Week 7 SNUE Material Activities - Edward Povey - Teaching TESOL

SNUE Materials and Activities

Today’s class

• Teaching Grammar

• Board games

• Listening lesson (PDP)

• Your course reflections

Email: [email protected] Website: edwardtesol.com/snue2019

Online SRS

www.socrative.com

www.kahoot.it

https://create.kahoot.it

Principles for teaching grammar

Focus on the “Context of Use”

Superlatives: We use superlatives to talk about amazing things.

Comparatives: We use comparatives to compare things, for example when shopping.

Let’s talk about holidays!

Emphasize inductive, not deductive teaching

Deductive

practice

Inductive

checking rules

“Today we’re going to shop for a new phone…

“…listen to this conversation…” “expensive, fast, big, nice…”

Principles for teaching grammar

Recycle

Review, Re-use

Use: • demonstration examples • dialogs • famous people / celebrities for practice • real student examples (personalize)

Principles for teaching grammar

Keep the learning load manageable.

Decide specifically what you are teaching.

Principles for teaching grammar

one dog two dogs

one cat two cats

one rabbit two rabbits

Clapping Game

noticing + TPR

I saw a… I saw some…

tiger bear bird cow

how to teach irregular?

Bag game

Put one of your things in the bag.

Say “It’s mine.”

We will take things out of the bag.

When you see your thing you can say: “It’s mine.”

We will say: “It’s her pen.” “It’s hers.”

Free production

Teaching vocabulary and grammar

1

2

3

M-U-F framework

How can we express meaning? make the context clear

images photos

diagrams video mime

dialogue examples

For Teachers

Activities for use CLT activities

information gap information transfer

jigsaw reading survey

discussion / debate sharing opinions problem-solving

For Teachers

Here is a list of form-focused activities for your reference:

1. Identification. - example: learners underline the target language in the data.

2. Judgement. - example: they respond to the correctness or appropriateness of the data.

3. Completion. - example: they are asked to complete a text.

4. Modification. - example: they are asked to modify a text, for example by replacing one item with another.

5. Sorting. - example: they classify the data by sorting it into defined categories.

6. Matching. - example: they are asked to match two sets of data in accordance with a stated principle.

7. Rule provision. - example: they are asked to state a rule they have discovered.

From: http://linguistics.uoregon.edu/wp-content/uploads/2015/08/Cho-Sojung-Aug-11.pdf

Today we’re going to visit a new country. Can you guess where?

el cuerpola cabeza

los ojos

la boca

el cuello

el pecho

el hombro

la pierna

la rodilla

el brazo

la rodilla los ojos el brazo

la cabeza la boca el hombro

Put these words in the right column.

el la

hombro, brazo, boca, cuello, cabeza, pecho, rodilla, pierna, mano

Who are these people?

fashionisto or fashionista

Who are these people?

el professor or la profesora

What are these animals?

el gallo or la gallina

Review

always

subject adverb verb predicate

I always usually

sometimes never

eat peanut butter on toast for breakfast

1. MEANING

2. USE

3. FORM

What techniques or activities are suitable for each stage?

M T W T F S S

✓ ✓ ✓ ✓ ✓ ✓ ✓

100% ALWAYS0% NEVER 50% SOMETIMES

“I always do my homework. I never play computer games”

Calendar

Practice task

How would you plan a lesson with M-U-F for the grammar below?

1. prepositions of place: in, on, under…

2. ‘at’ preposition of time: at 7:00pm, at lunchtime, at bedtime)

3. possessive pronouns: my, his, hers

4. sports: I can play tennis, basketball, golf…

5. transportation: I go to school by car, by bike, by subway…

6. present perfect about experiences: I’ve been to Paris.

MEANING USE FORM

how? activity? activity?

Why use board games in language learning?

They are fun.

They promote group interaction.

They have a competitive element, which may be motivational.

The focus is on the game, rather than simply language practice.

Rank these characteristics of board games in order of importance

They can be used for a variety of different purposes in the language classroom.

They are student-centered.

They promote group interaction.

They are fun.

They are student-centered.

My top 3

Why use board games in language learning?

https://en.islcollective.com/

Let’s play some board games!

Intermediate Grammar Activity

This book was written by J.K.Rowling.

GUESSING GAME!!

This song was written by Psy.

GUESSING GAME!!

This writing system was invented by King Sejong.

GUESSING GAME!!

This Korean ship was built in 1590.

GUESSING GAME!!

This character is played by Rowan Atkinson.

GUESSING GAME!!

This story was written by Mary Shelley.

GUESSING GAME!!

Quiz

1. Who was The Hobbit written by?

- J.R.R.Tolkien

2. Who was the original Star Wars directed by?

- George Lucas

3. Who was Black Widow played by in Avengers?

- Arnold Schwarzenegger

4. Who was “Smells Like Teen Spirit” sung by?

- Nirvana

5. In which country was the hamburger invented?

- Germany

6. When was the MP3 file invented?

- 1989

Your turn!Create 3 questions to quiz your partner.

You can use your smartphone to research!

1. Who was …(book)… written by?

2. Who was …(movie)… directed by?

3. Who was …(character)… played by in the movie…?

4. Who was …(song)… composed by?

5. Who was …(song)… sung by?

6. Who was … painted by?

7. Where is…grown/cultivated/harvested?

8. What country is surrounded by…, …, and …?

9. Where is … made?

10. Who was … discovered by?

11. In which country was … invented?

12. When was … invented?

Extra grammar tip:

If you can add “by zombies” to the end of a sentence then it is probably passive voice.

1.Harry ate six shrimp at dinner.

2.Two cakes have been bought today.

3.Sue changed the flat tire.

4.The race was finished in record time.

5.The house will be cleaned every Saturday.

6.The application for a new job has been faxed.

7.The teacher always answers the students’ questions.

8.The whole town was destroyed.

Active or Passive Voice Quiz (form-focus)

PDP: Pre-During-Post Framework for Listening and Reading lesson planning

‘Pre’ stage before L/R.

‘During’ tasks while L/R.

‘Post’ stage after L/R.

SAMPLE LESSON

Level: Intermediate

Skills focus: Predicting content, listening for gist, listening for detail, guessing new words, identifying repetition and reformulation

Assumed knowledge: Past tenses

SAMPLE LESSON Language focus

Warm up: Brainstorm

The sea

Things that live in the sea

Things that you do in the sea

SAMPLE LESSON

Things that live in the sea Examples: Octopus Starfish

Seal Whale

Seaweed Dolphin Shark

Things that you do in the sea Examples:

Fishing Sailing Surfing

Swimming

Discuss in small groups what you would like to do in the sea and why. A: Would you like to go diving? B: No! A: Why not? B: It’s dangerous!

Lead in

SAMPLE LESSON Listen for gist

Listen to this story and then answer these two questions:

1. What would be a good title? 2. At the end of the story, is the man dead or alive?

Discuss your answers in small groups.

Comment: This gives the learners a clear aim before they start to listen. At this stage, they are not listening for details, but for the essential meaning.

SAMPLE LESSON Main idea

Choose the correct picture for this story.

A. B. C.

Comment: This is another good activity for setting the general idea of the story. You could also show titles or storybook covers and ask learners to choose the correct one.

SAMPLE LESSON: The Man and the Sea Listen for main events

The story of ‘The Man and the Sea’

Listen again and draw anything you hear.

Discuss and compare your drawings in small groups.

Comment: ‘Listen and draw’ is a good task for a story like this with lots of action and vivid images. You can also use it with descriptions, instructions, or directions.

SAMPLE LESSON: The Man and the Sea Listen and sequence

Picture Sequencing

1. Divide the story into six stages and draw a simple picture onto each card (6 cards).

2. Write a sentence under each picture describing what happened.

3. Join two groups together and retell the story to your new group.

4. Any volunteers to retell the story to the class?

Comment: This gets the learners to think of the sequence of events and break them down into stages.

SAMPLE LESSON: The Man and the Sea Guess words

What do these words mean?

confused paralyzed with fear puzzled anxious terrified amazed sick with panic relieved thought he was going to die

didn’t understand

very surprised

happy and thankful

very afraid

worried

Comment: This matching exercise provides simple synonyms for the new expressions. It is a good technique for helping learners guess meaning.

SAMPLE LESSON: The Man and the Sea Language focus

Discuss in pairs what you think the following people would feel:

* the man’s wife

* someone watching from the beach

* another surfer

confused, paralyzed with fear, puzzled, anxious, terrified, amazed, sick with panic, relieved, thought he was going to die

SAMPLE LESSON: The Man and the Sea Transfer (Post) activity

Television Interview

• Get into pairs. • One is the man in the sea and the other is the interviewer. • Interviewer think of 3 questions to ask the man. • Role play an interview.

Comment: This activity will give the learners a chance to produce a lot of the language they heard in the story. Planning time gives them time to think out what to say. Planning is done individually so there is an element of surprise and role-play, because nobody knows what will be said in advance.

ReflectionsIn order to help me with your feedback, I would like to know more about your individual opinions and experiences related to this course.

I would like to know: • Which topics/concepts/classes you liked the most • Which topics/concepts/classes might influence your

future teaching • How your idea of teaching English has developed

during this course

You can review all of the course content and class PPTs on my site: edwardtesol.com/snue2019

Please write 1 paragraph for Materials and Activities and 1 paragraph for Teaching Literacy.