></strong>\r\n<ul>\r\n 	<li>What was or is your favorite book? What is it about? In particular, what do you like about it?</li>\r\n 	<li>What are the disadvantages of being young?</li>\r\n 	<li>What is the best way to improve your English?</li>\r\n 	<li>If you could have lunch with anyone in the world, who would you choose?</li>\r\n 	<li>Would you like to live in America? Why not)?</li>\r\n 	<li>Name three things that make you happy.</li>\r\n 	<li>What are you good at?</li>\r\n 	<li>What gets you really angry?</li>\r\n 	<li>Who was the best teacher that you have ever had &amp; Why?</li>\r\n 	<li>Do you think life was better or worse in the past?</li>\r\n 	<li>Are you an optimist or a pessimist? Give examples.</li>\r\n 	<li>Is there an excuse for crime?</li>\r\n 	<li>What stories have been in the news recently?</li>\r\n 	<li>Tell your partner about a time something good happened to you.</li>\r\n 	<li>Tell your partner about a time something terrible happened to you.</li>\r\n</ul>\r\n&nbsp;\r\n<ul>\r\n 	<li><strong>28) Finding connections</strong></li>\r\n</ul>\r\n<ol>\r\n 	<li>Talk to your classmate and find out what you have in common</li>\r\n 	<li>What do these things have in common? (a wedding and an ant; a snowflake and a coin; the number 25 and the colour purple; name of a student and the President of the United States)</li>\r\n</ol>\r\n<strong>29) Pair work: ordering activity</strong>\r\n\r\nHand out picture story with the respective sequences being jumbled up: Discuss with your classmate what goes where.\r\n\r\n<strong>30) Spot the mistake</strong>\r\n\r\nStudents receive nearly identical pictures and by describing the scenes to each other have to find the differences in the picture.\r\n\r\n<strong>31) Jigsaw puzzle</strong>\r\n\r\nCut the pictures into four pieces. Each student gets on piece. The students must study their piece of picture and then talk to other students and find out who has pieces of the same picture. Finally, they should put all their pieces of picture together to make the whole image.\r\n\r\n<strong>32) Shipwrecked</strong>\r\n\r\n(In groups of 4-5)\r\n\r\nYou are on board a ship that has run aground on a reef. You’ll have to leave the ship and swim ashore to a small island not too far away. It is not possible to take a lot of things with you as you have only got one sack to fill with the items you find most essential. The bag will only hold ten items. Which items?\r\n\r\nTask 1: Discuss which items you want to take and why. Make a list of the ten items and arguments why you find these particular items valuable if you should survive on the desert island for an indefinite period of time, as you have no idea when you will be rescued.\r\n\r\nTask 2: When you have finished your list, your group members must take turns telling the other groups about the chosen items and the reasons why you have chosen them.\r\n\r\nYou can use phrases like: If we have a......, we can....... We must have a ....., because..... so that we.......\r\n\r\nThe other groups can ask questions and be critical about your choice. If the others can accept your choice and your arguments; you’ll get one point. The person with the most points wins.\r\n\r\n&nbsp;\r\n\r\n<strong>33) Stranger on the train</strong>\r\n\r\nThis activity promotes oral fluency practice &amp; specific oral language practice at the same time: Get the students to imagine they are strangers in a train compartment - get them sitting opposite each other in groups of four. Elicit what people usually talk about on the train – the weather, where they are going/coming from etc. Tell them you are going to give them a line to memorize &amp; that it\'s secret – give them out, students memorize &amp; you take them back in. Then explain what they have to do - to say their lines as naturally as they can in the conversation without the others guessing it is their line. So they have to direct the conversation so that they can say their line naturally, without the others noticing. They must have one conversation &amp; not split into two, as the others will miss their lines when they come to say them. The lines you give them could contain a language item that you have recently been looking at or off-the-wall sentences (e.g. My girlfriend sleeps in the garden). When I first started learning Spanish, I had to do this activity &amp; my line was <u>\'Yo tampoco\'</u> (Me neither) - so I had to wait for a negative to say my line. I managed it &amp; felt good about getting my sentence in naturally. At the end of the activity the students then tell each other what they thought were each other’s lines. It\'s an activity that you can use again &amp; again &amp; it\'s lots of fun!\r\n\r\n&nbsp;\r\n<table width=\"500\">\r\n<tbody>\r\n<tr>\r\n<td colspan=\"3\" width=\"500\">Phrases</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">Yes, that’s a good idea.</td>\r\n<td width=\"234\">Now that does sound interesting.</td>\r\n<td width=\"113\">I love it.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">I don’t really know.</td>\r\n<td width=\"234\">Sorry about that.</td>\r\n<td width=\"113\">I hate it.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">No, I don’t think so.</td>\r\n<td width=\"234\">That sounds really good.</td>\r\n<td width=\"113\">OK.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">Me neither.</td>\r\n<td width=\"234\">I see things a little differently.</td>\r\n<td width=\"113\">Would that be a problem?</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">Me too.</td>\r\n<td width=\"234\">Certainly.</td>\r\n<td width=\"113\">For God’s sake!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">What nationality are you?</td>\r\n<td width=\"234\">Fantastic!</td>\r\n<td width=\"113\">Actually, very often.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">I travel a lot. Do you?</td>\r\n<td width=\"234\">It only takes a couple of minutes.</td>\r\n<td width=\"113\">I can’t follow you.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">Can I help you?</td>\r\n<td width=\"234\">That’s one way of looking at it.</td>\r\n<td width=\"113\">Sounds great!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">No, I don’t think so.</td>\r\n<td width=\"234\">Are you sure?</td>\r\n<td width=\"113\">I can’t believe what you say!</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<strong> </strong><strong> </strong>\r\n\r\n<strong>34) Imagination</strong>\r\n<ul>\r\n 	<li>Sit down comfortably and try to relax</li>\r\n 	<li>close your eyes</li>\r\n 	<li>try to breathe calmly and smoothly</li>\r\n 	<li>try to breathe deep into your stomach, then let the air out again</li>\r\n 	<li>take a breath and exhale (several times): in and out, in ...</li>\r\n 	<li>imagine you are opening a door</li>\r\n 	<li>go through that door</li>\r\n 	<li>it is the entrance door of your school</li>\r\n 	<li>forget everything you normally associate with school</li>\r\n 	<li>forget all the feelings you normally have</li>\r\n 	<li>imagine you are entering a beautiful place, the most beautiful you’ve ever  seen</li>\r\n 	<li>it’s a bright, friendly place</li>\r\n 	<li>you meet friends that you like a lot that you enjoy being together with</li>\r\n 	<li>imagine now you are entering a classroom within which you feel good and  safe and comfortable</li>\r\n 	<li>here you can relax, feel safe</li>\r\n 	<li>you see the teacher and you recognize you are actually looking forward to the new lesson, and to all the new things you are going to learn</li>\r\n 	<li>it will be interesting and fun</li>\r\n 	<li>slowly, very slowly come to the here and now</li>\r\n 	<li>open your eyes and settle down to today’s lesson</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>35) Flashlight</strong>\r\n\r\nIf I could do right now what I want to do I would ... (everybody finishes the sentence)\r\n\r\n&nbsp;\r\n\r\n<strong>36) All alone in the Southern Ocean: What would you do?</strong>\r\n\r\n<em>Introduction: </em>The following hypothetical scenario has been designed for students to discuss in small groups. It encourages them to listen to their peers, clarify their thinking, articulate their point of view, challenge other viewpoints and finally reach consensus.\r\nAsk students to consider the scenario in randomly chosen groups of four.\r\n\r\n<em>The Scenario</em>: A large ship is sinking in the Southern Ocean, 150 kilometers south of Hobart. You have managed to board a lifeboat with nine other people, all of whom are strangers to you. Most of these people were not able to reach their cabins to get warm clothing and are in street clothes.\r\n\r\nThe temperature is only 8 degrees, and there are strong winds and high waves. The lifeboat has no motor, so it must be rowed. Even if you attempt to row back to the coast of southern Tasmania, it is likely that you will have to spend several days at sea.\r\n\r\nThe Southern Ocean is foggy with low, heavy clouds. The lifeboat is dangerously overloaded so you must dump 40 kilograms of weight. You must decide by consensus which items you will remove. For safety reasons, you may not suspend any items from the lifeboat. You may not remove any of the people.\r\n\r\nThe items from which you must choose:\r\n\r\nA first aid kit, 4 kilograms 8 oars, each 3 kilograms 4 wetsuits, each 3 kilograms 2 ten-liter containers of water, each 10 kilograms 4 woolen blankets, each 1 kilogram 30 cans of salmon, each 500 grams 5 hooded raincoats, each 1 kilogram A large battery-operated torch, 2 kilograms 2 buckets for bailing, each 1 kilogram A large red cotton sheet, 1 kilogram 5 magazines, each 200 grams\r\n\r\nTotal: 90 kilograms\r\n\r\nYou have twenty minutes to reach consensus. Be prepared to justify your decision.\r\n\r\n<strong>37) Conundrums (riddles, brainteasers, mind-bogglers)</strong>\r\n<ul>\r\n 	<li>Question 1: At what time of day was Adam created?</li>\r\n 	<li>Question 2: What belongs to you, but is mostly used by others?</li>\r\n 	<li>Question 3: A hunter hangs up a small tin can, walks straight away 100 paces, puts on an impenetrable blindfold, turns around 3 times, fires one shot and hits the can. How is this possible?</li>\r\n 	<li>Answer 1: A little before Eve. Answer 2: Your name. Answer 3: He hangs the tin on the end of his rifle.</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>38) Balloon debate</strong>\r\n\r\nYou are a (more or less) well-known person, and at the moment you are in a hot air balloon, which is losing height rapidly and will soon crash because it is overweight; therefore, one after another will have to be thrown out to keep the balloon airborne. Ultimately, only one person will survive. You have to convince the others that you should be allowed to stay in the damaged hot-air balloon.\r\n<h1 class=\"page-title\">TESOL- Lesson Plans Assignments</h1>\r\nDesigning Structured Lesson Plans\r\n\r\n&nbsp;\r\n\r\nIn designing Structured Lesson Plans that would include grammar, vocabularies, reading, and writing, one must consider the following guidelines. Note that the Listening and the Speaking parts are covered in Conversation Activities.\r\n\r\nAttached material are samples of lesson plans. These examples will assist you in designing two lesson plans needed as your assignments.\r\n\r\n<strong><em>This week </em></strong>deals with designing Grammar Lesson Plans, Four-Skills Lesson Plans, and Communicative Approach Methods. This section also includes introduction to MOOC, Online Learning and Teaching, use of Social Media in Teaching, Research introduction on MOOC, instructions on Lesson Plans, and information on Lesson Plan assignments.\r\n\r\nOnce you will complete a review of the following Lesson Plans, Please start designing <strong>Two Grammar Based Structured Lesson Plans</strong> as your <strong>TESOL Assignment II</strong>. You may email or upload your assignments on Canvas.\r\n\r\nBefore you start arranging your Lesson Plan assignments, please review the following pages:\r\n<p style=\"text-align: center;\">[button url=\"https://tesoll.com/unit/unit-15/?id=251\" class=\"\" bg=\"\" hover_bg=\"\" size=\"0px\" color=\"\" radius=\"0px\" width=\"0px\" height=\"0px\" target=\"_self\"] GO TO UNIT 15 [/button]</p>','Unit 9b','','publish','open','closed','','unit-14','','','2020-11-24 23:25:36','2020-11-25 04:25:36','',0,'https://tesoll.com/?post_type=unit&#038;p=404',0,'unit','',0),(3059,1,'2020-11-24 23:24:43','2020-11-25 04:24:43','<div class=\"description user_content student-version enhanced\">\r\n<h1 class=\"page-title\">TESOL- Designing Grammar &amp; Structured Lesson Plans</h1>\r\nDesigning Structured Lesson Plans\r\n\r\n&nbsp;\r\n\r\nIn designing Structured Lesson Plans that would include grammar, vocabularies, reading, and writing, one must consider the following guidelines. Note that the Listening and the Speaking parts are covered in Conversation Activities.\r\n\r\nAttached material are samples of lesson plans. These examples will assist you in designing two lesson plans needed as your assignments.\r\n\r\n<strong><em>This week </em></strong>deals with designing Grammar Lesson Plans, Four-Skills Lesson Plans, and Communicative Approach Methods. This section also includes introduction to MOOC, Online Learning and Teaching, use of Social Media in Teaching, Research introduction on MOOC, instructions on Lesson Plans, and information on Lesson Plan assignments.\r\n\r\n<strong>Lesson Planning</strong>\r\n\r\nThis section deals with the practicalities of classroom teaching from an administrative point of view. The term \"lesson\" is popularly considered to be a unified set of activities that cover periods of class time. These time units are administratively critical\' for teachers because they represent \'\'steps\" along a curriculum before which and after which you can evaluate and prepare the next lesson. Those lessons from the view of your students\' time management, are practical, definite units of effort that serve to provide rhythm to a course of study.\r\n\r\n<em><strong>Major points to consider:</strong></em>\r\n<ul>\r\n 	<li>Age: this will particularly affect topics chosen and the types of learning activity, such as the suitability of games or role-play.</li>\r\n 	<li>Interests: as with age, this may help in the specification of topics and learning activities.</li>\r\n 	<li>The level of proficiency in English: teachers will wish to know this, even where their classes are based on a mixed proficiency principle rather than streamed according to level.</li>\r\n 	<li>Aptitude: this can most usefully be thought of as a specific talent. In this case, for language learning, aptitude can be understood as something that learners might show themselves to be \"good at\" perhaps in contrast to others subjects in a school curriculum.</li>\r\n 	<li>Mother tongue: this may effect, for instance, the treatment of errors or the selection of syllabus items-areas of grammar or vocabulary and so on.</li>\r\n 	<li>Academic and educational level: which help to determine intellectual content, breadth of the topic or depth to which material may be studied.</li>\r\n 	<li>Attitudes and motivation towards learning, teachers, the institution, the target language itself and its speakers.</li>\r\n 	<li>Reasons for learning, if it is possible to state them: With school-age pupils, this may be less significant than with many adult learners, where it is often possible to carry out quite a detailed analysis of needs.</li>\r\n 	<li>Preferred learning style and personality: which will help in the evaluation of the suitability of different methods, affecting methodological choices such as willing acceptance of role play and an interactive classroom environment or a preference for “rote learning” and studying alone, for example?</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<em><strong>We consider the following factors in the Educational Setting:</strong></em>\r\n<ul>\r\n 	<li>The role of English in the country: whether it is a regular means of communication or primarily a subject taught in the school curriculum where, in turn, it may or may not be the first foreign language. Is English spoken in the community outside class or never heard?</li>\r\n 	<li>The role of English in the school and its place in the curriculum.</li>\r\n 	<li>The teachers: their status, their training, mother tongue, attitudes to their job, expectations.</li>\r\n 	<li>Resources available: books and paper, audio-visual material, laboratories, computers, etc.</li>\r\n 	<li>Management, administration and support personnel: their particular roles about teaching staff. Additionally, the position of teacher in the overall system needs to be understood, as does the nature of the hierarchy in any particular institution.</li>\r\n 	<li>The number of pupils to be taught and the size of the classes. The large class problem is a very familiar one in many settings worldwide.</li>\r\n 	<li>Time available for the program, both over a working year and in any week or term.</li>\r\n 	<li>The types of tests used, and ways students are evaluated: assessment procedures may, for example, be formal or informal and subjective. They may also be external, in the form of a national examination, or internal to the institution and the course.</li>\r\n</ul>\r\n<em><strong>With these factors in mind, you should then consider the following essential elements of lesson planning:</strong></em>\r\n<ol>\r\n 	<li>GOAL (S): You should be able to identify an overall purpose or goal that you will attempt to accomplish by the end of the class period: This objective may be quite generalized, but it serves as a unifying theme for you.</li>\r\n 	<li>OBJECTIVES: it is imperative to state explicitly what you want students to gain from the lesson. Explicit statements help you to:</li>\r\n</ol>\r\n<ul>\r\n 	<li>⎯ Be sure that you indeed know what it is you want to accomplish</li>\r\n 	<li>⎯ Preserve the unity of your lesson plan</li>\r\n 	<li>⎯ Predetermine whether or not you are trying to accomplish too much</li>\r\n 	<li>⎯ Evaluate students\' success at the end of, or after, the lesson.</li>\r\n</ul>\r\nObjectives are most clearly captured concerning what students will do. However, many language objectives are not overtly observable and, therefore, you many need to depart from strictly behavioural terms for some objectives. Try to avoid vague statements like \"Students will learn about the passive voice, \" or \" students will practice some listening exercises,” or students will make the reading selection. \" You would be unable to confirm the realization of any of these sorts of loosely stated objectives.\r\n\r\nIn stating objectives, distinguish between terminal goals (final learning outcomes that will be measured and evaluated) and enabling objectives (interim steps that build upon each other and lead to the terminal obj.)\r\n\r\nFor example, the terminal lesson objective may be:\r\n\r\nStudents will successfully request information about airplane arrivals and departures while the Enabling objectives will be:\r\n<ul>\r\n 	<li>⎯ Students will comprehend and produce the following ten new vocabulary items,</li>\r\n 	<li>⎯ students will read and understand airline schedules,</li>\r\n 	<li>⎯ students will produce questions with when, where, and what time.</li>\r\n 	<li>⎯ students will produce appropriate, polite forms of requesting.</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<em><strong>MATERIALS AND EQUIPMENT:</strong></em> Decent planning tactics includes knowing what needs to be taken inside the classroom.\r\n<ol>\r\n 	<li><strong>PROCEDURES:</strong> As a very general set of guidelines for planning, one might make sure his/ her plan includes:</li>\r\n</ol>\r\n<ul>\r\n 	<li>An opening statement or activity as a \"warm up.\"</li>\r\n 	<li>A set of activities and techniques in which he/ she has considered appropriate proportions of time for: whole class work, small group and pair work, teacher talk, student talk.</li>\r\n</ul>\r\n<ol start=\"3\">\r\n 	<li><strong>EVALUATION:</strong> lf a lesson has no evaluative component; one can easily make assumptions that are not informed by careful observation or measurement.  Evaluation does not have to be a separate element of lessons such as a test. It can take place in the course of \"regular\" classroom activity, informally, as an assessment that is made after the students have sufficient opportunities for learning. Adjustments can be made lesson plans for the following days.</li>\r\n 	<li><strong>EXTRA-CLASS WORK:</strong> Finding applications or extensions of classroom activity that will help students to do some learning beyond the class hour are essential parts of teaching. Homework in the form of hand -out sheets for written, repetitive exercises that have little to do with \"real-life” must be avoided.</li>\r\n</ol>\r\n<strong><em>Guidelines for Lesson Planning</em></strong>\r\n\r\n&nbsp;\r\n\r\nIf one is given a textbook and told to teach from it, he/ she must identify the requirements of how many chapters or units should be covered. Looking through the chapters one might go through the following sequence:\r\n<ul>\r\n 	<li><em>If the curriculum and the overall plan of the textbook are familiar to you, go </em>over the specific textbook chapter that you will teach. If you are without a manual and are simply following a curriculum set up by yourself, you will find that ESL websites come in extremely handy with tips, lessons, activities, and handouts. Try the following, but keep in mind that links are infinite:</li>\r\n 	<li>aitech.ac. i<em>pi </em>- itesl illinks/T ESL/Lessons</li>\r\n 	<li>aitech.ac.ip/-itesli/links/TESL/Handouts for Classroom Use</li>\r\n 	<li>tefl.net/resourceslhandouts/index .htm</li>\r\n 	<li>comment. edu/HP Ipages/darlingfgranunar.html-ssi</li>\r\n 	<li>comment.edu/HP Images/darlingforiginal.htm</li>\r\n 	<li>englishpage.com</li>\r\n 	<li>oacific.net/-sperling/eslcafe.html</li>\r\n 	<li><em>Determine what the topic and purpose of the lesson will be and write the overall</em></li>\r\n 	<li>Draft out perhaps one to three explicitly stated terminal objectives.</li>\r\n 	<li>Decide which exercises from the textbook shall be done, change, delete, add to, all based on objectives.</li>\r\n 	<li>Draft out a skeletal outline of what the lesson will look like</li>\r\n 	<li>Carefully anticipate step-by-step procedures for carrying out all techniques, especially those that involves changes and additions.</li>\r\n</ul>\r\n&nbsp;\r\n\r\nFor teachers who have never taught before, it can be useful to write a script of the lesson plan. In which the exact anticipated words are written down. Scripting out a lesson plan helps one to be more specific in planning and can often prevent classroom pitfalls. It can also give a sense of security by providing one with something to fall back on when the spontaneous words just can\'t seem to come out right! Of course, scripting an entire lesson is long, but more practical partial scripts should cover:\r\n<ul>\r\n 	<li>Introductions to activities</li>\r\n 	<li>Directions for a task</li>\r\n 	<li>Statements of rules and generalizations</li>\r\n 	<li>Oral testing techniques</li>\r\n 	<li>Conclusions to activities and the class hour/ lesson</li>\r\n</ul>\r\n&nbsp;\r\n\r\nAfter the step-by-step procedures are drafted, look at how the lesson holds together.  Four considerations come into play here:\r\n<ul>\r\n 	<li>Variety: are there enough different activities to keep minds alert and enthusiasm high?</li>\r\n 	<li>Sequence: are all elements of the lesson put together logically, building progressively toward accomplishing the ultimate goal?</li>\r\n 	<li>Pace: Too many short activities are as ineffective as too few long ones! Students should get comfortable with one activity, work at it, and switch before it becomes too easy or tedious.</li>\r\n 	<li>Time: If the planned lesson ends early, have some back-up activity ready to insert and if the lesson isn\'t complete as planned, be ready to end a class gracefully on time and on the next day, continue where it was left off.</li>\r\n</ul>\r\n&nbsp;\r\n\r\nFiguring out in advance how easy or difficult certain techniques will be is something that usually must be learned by experience. Some tasks cause difficulties by themselves; therefore, make the lessons’ directions crystal clear by writing them out in advance. Often, showing what to do is more effective than telling the students what to do and solicit a few examples from the better students. If they have not grasped the exercise, no one else in the class has.\r\n\r\nA lesson plan will aim at the majority of students in the class who compromise the \"average\" ability range. However, the lesson plans should also consider the variations in a classroom. Several steps can be taken to account:\r\n<ul>\r\n 	<li>Design techniques that have easy and demanding aspects or items</li>\r\n 	<li>Solicit responses to easier items from students who are below the norm and to more challenging items from those above the norm</li>\r\n 	<li>Try to design techniques that will involve all students actively</li>\r\n 	<li>Use small group and pair-work time to circulate and give extra attention to those below or above the norm.</li>\r\n</ul>\r\nGive enough consideration in the lesson plan to the balance between student talk and teacher talk. See to it that students have a chance to talk, to produce language and even to initiate their topics and ideas.\r\n\r\nThe final consideration in lesson planning process is a very practical one: what sort of \"note\"· will a teacher carry into the classroom? If one has pages and pages of them, she/ he might get too caught up on detail and never free from spontaneity.  A lesson plan on one page is usually sufficient.\r\n\r\nAdditionally, ask these questions: will your students be taking notes as you teach? What will they follow in their textbooks? What resources will they possess to recall this lesson in the future and understand as clearly as possible?\r\n\r\n&nbsp;\r\n\r\n<strong>Sample Lesson Plan # 1:</strong>\r\n<ul>\r\n 	<li><strong>Class description:</strong></li>\r\n</ul>\r\nThis is an intermediate level pre-university class at the American Language Institute at San Francisco State University. The 16 students in the class range in age from 18 to 25. Their general goals are academically oriented. Their native languages are Japanese, Korean, Mandarin, Indonesian, Thai, and Arabic.\r\n\r\n<strong>Objectives:</strong>\r\n\r\n<em><strong>Terminal objectives:</strong></em>\r\n<ol>\r\n 	<li>Students will develop inner “expectancy rules ” that enable them to predict and anticipate what someone else will say on the phone AND</li>\r\n 	<li>Students will solicit and receive information by requesting it over the telephone.</li>\r\n</ol>\r\n<strong><em>Enabling objectives:</em></strong>\r\n<ol>\r\n 	<li>Students will comprehend a simple phone conversation (played on a tape recorder),</li>\r\n 	<li>In the above conversation, students will identify who the participants are, what they are doing and when,</li>\r\n 	<li>Students will comprehend and produce necessary vocabulary for this topic,</li>\r\n 	<li>Students will understand cultural and linguistic schemata regarding movies, theatres, and arrange to see a movie with someone,</li>\r\n 	<li>Students will infer what a second speaker is saying on the phone by \"eavesdropping\" on one speaker only,</li>\r\n 	<li>Each student will ask someone to go to a movie with him or her and respond appropriately to a corresponding request,</li>\r\n 	<li>Students will get \"live\" movie information over the phone.\r\n<strong> </strong></li>\r\n</ol>\r\n<h3><strong>Materials and equipment:</strong></h3>\r\n<ol>\r\n 	<li>Tape recorder/ CD player with a recorded conversation</li>\r\n 	<li>A telephone (if possible) or toy facsimile</li>\r\n 	<li>Movie advertisements, eight different ones</li>\r\n 	<li>Movie-Guide page for extra-class work</li>\r\n</ol>\r\n&nbsp;\r\n<ul>\r\n 	<li><strong>Procedures:</strong>\r\n<ol>\r\n 	<li>Pre-listening. To point the students\' thinking in the right direction for this lesson, we will start off with the following \"model\" phone conversation on tape. It is very short and easy, well below the student\'s level. There is no question that they will understand it fully; its purpose is to set up a framework for the lesson.</li>\r\n 	<li><strong>Listening to the CD: </strong><u>(Conversation with western accent)</u><u></u></li>\r\n</ol>\r\n</li>\r\n 	<li></li>\r\n</ul>\r\nPhone: ring\r\n\r\nTom: Hullo?\r\n\r\nJack: this is Jack. D\'ya wanna go to the movies?\r\n\r\nTom: Mmm ... when?\r\n\r\nJack: Tonight. I have free passes.\r\n\r\nTom: Uh, Ok, sure. What time?\r\n\r\nJack: Eight o\'clock. I\'ll-I\'ll meet ya there, OK?\r\n\r\nTom: Fine: See ya then.\r\n\r\n&nbsp;\r\n<ol start=\"3\">\r\n 	<li>Whole-class discussion: general questions about the dialogue and vocabulary in the dialogue</li>\r\n 	<li>Schemata-building discussion: Questions about who has been to the movies lately, what movies they saw, if it was any good, who they went with, did they arrange it by phone.</li>\r\n 	<li>Listening activity # I: “My friend Debbie is going to call me in a few minutes. Of course, you won\'t hear her talking to me, but you will hear me, right? I want you to listen carefully and try to figure out two things: A) what does Debbie want to do? And B) When?</li>\r\n</ol>\r\nTeacher: Hullo?\r\n\r\nGap\r\n\r\nT: this is Karen\r\n\r\nGap\r\n\r\nT: Oh, hi Deb! How\'re you?\r\n\r\nGap\r\n\r\nT: The movies? When?\r\n\r\nGap\r\n\r\nT: Urn, OK, this afternoon\'s fine. Whadda ya wanna see?\r\n\r\nGap\r\n\r\nT: Well, I\'ll only go to Batman if it\'s a bargain matinee\r\n\r\nGap\r\n\r\nT: There is? One o\'clock? Great! I\'ll meet you there. Bye!\r\n<ol>\r\n 	<li> Listening Activity #2: \"Now you\'re going to hear the phone call again. This time, try to figure out three things: A) what movie does Debbie suggest? B) Am I willing to pay full price? C) Does Debbie tell me that I will have to pay full price?</li>\r\n 	<li>Listening Activity #3: OK, now you\'re going to hear the phone call one last time, and I would like you to tell me what Debbie might have said. Many different answers are correct.</li>\r\n 	<li>Post-listening activity: Teacher passes out eight different movie ads to eight students. \"OK, everyone with an ad, please get a partner without an ad. One pair group; come up to this phone (if you have two phones, even better). The student with the ad will call the other student and ask him to go to the movies. Be sure to arrange the following things in your phone conversation: What movie? What time? Which theatre?</li>\r\n 	<li>Extra-classwork assignment: Pass out a datebook/movie guide to each student. \"Everyone please choose a cinema from this page. Circle the auditorium and the phone number on your handout, pick a movie there, circle the movie and circle the time next to it. Tonight when you go home, please call the theatre you\'ve chosen. Listen to the recording and find out if \"your\" movie is still playing and if the times are the same.</li>\r\n</ol>\r\n<ul>\r\n 	<li></li>\r\n 	<li><strong>Evaluation:</strong></li>\r\n</ul>\r\nAs pairs work together for the \"post-listening\" activity, T walks around to monitor students and to observe informally whether or not they have accomplished the terminal objective.\r\n\r\n&nbsp;\r\n\r\n<strong>Sample Lesson plan #2 </strong>(less detailed)\r\n\r\n<strong>(Fifty-minute class)</strong>\r\n\r\n<strong> </strong>\r\n\r\nWritten at the corner of the board, before students enter class:\r\n\r\nHow often do you ______________?\r\n\r\nHow often do you ______________?\r\n\r\nAlways=all of the time\r\n\r\nUsually= generally; most of the time\r\n\r\nOften= frequently, much of the time\r\n\r\nSometimes= at times; every now and then\r\n\r\nSeldom= not often, rarely\r\n\r\nNever= not ever, none of the time\r\n<ol>\r\n 	<li>The teacher starts with small talk: weather, shopping, daily activities</li>\r\n 	<li>Students are asked to keep their books closed. The teacher shows the chart on the board</li>\r\n 	<li>To ask questions to various students individually: \"How often do you come to class? ”How often does Susan drive to school?\" \"How often do you cook dinner?\"</li>\r\n 	<li>Some mistakes may occur: \"He never drives to school,\" but the T chooses not to correct, only to repeat the sentence in the correct fashion.</li>\r\n 	<li>After some practice answering the teacher, T shows Ss the list of frequency adverbs on the board.</li>\r\n 	<li>Ss are asked to formulate their questions using \"How often.\" They are instructed to ask three different questions to their classmates.</li>\r\n 	<li>Ss open their books to a certain page with a short written passage and a picture.</li>\r\n 	<li>To ask questions about the image so they can familiarize themselves with the story: \"Who do you see in the picture?\" \"Where is she?\" \"What is she doing?</li>\r\n 	<li>Students are encouraged to ask questions about the picture: \"What\'s that?\"</li>\r\n 	<li>Ask the students to look at some vocabs, in the passage add to write down sentences, or synonyms.</li>\r\n 	<li>To reads the passage aloud twice.</li>\r\n 	<li>T makes right/wrong statements about the passage and Ss are asked to give the answers, correcting the T when the answer is \"wrong.\"</li>\r\n 	<li>Exercise plugging into sentences the right adverb of frequency</li>\r\n 	<li>Tasks Ss to read their sentences and corrects mispronunciation. The class should repeat the word in chorus form.</li>\r\n 	<li>If need be, T re-explains the use of each adverb.</li>\r\n 	<li>Pair Exercise: From two pictures, students must complete the sentences using a frequency adverb. However, first</li>\r\n 	<li>Some vocabularies in the exercise are explained</li>\r\n 	<li>Ss are asked to pair up and use their imagination to fill in the blanks</li>\r\n 	<li>Ss are called to give their responses, comparing them with the other Ss responses and justifying their choice.</li>\r\n 	<li>Next exercise: T gives 6 pictures of people and asks for adjectives of emotion</li>\r\n 	<li>T asks students: \"Are you ever nervous?\" \"Is Susan ever angry?” etc.</li>\r\n 	<li>Students should interview at least five Ss in the class asking them things about themselves. E.g. If they are ever happy, sad, excited, etc.</li>\r\n 	<li>While students are asking questions to each other, the teacher walks around assisting pronunciation, vocabulary, etc.</li>\r\n 	<li>Ask Ss to give the result of their findings</li>\r\n 	<li>T gives homework.</li>\r\n</ol>\r\n<em>(Both Lesson Plans were taken from Teaching by Principles by H. D. Brown)</em>\r\n\r\n<em> </em>\r\n\r\n<strong>Lesson Planning</strong>\r\n\r\nThomas S. C. Farrell\r\n\r\n“Would you tell me, please, which way I ought to go from here?” asked Alice. “That depends a good deal on where you want to get to,” said the Cheshire Cat.\r\n\r\nLewis Carroll (1963). Alice’s Adventures in Wonderland (p. 59). New York: Macmillan.\r\n\r\n&nbsp;\r\n\r\n<strong>INTRODUCTION</strong>\r\n\r\nTeachers may wonder, “which way they ought to go” before they enter a classroom. It usually means that teachers need to plan what they want to do in their classrooms. Most teachers engage in yearly, term, unit, weekly, and daily lesson planning (Yinger, 1980). Yearly and term plans usually involve listing the objectives for a particular program. A unit plan is a series of related lessons around a specific theme such as “The Family.” Planning daily lessons is the end result of a complex planning process that includes the yearly, term, and unit plans. A daily lesson plan is a written description of how students will move toward attaining specific objectives. It describes the teaching behavior that will result in student learning.\r\n\r\nThis chapter addresses the daily planning decisions that English language teachers make before they enter the classroom. Included in this discussion are the interactive and evaluative decisions teachers make during and after the lesson. Richards (1998) stresses the importance of lesson planning for English language teachers: “The success with which a teacher conducts a lesson is often thought to depend on the effectiveness with which the lesson was planned” (p. 103). For this chapter, lesson planning is defined as the daily decisions a teacher makes for the successful outcome of a lesson. This chapter discusses the following issues associated with lesson planning:\r\n<ul>\r\n 	<li>Why plan?</li>\r\n 	<li>Models of lesson planning.</li>\r\n 	<li>How to plan a lesson.</li>\r\n</ul>\r\n<strong>WHY PLAN?</strong>\r\n\r\nLanguage teachers may ask themselves why should they bother writing plans for every lesson. Some teachers write down elaborate daily plans; others do the planning inside their heads. Pre-service teachers say they write daily lesson plans only because a supervisor, cooperating teacher, or school administrator requires them to do so. After they graduate, many teachers give up writing lesson plans. However, not many teachers enter a classroom without some kind of plan. Lesson plans are systematic records of a teacher’s thoughts about what will be covered during a lesson. Richards (1998) suggests that lesson plans help the teacher think about the lesson in advance to “resolve problems and difficulties, to provide a structure for a lesson, to provide a ‘map’ for the teacher to follow, and to provide a record of what has been taught” (p. 103).\r\n\r\nThere are also internal and external reasons for planning lessons (McCutcheon, 1980). Teachers plan for internal reasons in order to feel more confident, to learn the subject matter better, to enable lessons to run more smoothly, and to anticipate problems before they happen. Teachers plan for external reasons in order to satisfy the expectations of the principal or supervisor and to guide a substitute teacher in case the class needs one. Lesson planning is especially important for pre-service teachers because they may feel more of a need to be in control before the lesson begins.\r\n\r\nDaily lesson planning can benefit English teachers in the following ways:\r\n<ul>\r\n 	<li>A plan can help the teacher think about content, materials, sequencing, timing, and activities.</li>\r\n 	<li>A plan provides security (in the form of a map) in the sometimes-unpredictable atmosphere of a classroom.</li>\r\n 	<li>A plan is a log of what has been taught.</li>\r\n 	<li>A plan can help a substitute to smoothly take over a class when the teacher cannot teach. (Purgason, 1991)</li>\r\n</ul>\r\nDaily planning of lessons also benefits students because it takes into account the different backgrounds, interests, learning styles, and abilities of the students in one class.\r\n\r\n<strong>MODELS OF LESSON PLANNING</strong>\r\n\r\nThere are a number of approaches to lesson planning. The dominant model of lesson planning is Tyler’s (1949) rational-linear framework. Tyler’s model has four steps that run sequentially: (1) specify objectives; (2) select learning activities; (3) organize learning activities, and (4) specify methods of evaluation. Tyler’s model is still used widely in spite of evidence that suggests that teachers rarely follow the sequential, linear process outlined in the steps (Borko &amp; Niles, 1987). For example, Taylor (1970) studied what teachers actually did when they planned their lessons and found that they focused mostly on the interests and needs of their students. More important, he found that teachers were not well prepared in teacher-education programs for lesson planning.\r\n\r\nIn response to these findings, Yinger (1980) developed an alternative model in which planning takes place in stages. The first stage consists of “problem conception” in which planning starts with a discovery cycle of the integration of the teacher’s goals, knowledge, and experience. The second stage sees the problem formulated and a solution achieved. The third stage involves implementing the plan along with its evaluation. Yinger sees this process as becoming routine, whereby each planning event is influenced by what went on before and what may happen in the future. He also sees a place for considering each teacher’s experiences as influencing this ongoing process of planning.\r\n\r\nResearch on what English language teachers actually do when planning lessons has shown that many teachers, when they do write lesson plans (Richards &amp; Lockhart, 1994), tend to deviate from the original plan. Also, when English language teachers do write daily lesson plans, they do not state them in terms of behavioral objectives, even though they are taught this method in pre-service teacher education courses (Richards &amp; Lockhart, 1994; Freeman, 1996; Bailey, 1996). Instead, English language teachers, especially more experienced teachers, are more likely to plan their lessons as sequences of activities (Freeman, 1996), teaching routines, or to focus on the need of particular students (Richards &amp; Lockhart, 1994).\r\n\r\nBailey’s (1996, p. 38) study of six experienced English language teachers came up with the following interesting reasons (stated as principles) why teachers deviate from the original lesson plan: (1) “Serve the common good.” Here teachers are willing to deviate from the original lesson plan because one student raised an issue that the teacher perceives to be relevant for the other students. (2) “Teach to the moment.” Sometimes, teachers may completely abandon the lesson plan to discuss some unplanned event because the teacher thinks it is timely for the class. (3) “Further the lesson.” Teachers make a procedural change during the lesson as a means of promoting the progress of the lesson. (4) “Accommodate students’ learning styles.” Teachers may sometimes depart from their lesson plans in order to accommodate their students’ learning styles if the original plan has not accounted for them. (5) “Promote students’ involvement.” Teachers sometimes eliminate some steps in their lesson plans in order to have more student involvement, especially if the students are not responding. (6) “Distribute the wealth.” This last principle has teachers changing lesson plans to encourage quiet students to participate more and to keep the more active students from dominating the class time. These findings show that teacher decision-making is a dynamic process involving teachers making choices before, during, and after each lesson.\r\n\r\nThe question that arises out of these studies is, what kinds of lesson plans should English language teachers write? The next section discusses how to develop, implement, and evaluate a lesson plan.\r\n\r\n<strong>HOW TO PLAN A LESSON DEVELOPING THE PLAN</strong>\r\n\r\nAn effective lesson plan starts with appropriate and clearly written objectives. An objective is a description of a learning outcome. Objectives describe the destination (not the journey) we want our students to reach. Clear, well-written objectives are the first step in daily lesson planning. These objectives help state precisely what we want our students to learn, help guide the selection of appropriate activities, and help provide overall lesson focus and direction. They also give teachers a way to evaluate what their students have learned at the end of the lesson. Clearly written objectives can also be used to focus the students (they know what is expected of them).\r\n\r\nFor English language lessons, Shrum and Glisan (1994) point out that effective objectives “describe what students will be able to do in terms of observable behavior and when using the foreign language” (p. 48). Hence, the language a teacher uses for stating objectives is important. I suggest action verbs be used to identify desired student behavior; these can include action verbs similar to those used in Bloom’s <em>Taxonomy of Thinking Processes </em>(see Appendix B). Vague verbs such as <em>understand</em>, <em>appreciate</em>, <em>enjoy </em>(although these can still be used for certain types of lessons, e.g., English poetry or reading novels), or <em>learn </em>should be avoided because they are difficult to quantify. Action verbs such as <em>identify</em>, <em>present</em>, <em>describe</em>, <em>explain</em>, <em>and demonstrate</em>, <em>list</em>, <em>contrast</em>, and <em>debate </em>are clearer and easier for teachers to design a lesson around. Use of these action verbs also makes it easier for the students to understand what will be expected of them in each lesson.\r\n\r\nAfter writing the lesson objectives, teachers must decide the activities and procedures they will use to ensure the successful attainment of these objectives. Planning at this stage means thinking through the purposes and structures of the activities. This step involves planning the shape of the lesson. To highlight some generic components of a language lesson plan, I use Shrum and Glisan’s (1994) adaptation of the Hunter and Russell (1977) model (Figure 1). They have built in a place for greater student involvement in the lesson.\r\n\r\n<strong>The generic lesson plan has five phases:</strong>\r\n\r\n<em>1. Perspective or opening. </em>The teacher asks the students (or himself or herself) the following questions: What was the previous activity (what was previously learned)? What concepts have they learned? The teacher then gives a preview of the new lesson.\r\n\r\n2. The teacher (<em>a</em>) poses a question to get the students thinking about the coming activity; (<em>b</em>) helps the students to relate the activity to their lives; (<em>c</em>) begins with an attention grabber: an anecdote, a little scene acted out by peer teachers or lay assistants, a picture, or a song, and (<em>d</em>) uses it (the response to the attention grabber) as a lead into the activity.\r\n\r\n<strong><em>3. Instruction/participation.</em></strong> The teacher presents the activity, checks for the students understanding, and encourages active students involvement. Teachers can get students to interact by the use of pair work and/or group work.\r\n\r\n<strong><em>4. Closure</em></strong><em>. </em>For this phase, the teacher checks what the students have learned by asking questions such as “What did you learn?” and “How did you feel about these activities?” The teacher then gives a preview about the possibilities for future lessons.\r\n\r\n<strong><em>5. Follow-up</em></strong><em>. </em>The last phase of the lesson has the teacher using other activities to reinforce some concepts and even to introduce some new ones. The teacher gives the students opportunities to do independent work and can set certain activities or tasks taken from the lesson as homework.\r\n\r\nOf course, teachers can have variations on this generic model. Shrum and Glisan (1994) point out that as time passes in language lessons and as students gain competence, the students “can gradually take on a larger role in choosing the content and even in the structure of the lessons themselves” (pp. 187–188). English language teachers should also realize that language lessons may be different from other content lessons because the same concepts may need to be reinforced time and again using different methods. The following questions may be useful for language teachers to answer before planning their lessons:\r\n<ul>\r\n 	<li>What do you want the students to learn and why?</li>\r\n 	<li>Are all the tasks necessary – worth doing and at the right level?</li>\r\n 	<li>What materials, aids, and so on, will you use and why?</li>\r\n 	<li>What type of interaction will you encourage pair work or group work and why?</li>\r\n 	<li>What instructions will you have to give and how will you give them (written, oral, etc.)?</li>\r\n 	<li>What questions will you ask?</li>\r\n 	<li>How will you monitor student understanding during the different stages of the lesson?</li>\r\n</ul>\r\nAn example of an authentic lesson plan for an English reading class is given in Appendix A. The lesson plan should not be seen as a prescription or “how to,” because each teaching context will be different. After writing the plan, the next step is to implement it by teaching the class.\r\n\r\n<strong>IMPLEMENTING THE PLAN</strong>\r\n\r\nImplementing the lesson plan is the most important (and difficult) phase of the daily lesson planning cycle. In this phase, the lesson plan itself will retreat into the background as the reality of the class takes over. As many experienced teachers know, it is easy to get sidetracked by unplanned events. However, teachers should remember that the original plan was designed with specific intentions in mind and the plan was based on the teacher’s diagnosis of the learning competence of the students. Nonetheless, teachers may need to make certain adjustments to the lesson at the implementation phase. I would suggest two broad reasons for teachers to deviate from their original lesson plan: first, when the lesson is obviously going badly, and the plan is not helping to produce the desired outcome; second, when something happens during an early part of the lesson that necessitates improvisation.\r\n\r\n&nbsp;\r\n\r\nWhen the lesson is not succeeding, teachers should make immediate adjustments to the original plan. This is difficult for beginning teachers because they may not have the necessary experience to recognize that things are going badly. They may also lack sufficient knowledge to develop contingency plans to substitute in such cases. No teacher’s guide can anticipate what problems might occur during a lesson (e.g., out-of-class problems such as interruptions from a visitor); however, they must be dealt with quickly. Teachers can build up this professional knowledge with experience.\r\n\r\nWhen implementing their lesson plan, teachers might try to monitor two important issues, namely, lesson variety and lesson pacing. Variety in lesson delivery and choice of activity will keep the class lively and interested. To vary a lesson, teachers should frequently change the tempo of activities from fast-moving to slow. They can also change the class organization by giving individual tasks, pair work, group work, or full class interaction.\r\n\r\nActivities should also vary in level of difficulty, some easy and others more demanding. The activities should also be of interest to the students, not just to the teacher. Ur (1996, p. 216), however, cautions that varied activities should not be “flung together in random order.” The result of this would be restlessness and disorder. Consequently, Ur (1996) suggests that the harder activities and tasks be placed earlier in the lesson and the quieter activities before lively ones. Teachers may want to try variations of this to see what works best in their particular class.\r\n\r\nPace is linked to the speed at which a lesson progresses, as well as to lesson timing. In order for teachers to develop a sense of pace, Brown (1994) suggests the following guidelines: (1) activities should not be too long or too short; (2) various techniques for delivering the activities should “flow” together; (3) there should be clear transitions between each activity. If teachers remember to work for the benefit of their students rather than their own, then they can avoid falling into the trap of racing through different activities just because they have been written on the lesson plan.\r\n\r\n<strong>EVALUATING THE PLAN</strong>\r\n\r\nThe final part of daily lesson planning happens after the lesson has ended (although Brown [1994] reminds us that evaluation can take place during the lesson too), when the teacher must evaluate the success (or failure) of the lesson. Ur (1996) says it is important to think after teaching a lesson and ask “whether it was a good one or not, and why” (p. 219). This form of reflection, she says, is for self-development. Of course, both “success” and “failure” are relative terms and their definitions will vary according to each individual teacher’s and student’s perspective. Nevertheless, Brown (1994) says that without an evaluative component in the lesson, the teacher has no way of assessing the success of the students or what adjustments to make for the next lesson.\r\n\r\nBrown (1994) defines evaluation in lesson planning as an assessment that is “for- mal or informal, that you make after students have sufficient opportunities for learning” (p. 398). Ur (1996) says that when evaluating a lesson, the first and most important criterion is student learning because that is why we have a lesson in the first place. Even though it may be difficult to judge how much has been learned in a lesson, Ur says that we can still make a good guess. This guess can be based “on our knowledge of the class, the type of activity they were engaged in, and some informal test activities that give feedback on learning” (p. 220).\r\n\r\nUr offers the following criteria for evaluating lesson effectiveness and orders them as follows: (1) the class seemed to be learning the material well; (2) the learners were engaging with the foreign language throughout; (3) the learners were attentive all the time; (4) the learners enjoyed the lesson and were motivated; (5) the learners were active all the time; (6) the lesson went according to plan; (7) the language was used communicatively throughout (p. 220). Readers might wish to reflect on these criteria and reorder them in their own list of priority.\r\n\r\nThe following questions may also be useful for teachers to reflect on after conducting a lesson (answers can be used as a basis for future lesson planning):\r\n<ul>\r\n 	<li>What do you think the students actually learned?</li>\r\n 	<li>What tasks were most successful? Least successful? Why?</li>\r\n 	<li>Did you finish the lesson on time?</li>\r\n 	<li>What changes (if any) will you make in your teaching and why (or why not)?</li>\r\n</ul>\r\nAdditionally, for further clarification of the success of a lesson, teachers can ask their students the following four questions at the end of each class; the answers can assist teachers with future lesson planning (I avoid overly judgmental questions such as “Did you enjoy the lesson?” as these types of questions are highly subjective):\r\n<ul>\r\n 	<li>What do you think today’s lesson was about?</li>\r\n 	<li>What part was easy?</li>\r\n 	<li>What part was difficult?</li>\r\n 	<li>What changes would you suggest the teacher make?</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>CONCLUSION</strong>\r\n\r\nI have focused on the day-to-day lesson planning decisions that face language teachers (both pre-service and in-service). Because we all have different styles of teaching, and therefore planning, the suggestions in this chapter are not meant to be prescriptive. Teachers must allow themselves flexibility to plan in their own way, always keeping in mind the yearly, term, and unit plans. As Bailey (1996) points out, a lesson plan is like a roadmap “which describes where the teacher hopes to go in a lesson, <em>presumably taking the students along</em>” (p. 18; emphasis added.) It is the latter part of this quote that is important for teachers to remember, because they may need to make “in-flight” changes in response to the actuality of the classroom. As Bailey (1996) correctly points out, “In realizing lesson plans, part of a skilled teacher’s logic in use involves managing such departures [from the original lesson plan] to maximize teaching and learning opportunities” (p. 38). Clearly thought-out lesson plans will more likely maintain the attention of students and increase the likelihood that they will be interested. A clear plan will also maximize time and minimize confusion of what is expected of the students, thus making classroom management easier.\r\n\r\n&nbsp;\r\n\r\n</div>\r\n<h1 class=\"page-title\">TESOL- Lesson Plans Warm-up Activities</h1>\r\n&nbsp;\r\n\r\n<strong><em>Warm Ups Activities\r\n</em></strong><em><u>(Not a Conversation Lesson Plan)</u></em>\r\n\r\n(Collected from various sources; see references)\r\n\r\n<strong>1) Think of</strong>\r\n<ol>\r\n 	<li>a) Something you said/did to make someone happy\r\nb) a compliment you received\r\nc) something you said/did that irritated someone\r\nd) something you wish you’d done/said but didn’t</li>\r\n</ol>\r\n<strong>2) Give me a letter</strong>\r\n\r\nCollecting words with that letter on the blackboard/whiteboard; have a close look at the words (teacher closes board). How many can you reproduce on paper in the exact location on the board?\r\n\r\n3) <strong>Finish the sentences as you wish (individually, then discuss in class/with your neighbor)</strong>\r\n<ol>\r\n 	<li>a)  It is a challenge for me to...</li>\r\n 	<li>b)  I’m going to...</li>\r\n 	<li>c)  I’m sure that...</li>\r\n 	<li>d)  Soon I’ll...</li>\r\n 	<li>e)  I know that I can...</li>\r\n 	<li>a)  I always feel good when....</li>\r\n 	<li>b)  The best time of the day is...</li>\r\n 	<li>c)  When I’m 64 I’ll...</li>\r\n 	<li>d)  When you live in Germany, you should never...</li>\r\n 	<li>e)  At midday tomorrow it is fairly certain that...</li>\r\n 	<li>f)  Teachers should try very hard to...</li>\r\n 	<li>g)  I am really fed up with....</li>\r\n 	<li>h)  If I could turn back the clock, I’d</li>\r\n 	<li>i)  What I always dream of is...</li>\r\n 	<li>a)  Being young is...</li>\r\n 	<li>b)  Being old is...</li>\r\n 	<li>c)  Love is...</li>\r\n 	<li>d)  A friend is...</li>\r\n</ol>\r\n<strong>4) How many words can you find?</strong>\r\n\r\nTEACHER’S NAME (<em>on blackboard / whiteboard</em>)\r\n\r\n<strong>5) Associations</strong>\r\n\r\nStart by suggesting an evocative word: ‘storm’, for example. A student says what the word suggests to him/her - it might be ‘dark’. The next student suggests an association with the word ‘dark’, and so on round the class. If there is time, after you have completed a chain of about 15-25 associations, take the final word suggested, write it on the board, and, together with the class, try to reconstruct the entire chain back to the original idea.\r\n\r\n&nbsp;\r\n\r\n<strong>6) Reduce sentence</strong>\r\n<ol>\r\n 	<li>a) ASK a student to come to the board and draw a woman looking at a window ledge three story up – her son is crawling along the ledge</li>\r\n 	<li>b) WRITE on bb: <em>Anne came down the stairs and crossed the courtyard when suddenly she looked up and saw her tiny son in his brown dungarees crawling along the kitchen window ledge: she was just in time to catch him when he fell. (The beautiful and very tall lady was singing a good old song from former times and in doing so she looked flirtatiously at the incredibly handsome man who was sitting across from her at the oak table next to the loo and who was listening to her extremely attentively while drinking a large pint of Lager.)</em></li>\r\n 	<li>c) REDUCE the sentence to one word. In any one go you may take out up to and including three consecutive words!</li>\r\n</ol>\r\n<strong>7) Abstract picture</strong>\r\n\r\nDraw a big rectangle on the board. Draw in the rectangle a variety of squiggles, doodles shapes, and colors. Ask the class what they think the picture represents. Use your imagination, there’s no right or wrong!\r\n\r\n<strong>8) Correcting mistakes</strong>\r\n\r\nWrite grammatically or lexically incorrect sentences on the board and ask students to spot/correct the mistakes.\r\n\r\n<strong>9) How many things can you think of that...?</strong>\r\n<ul>\r\n 	<li>... are small enough to fit into a matchbox?</li>\r\n 	<li>... are bigger than you are?</li>\r\n 	<li>... are round?</li>\r\n 	<li> ...are long and thin?</li>\r\n 	<li>... make a noise?</li>\r\n 	<li> ...people enjoy looking at?</li>\r\n 	<li></li>\r\n</ul>\r\n<strong>10) It was the way she said it.</strong>\r\n\r\n<strong>It was the way she said it</strong>\r\n\r\nTake one word or short sentence and ask the students to say it in as many different ways as possible. Discuss what difference the intonation makes to the meaning in each case, or in what circumstances this intonation might be used\r\n<ul>\r\n 	<li>I love you.  - Oh  - Hello  - Good morning  - Well  - Come here</li>\r\n 	<li>Please  - You  - Yes  - No</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>11)  Jumbled words/sentences</strong>\r\n\r\n12) <strong>Describe your neighbor (requires even number of students!)</strong>\r\n\r\nDivide the class into pairs. Give each student the letter A or B. Tell the students A to close their eyes and put their heads on their arms or desk. Tell the A students that they should now try to describe to their classmate B’s appearance to him or her from memory. B should help by asking questions and commenting.\r\n\r\nIf there is time, reverse roles and student B should try to describe the front and back of the classroom (or the teacher’s appearance).\r\n\r\n<strong>13) New comparisons</strong>\r\n\r\nTeach the class a few ‘as...as’ similes commonly used, then suggest a few adjectives, and ask them to invent their own comparisons.\r\n\r\nConventional similes: as proud as a peacock, as good as gold, as warm as toast, as white as snow, as quick as lightning, as sweet as honey, as cold as ice, as light as a feather\r\n\r\nAdjectives:\r\n<ol>\r\n 	<li>a)  happy, long, short, beautiful, clever, clean, tall, small, rich, strong</li>\r\n 	<li>b)  free, lazy, wise, powerful, innocent, ugly, smooth, faithful, fresh,  colorful</li>\r\n 	<li>c)  juicy, graceful, brilliant, humble, irritable, sly, rotten,  romantic, obstinate, delicious  <strong> </strong></li>\r\n</ol>\r\n<strong>14) What are they talking about?</strong>\r\n\r\nWrite a sentence on the board in inverted commas; this represents a bit of a conversation that has been overheard. The students guess what the person is talking about and anything else they can infer about the situation (what sort of person the speaker is, relationship between speaker and hearer)\r\n\r\nThe students’ solution can be presented through dramatization: the students act through the situation in which the utterance occurred:\r\n<ol>\r\n 	<li>”You idiot! We’ll never get it back now!”</li>\r\n 	<li>“I don’t approve, but if you must, you must.”</li>\r\n 	<li>“I can’t afford to, after what John’s done.”</li>\r\n 	<li>“Found it at last! But it is too late now.”</li>\r\n 	<li>“You can’t? Well, we’ll just have to manage without.”</li>\r\n</ol>\r\n<strong>15) What has just happened?</strong>\r\n\r\nWrite a series of exclamations on the board (not more than ten). In pairs or groups, students choose an exclamation, think of an event which might have caused someone to say it, and write down a brief description of the event, using the present perfect (e.g. “What?” – Someone hasn’t heard what was just said.)\r\n\r\nThen they choose another and do the same again. After two minutes, invite students to read out their sentences without identifying the exclamations that gave rise to them; the rest of the class guesses what the exclamations were.\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"159\">Oh!</td>\r\n<td width=\"122\">Oh?</td>\r\n<td width=\"143\">Congratulations!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">I’m sorry!</td>\r\n<td width=\"122\">Great!</td>\r\n<td width=\"143\">What?</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">No!</td>\r\n<td width=\"122\">Thanks!</td>\r\n<td width=\"143\">Welcome!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">Never mind!</td>\r\n<td width=\"122\">It’s a deal!</td>\r\n<td width=\"143\">Hello?</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">Goodbye!</td>\r\n<td width=\"122\">Thank goodness!</td>\r\n<td width=\"143\">Yes, of course!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">Ouch!</td>\r\n<td width=\"122\">Bad luck!</td>\r\n<td width=\"143\">Are you serious?</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n&nbsp;\r\n\r\n16) <strong>Spontaneous response</strong>\r\n\r\nTeacher: „I‘ll say something to you. It could be anything. Try to understand the situation or context behind what I’m saying, because you are to say something in response that makes sense and fits in. Don’t just say ’Yes‘ or ‘no‘ or ‘what?‘, because you want to show what you can do in English. I might say, for instance,: ‘Let’s play football‘. You could say in return: ‘That’s a good ides‘ or: ‘But I want to watch TV.’ or: ‘Can’t you see I’m doing my homework.‘ Or: ‘All right. I’ll be ready in five minutes. <em>You know, Peter had an accident; can you carry this bag for me, please; last year, I made a birthday cake for my mother </em>\r\n\r\n&nbsp;\r\n<ul>\r\n 	<li><strong>17) Buzz reading </strong> As warming up activity the students start with a well-known text that they are told to read aloud all at the same time at individual speeds:\r\n<ul>\r\n 	<li><em>Read aloud all at the same time </em></li>\r\n 	<li><em>Read half aloud only, you may cover your ears </em></li>\r\n 	<li><em>Just mutter, and move your lips; I must see your lips moving </em></li>\r\n 	<li><em>Everyone at their own speed/at individual speeds </em></li>\r\n</ul>\r\n</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>18) Total Physical Response</strong>\r\n\r\nIn winter, when tangerines are inexpensive, every student gets one and is asked to do the following:\r\n<ul>\r\n 	<li>Look at the tangerine and marvel at it</li>\r\n 	<li>Take a smell at it.</li>\r\n 	<li>Weigh it in your hands.</li>\r\n 	<li>Throw it in the air and catch it again.</li>\r\n 	<li>Swap with your neighbor.</li>\r\n 	<li>OK, let’s start peeling it: press your thumb into the peel and slowly peel the tangerine</li>\r\n 	<li>Lay the peel on one heap to the right of you.</li>\r\n 	<li>No, to the left of you.</li>\r\n 	<li>Actually, put it in front of you.</li>\r\n 	<li>Peel away the white skin that we don’t like to eat.</li>\r\n 	<li>Now pick the tangerine to pieces, one piece after the other</li>\r\n 	<li>Put the pieces on the table.</li>\r\n 	<li>Arrange the pieces into a star.</li>\r\n 	<li>Now build a circle.</li>\r\n 	<li>Now build a rectangle.</li>\r\n 	<li>Offer one piece to your neighbor. Say, “Here you are”. Say “Thank you” Say: “You’re welcome.”</li>\r\n 	<li>Let’s eat!</li>\r\n</ul>\r\n<strong> </strong>\r\n\r\n<strong>19) We might also include the clothes:</strong>\r\n<ul>\r\n 	<li>Let’s stand up again.</li>\r\n 	<li>Everybody who is wearing socks shake their head.</li>\r\n 	<li>Push down your socks and pull them up again.</li>\r\n 	<li>Everybody who has a belt on, stand on one leg.</li>\r\n 	<li>Everybody who has a cardigan/jacket on, sit down.</li>\r\n 	<li>Does your cardigan/jacket have buttons? Shout „yes“.</li>\r\n 	<li>Does your cardigan/jacket have a zipper instead? Shout „yes“.</li>\r\n 	<li>Then zip it and zip it up again (unbutton it and button it up again).</li>\r\n 	<li>Roll up your sleeves and roll them down again, etc.</li>\r\n 	<li>Everybody walk on the spot and wave your hands</li>\r\n 	<li>Those whose birthday is in May climb on the chair and down again</li>\r\n 	<li>Now: everybody: make five knee-bends</li>\r\n 	<li>Those wearing a turtleneck walk around your classmate</li>\r\n 	<li>Take a deep breath</li>\r\n 	<li>Shake your heads</li>\r\n 	<li>All together: clap your hands and shout out loudly. I’m fit now! Sit down.</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>20) What I don’t know or do, but would like to know or do!</strong>\r\n\r\nThe whole class gets up and comes to the front where they are divided into two equal groups each forming a line, which faces each other. The teacher asks words and small phrases in German and the front player of each line has to shout the English equivalent out. Both have then to go to the end of whichever line shouted the correct answer first.  Everybody (including the teacher) jots down a few sentences.\r\n\r\n<strong>21) </strong><strong>Hard sell</strong>\r\n\r\n<em>In pairs, think of arguments to persuade people to buy these objects, e.g. empty coke bottle – You could use it as a vase</em>.\r\n\r\nA snowball, a dirty comb, one sock, a used teabag, a broken plate, cold fish and chips, a clock with no hands, a house with no roof, a bucket with a hole, a piece of string\r\n\r\n<strong>22) Well, do you know your classmates? </strong>\r\n\r\nDo you know your classmates? What do you think, are these statements <strong>right </strong>or <strong>wrong</strong>?\r\n\r\n<strong><em>(Right or wrong answers plus some explanations.)  </em></strong>\r\n<ol>\r\n 	<li>Most students in this class prefer cats to dogs.</li>\r\n 	<li>At least half the class has seen “Borat”.</li>\r\n 	<li>Most students in this class have more than one brother or sister.</li>\r\n 	<li>Most students in this class watch more than 10 hours of TV a week.</li>\r\n 	<li>Most students in this class have more than one Christian name.</li>\r\n 	<li>There is someone in this class who almost always gets up at half past five.</li>\r\n 	<li>At least half the class enjoys going to school.</li>\r\n 	<li>Most students in this class like strawberry flavoured ice cream.</li>\r\n 	<li>Only one person in this class has been to Sweden.</li>\r\n 	<li>No one in this class has ever broken their leg.</li>\r\n 	<li>Most people in this class used to have a teddy bear.</li>\r\n 	<li>Most students in this class believe that learning Latin is useless.</li>\r\n</ol>\r\n<ul>\r\n 	<li>Most students in this class like cats better than dogs.</li>\r\n 	<li>Most students in this class watch more than 10 hours of TV a week.</li>\r\n 	<li>Most students in this class have more than one forename.</li>\r\n 	<li>There is someone in this class who almost always gets up at half past five.</li>\r\n 	<li>At least half the class likes going to school.</li>\r\n 	<li>Most students in this class like chocolate ice-cream.</li>\r\n 	<li>Only one person in this class has been to England.</li>\r\n 	<li>No one in this class has ever broken his leg.</li>\r\n 	<li>Most people in this class had a teddy bear as a child.</li>\r\n</ul>\r\n<strong>23) My world map</strong>\r\n<ul>\r\n 	<li>-  Make A4 or A3 copies of a world map, one per student.</li>\r\n 	<li>-  Make a list of 10-15 nouns to use in the dictation (from concrete to  abstract)</li>\r\n 	<li>-  Students will write words on the map where they think they belong to</li>\r\n 	<li>-  In pairs or threes students finally compare and discuss their placements</li>\r\n 	<li></li>\r\n</ul>\r\n<strong>24) Tongue twisters</strong>\r\n<ol>\r\n 	<li>Give papa a cup of proper coffee in a copper coffee cup.</li>\r\n 	<li>Swan swam over the sea, Swim, swan, swim! Swan swam back again Well swum, swan!</li>\r\n 	<li>Which wristwatches are Swiss wristwatches?</li>\r\n 	<li>She sells seashells by the seashore. The shells she sells are surely seashells. So if she sells shells on the seashore, I\'m sure she sells seashore shells.</li>\r\n</ol>\r\n<strong>25) Letter on the board</strong>\r\n<ol>\r\n 	<li>Ask a student to pick a letter between A and Z (but not X). If the student says S (or whatever), write a large <em>S </em>on the board.</li>\r\n 	<li>Ask the students to give you five nouns that start with <em>S</em>. Write these nouns on the board.</li>\r\n 	<li>Pair the students up (one or more threesome is ok) and ask them to decide who is A and who is B.</li>\r\n 	<li>Tell them that in a minute each A has to choose one of the topics on the board and talk about it to their partner for 30 (60) seconds. Tell them they should not worry about grammatical accuracy. They should say anything that comes to their mind even if it is just odd words and phrases. If A gets stuck, b can prompt with questions and suggestions.</li>\r\n</ol>\r\n<strong>26) Camping trip</strong>\r\n\r\nYou need at least two people who already know how to play the game. Play begins by one person saying \"I\'M GOING ON A CAMPING TRIP AND I\'M GOING TO BRING...(at this point the person talking picks anything s/he would like to bring on the trip. Let\'s use a sleeping bag as an example) A SLEEPING BAG\". The next person says \"I\'M GOING ON A CAMPING TRIP AND I\'M GOING TO BRING...(at this point the person talking picks anything s/he would like to bring on the trip, but it must begin with the letter \"G\", since the last letter of the first person \'camping accessory\' was a \"G\". For example let\'s say the second person wanted to bring a \"GUARDIAN\" they can bring that so everyone says \"OKAY YOU CAN BRING THAT ON OUR CAMPING TRIP\". Say the third person hasn\'t caught on to the game yet and says, \"I\'M GOING ON A CAMPING TRIP AND I\'M GOING TO BRING HOT DOGS\". Everyone should say, \"NO, YOU CAN\'T BRING HOT DOGS\" and play continues to the next player until everyone has caught onto the game.\r\n\r\nVARIATION: Also can be played with a different \'rule\' each time. One player makes up a rule, and then says something like: \"I would take apples but not potatoes\" The other players then try to figure out the rule. It will take several different clues: \"I would take a Corvette but not a Camaro\" \"I would take beer but not Coke\" etc. Once a player thinks they have figured out a rule, they ask the first player whether or not they would take a certain item to verify their idea: \"You would take Fruit Loops but not Corn Flakes, right?\" \"Right\" Play continues until everyone gets the rule figured out. Then someone else picks a rule and a new game begins. The rules can be anything, and are only limited by the creativity of the players. [P.S. the rule in this example was double letters]\r\n\r\n<strong>27) Milling/marketplace</strong>\r\n\r\n<em>Walk around the room. Whenever the music stops, talk with the person next to you about the following </em>matters.\r\n\r\n<strong><u>Beginners</u></strong>\r\n<ul>\r\n 	<li>What do you like best about being in school?</li>\r\n 	<li>How important are clothes for you?</li>\r\n 	<li>Do you believe in aliens?</li>\r\n 	<li>What is your favorite pop singer?</li>\r\n 	<li>What is your dream job?</li>\r\n 	<li>Which famous person would you like to meet? Why?</li>\r\n 	<li>Name three things that make you happy.</li>\r\n 	<li>What is your favorite subject?</li>\r\n 	<li>What makes you really angry?</li>\r\n 	<li>What is the last movie that you saw?</li>\r\n</ul>\r\n<strong><u>Advanced:</u></strong>\r\n<ul>\r\n 	<li>What was or is your favorite book? What is it about? In particular, what do you like about it?</li>\r\n 	<li>What are the disadvantages of being young?</li>\r\n 	<li>What is the best way to improve your English?</li>\r\n 	<li>If you could have lunch with anyone in the world, who would you choose?</li>\r\n 	<li>Would you like to live in America? Why not)?</li>\r\n 	<li>Name three things that make you happy.</li>\r\n 	<li>What are you good at?</li>\r\n 	<li>What gets you really angry?</li>\r\n 	<li>Who was the best teacher that you have ever had &amp; Why?</li>\r\n 	<li>Do you think life was better or worse in the past?</li>\r\n 	<li>Are you an optimist or a pessimist? Give examples.</li>\r\n 	<li>Is there an excuse for crime?</li>\r\n 	<li>What stories have been in the news recently?</li>\r\n 	<li>Tell your partner about a time something good happened to you.</li>\r\n 	<li>Tell your partner about a time something terrible happened to you.</li>\r\n</ul>\r\n&nbsp;\r\n<ul>\r\n 	<li><strong>28) Finding connections</strong></li>\r\n</ul>\r\n<ol>\r\n 	<li>Talk to your classmate and find out what you have in common</li>\r\n 	<li>What do these things have in common? (a wedding and an ant; a snowflake and a coin; the number 25 and the colour purple; name of a student and the President of the United States)</li>\r\n</ol>\r\n<strong>29) Pair work: ordering activity</strong>\r\n\r\nHand out picture story with the respective sequences being jumbled up: Discuss with your classmate what goes where.\r\n\r\n<strong>30) Spot the mistake</strong>\r\n\r\nStudents receive nearly identical pictures and by describing the scenes to each other have to find the differences in the picture.\r\n\r\n<strong>31) Jigsaw puzzle</strong>\r\n\r\nCut the pictures into four pieces. Each student gets on piece. The students must study their piece of picture and then talk to other students and find out who has pieces of the same picture. Finally, they should put all their pieces of picture together to make the whole image.\r\n\r\n<strong>32) Shipwrecked</strong>\r\n\r\n(In groups of 4-5)\r\n\r\nYou are on board a ship that has run aground on a reef. You’ll have to leave the ship and swim ashore to a small island not too far away. It is not possible to take a lot of things with you as you have only got one sack to fill with the items you find most essential. The bag will only hold ten items. Which items?\r\n\r\nTask 1: Discuss which items you want to take and why. Make a list of the ten items and arguments why you find these particular items valuable if you should survive on the desert island for an indefinite period of time, as you have no idea when you will be rescued.\r\n\r\nTask 2: When you have finished your list, your group members must take turns telling the other groups about the chosen items and the reasons why you have chosen them.\r\n\r\nYou can use phrases like: If we have a......, we can....... We must have a ....., because..... so that we.......\r\n\r\nThe other groups can ask questions and be critical about your choice. If the others can accept your choice and your arguments; you’ll get one point. The person with the most points wins.\r\n\r\n&nbsp;\r\n\r\n<strong>33) Stranger on the train</strong>\r\n\r\nThis activity promotes oral fluency practice &amp; specific oral language practice at the same time: Get the students to imagine they are strangers in a train compartment - get them sitting opposite each other in groups of four. Elicit what people usually talk about on the train – the weather, where they are going/coming from etc. Tell them you are going to give them a line to memorize &amp; that it\'s secret – give them out, students memorize &amp; you take them back in. Then explain what they have to do - to say their lines as naturally as they can in the conversation without the others guessing it is their line. So they have to direct the conversation so that they can say their line naturally, without the others noticing. They must have one conversation &amp; not split into two, as the others will miss their lines when they come to say them. The lines you give them could contain a language item that you have recently been looking at or off-the-wall sentences (e.g. My girlfriend sleeps in the garden). When I first started learning Spanish, I had to do this activity &amp; my line was <u>\'Yo tampoco\'</u> (Me neither) - so I had to wait for a negative to say my line. I managed it &amp; felt good about getting my sentence in naturally. At the end of the activity the students then tell each other what they thought were each other’s lines. It\'s an activity that you can use again &amp; again &amp; it\'s lots of fun!\r\n\r\n&nbsp;\r\n<table width=\"500\">\r\n<tbody>\r\n<tr>\r\n<td colspan=\"3\" width=\"500\">Phrases</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">Yes, that’s a good idea.</td>\r\n<td width=\"234\">Now that does sound interesting.</td>\r\n<td width=\"113\">I love it.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">I don’t really know.</td>\r\n<td width=\"234\">Sorry about that.</td>\r\n<td width=\"113\">I hate it.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">No, I don’t think so.</td>\r\n<td width=\"234\">That sounds really good.</td>\r\n<td width=\"113\">OK.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">Me neither.</td>\r\n<td width=\"234\">I see things a little differently.</td>\r\n<td width=\"113\">Would that be a problem?</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">Me too.</td>\r\n<td width=\"234\">Certainly.</td>\r\n<td width=\"113\">For God’s sake!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">What nationality are you?</td>\r\n<td width=\"234\">Fantastic!</td>\r\n<td width=\"113\">Actually, very often.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">I travel a lot. Do you?</td>\r\n<td width=\"234\">It only takes a couple of minutes.</td>\r\n<td width=\"113\">I can’t follow you.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">Can I help you?</td>\r\n<td width=\"234\">That’s one way of looking at it.</td>\r\n<td width=\"113\">Sounds great!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">No, I don’t think so.</td>\r\n<td width=\"234\">Are you sure?</td>\r\n<td width=\"113\">I can’t believe what you say!</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<strong> </strong><strong> </strong>\r\n\r\n<strong>34) Imagination</strong>\r\n<ul>\r\n 	<li>Sit down comfortably and try to relax</li>\r\n 	<li>close your eyes</li>\r\n 	<li>try to breathe calmly and smoothly</li>\r\n 	<li>try to breathe deep into your stomach, then let the air out again</li>\r\n 	<li>take a breath and exhale (several times): in and out, in ...</li>\r\n 	<li>imagine you are opening a door</li>\r\n 	<li>go through that door</li>\r\n 	<li>it is the entrance door of your school</li>\r\n 	<li>forget everything you normally associate with school</li>\r\n 	<li>forget all the feelings you normally have</li>\r\n 	<li>imagine you are entering a beautiful place, the most beautiful you’ve ever  seen</li>\r\n 	<li>it’s a bright, friendly place</li>\r\n 	<li>you meet friends that you like a lot that you enjoy being together with</li>\r\n 	<li>imagine now you are entering a classroom within which you feel good and  safe and comfortable</li>\r\n 	<li>here you can relax, feel safe</li>\r\n 	<li>you see the teacher and you recognize you are actually looking forward to the new lesson, and to all the new things you are going to learn</li>\r\n 	<li>it will be interesting and fun</li>\r\n 	<li>slowly, very slowly come to the here and now</li>\r\n 	<li>open your eyes and settle down to today’s lesson</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>35) Flashlight</strong>\r\n\r\nIf I could do right now what I want to do I would ... (everybody finishes the sentence)\r\n\r\n&nbsp;\r\n\r\n<strong>36) All alone in the Southern Ocean: What would you do?</strong>\r\n\r\n<em>Introduction: </em>The following hypothetical scenario has been designed for students to discuss in small groups. It encourages them to listen to their peers, clarify their thinking, articulate their point of view, challenge other viewpoints and finally reach consensus.\r\nAsk students to consider the scenario in randomly chosen groups of four.\r\n\r\n<em>The Scenario</em>: A large ship is sinking in the Southern Ocean, 150 kilometers south of Hobart. You have managed to board a lifeboat with nine other people, all of whom are strangers to you. Most of these people were not able to reach their cabins to get warm clothing and are in street clothes.\r\n\r\nThe temperature is only 8 degrees, and there are strong winds and high waves. The lifeboat has no motor, so it must be rowed. Even if you attempt to row back to the coast of southern Tasmania, it is likely that you will have to spend several days at sea.\r\n\r\nThe Southern Ocean is foggy with low, heavy clouds. The lifeboat is dangerously overloaded so you must dump 40 kilograms of weight. You must decide by consensus which items you will remove. For safety reasons, you may not suspend any items from the lifeboat. You may not remove any of the people.\r\n\r\nThe items from which you must choose:\r\n\r\nA first aid kit, 4 kilograms 8 oars, each 3 kilograms 4 wetsuits, each 3 kilograms 2 ten-liter containers of water, each 10 kilograms 4 woolen blankets, each 1 kilogram 30 cans of salmon, each 500 grams 5 hooded raincoats, each 1 kilogram A large battery-operated torch, 2 kilograms 2 buckets for bailing, each 1 kilogram A large red cotton sheet, 1 kilogram 5 magazines, each 200 grams\r\n\r\nTotal: 90 kilograms\r\n\r\nYou have twenty minutes to reach consensus. Be prepared to justify your decision.\r\n\r\n<strong>37) Conundrums (riddles, brainteasers, mind-bogglers)</strong>\r\n<ul>\r\n 	<li>Question 1: At what time of day was Adam created?</li>\r\n 	<li>Question 2: What belongs to you, but is mostly used by others?</li>\r\n 	<li>Question 3: A hunter hangs up a small tin can, walks straight away 100 paces, puts on an impenetrable blindfold, turns around 3 times, fires one shot and hits the can. How is this possible?</li>\r\n 	<li>Answer 1: A little before Eve. Answer 2: Your name. Answer 3: He hangs the tin on the end of his rifle.</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>38) Balloon debate</strong>\r\n\r\nYou are a (more or less) well-known person, and at the moment you are in a hot air balloon, which is losing height rapidly and will soon crash because it is overweight; therefore, one after another will have to be thrown out to keep the balloon airborne. Ultimately, only one person will survive. You have to convince the others that you should be allowed to stay in the damaged hot-air balloon.\r\n<h1 class=\"page-title\">TESOL- Lesson Plans Assignments</h1>\r\nDesigning Structured Lesson Plans\r\n\r\n&nbsp;\r\n\r\nIn designing Structured Lesson Plans that would include grammar, vocabularies, reading, and writing, one must consider the following guidelines. Note that the Listening and the Speaking parts are covered in Conversation Activities.\r\n\r\nAttached material are samples of lesson plans. These examples will assist you in designing two lesson plans needed as your assignments.\r\n\r\n<strong><em>This week </em></strong>deals with designing Grammar Lesson Plans, Four-Skills Lesson Plans, and Communicative Approach Methods. This section also includes introduction to MOOC, Online Learning and Teaching, use of Social Media in Teaching, Research introduction on MOOC, instructions on Lesson Plans, and information on Lesson Plan assignments.\r\n\r\nOnce you will complete a review of the following Lesson Plans, Please start designing <strong>Two Grammar Based Structured Lesson Plans</strong> as your <strong>TESOL Assignment II</strong>. You may email or upload your assignments on Canvas.\r\n\r\nBefore you start arranging your Lesson Plan assignments, please review the following pages:\r\n<p style=\"text-align: center;\">[button url=\"https://tesoll.com/unit/unit-15/?id=251\" class=\"\" bg=\"\" hover_bg=\"\" size=\"0px\" color=\"\" radius=\"0px\" width=\"0px\" height=\"0px\" target=\"_self\"] GO TO UNIT 15 [/button]</p>','Unit 9','','inherit','closed','closed','','404-revision-v1','','','2020-11-24 23:24:43','2020-11-25 04:24:43','',404,'https://tesoll.com/404-revision-v1/',0,'revision','',0),(405,1,'2019-04-25 17:20:16','2019-04-25 17:20:16','','unit 14 Business English LP4','','inherit','open','closed','','unit-14-business-english-lp4','','','2019-04-25 17:20:16','2019-04-25 17:20:16','',404,'https://tesoll.com/wp-content/uploads/2019/04/unit-14-Business-English-LP4.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(406,1,'2019-04-25 17:20:19','2019-04-25 17:20:19','','unit 14 ECC.grammar[1.1]','','inherit','open','closed','','unit-14-ecc-grammar1-1','','','2019-04-25 17:20:19','2019-04-25 17:20:19','',404,'https://tesoll.com/wp-content/uploads/2019/04/unit-14-ECC.grammar1.1.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),(407,1,'2019-04-25 17:20:21','2019-04-25 17:20:21','','unit 14 Grammar lesson plan one','','inherit','open','closed','','unit-14-grammar-lesson-plan-one','','','2019-04-25 17:20:21','2019-04-25 17:20:21','',404,'https://tesoll.com/wp-content/uploads/2019/04/unit-14-Grammar-lesson-plan-one.docx',0,'attachment','application/vnd.openxmlformats-officedocument.wordprocessingml.document',0),