1. English Language Teaching: An Overview

2. Overview Visual Aids Prepared Participation Comprehension Checks 3-Part Vocab Lesson Dealing with Mixed Abilities Groups Planning Language Lessons Dealing with Errors

3. Visual Aids Real objects Flashcards Charts like a series of pictures that tells a story Videos Chalkboard Gesture and body language

4. Prepared Participation EFL students often need more think time than we might expect.

5. Prepared Participation EFL students often need more think time than we might expect. One way to deal with this is with wait time

6. Prepared Participation EFL students often need more think time than we might expect. One way to deal with this is with wait time Another is with prepared participation:

7. Prepared Participation EFL students often need more think time than we might expect. One way to deal with this is with wait time Another is with prepared participation: – Think / pair / share

8. Prepared Participation EFL students often need more think time than we might expect. One way to deal with this is with wait time Another is with prepared participation: – Think / pair / share – Freewriting

9. Prepared Participation EFL students often need more think time than we might expect. One way to deal with this is with wait time Another is with prepared participation: – Think / pair / share – Freewriting – Homework

10. Comp Checks Have you ever asked students if they understood, gotten a “yes” and then later realized they don’t actually understand at all?

11. Comp Checks Students will almost always answer yes if asked: Do you understand?

12. Comp Checks Students will almost always answer yes if asked: Do you understand? Instead ask comprehension check questions:

13. Comp Checks Students will almost always answer yes if asked: Do you understand? Instead ask comprehension check questions: – How many people will you talk to?

14. Comp Checks Students will almost always answer yes if asked: Do you understand? Instead ask comprehension check questions: – How many people will you talk to? – Do you need to write a full sentence?

15. Comp Checks Students will almost always answer yes if asked: Do you understand? Instead ask comprehension check questions: – How many people will you talk to? – Do you need to write a full sentence? – So if I’m exhausted (new vocab word), do I want to go to a party? Do I want to go to sleep?

16. Comp Checks Students will almost always answer yes if asked: Do you understand? Instead ask comprehension check questions: – How many people will you talk to? – Do you need to write a full sentence? – So if I’m exhausted (new vocab word), do I want to go to a party? Do I want to go to sleep? – If I’m talking about what I’m doing tomorrow, should I use “went”?

17. The 3 Part Vocab Lesson CCC or Convey, check, consolidate

18. The 3 Part Vocab Lesson CCC or Convey, check, consolidate Convey: Make the meaning of the new word clear with visuals, gestures, definition or translation

19. The 3 Part Vocab Lesson CCC or Convey, check, consolidate Convey: Make the meaning of the new word clear with visuals, gestures, definition or translation Check: Ask comp check questions to see if student understood what you conveyed

20. The 3 Part Vocab Lesson CCC or Convey, check, consolidate Convey: Make the meaning of the new word clear with visuals, gestures, definition or translation Check: Ask comp check questions to see if student understood what you conveyed Consolidate: Ask a more open ended question that forces students to use the new word right away

21. Dealing with Mixed Ability Groups Put students in groups so that there is a balance of strong and weak students within each group. The advantage of this is that the stronger students can support the weaker ones. Put students in groups of all strong students and all weak students. The advantage of this is that students feel comfortable working with students at the same level.

22. Dealing with Mixed Ability Groups QUESTIONS 1. In a large class, should you put students in groups? Yes 2. Is it okay to put only the strong students in a group? Yes 3. Is it okay to put strong and weak students together in a group? Yes 4. What is the advantage of putting only strong students in a group? The advantage of this is that students feel comfortable working with students at the same level. 5. What is the advantage of putting strong and weak students together in a group? The advantage of this is that the stronger students can support the weaker ones.

23. Planning Language Lessons

24. Start with your objectives

25. Planning Language Lessons Start with your objectives – Learners will be able to… (LWBAT)

26. Planning Language Lessons Start with your objectives – Learners will be able to… (LWBAT) Write your overview

27. Planning Language Lessons Start with your objectives – Learners will be able to… (LWBAT) Write your overview Plan your timeline

28. Planning Language Lessons Start with your objectives – Learners will be able to… (LWBAT) Write your overview Plan your timeline Find opportunities for a variety of student interactions

29. Planning Language Lessons Start with your objectives – Learners will be able to… (LWBAT) Write your overview Plan your timeline Find opportunities for a variety of student interactions – Individual, pair work, small group, large class

30. Planning Language Lessons Start with your objectives – Learners will be able to… (LWBAT) Write your overview Plan your timeline Find opportunities for a variety of student interactions – Individual, pair work, small group, large class Address a variety of learning modalities

31. Planning Language Lessons Start with your objectives – Learners will be able to… (LWBAT) Write your overview Plan your timeline Find opportunities for a variety of student interactions – Individual, pair work, small group, large class Address a variety of learning modalities – Visual, auditory, kinesthetic

34. Helpful Hints

35. Script out what you want to say

36. Helpful Hints Script out what you want to say – Discussion prompts, directions, comprehension checks, examples

37. Helpful Hints Script out what you want to say – Discussion prompts, directions, comprehension checks, examples Over plan

38. Helpful Hints Script out what you want to say – Discussion prompts, directions, comprehension checks, examples Over plan Have review activities ready to pull out as needed

39. Helpful Hints Script out what you want to say – Discussion prompts, directions, comprehension checks, examples Over plan Have review activities ready to pull out as needed Be flexible

40. Helpful Hints Script out what you want to say – Discussion prompts, directions, comprehension checks, examples Over plan Have review activities ready to pull out as needed Be flexible Respond to learner needs- they know what they need to learn

42. Dealing with Errors Does a teacher need to correct every error a student makes?

43. Dealing with Errors Does a teacher need to correct every error a student makes? – No! First, determine the focus of your lesson. This will help you plan what errors to hold students responsible for

44. Dealing with Errors Does a teacher need to correct every error a student makes? – No! First, determine the focus of your lesson. This will help you plan what errors to hold students responsible for What if I don’t want to embarrass the students or scare them away from participating?

45. Dealing with Errors Does a teacher need to correct every error a student makes? – No! First, determine the focus of your lesson. This will help you plan what errors to hold students responsible for What if I don’t want to embarrass the students or scare them away from participating? – Build in prepared participation before asking shy students to share in front of the class

46. Dealing with Errors Does a teacher need to correct every error a student makes? – No! First, determine the focus of your lesson. This will help you plan what errors to hold students responsible for What if I don’t want to embarrass the students or scare them away from participating? – Build in prepared participation before asking shy students to share in front of the class – Immediate correction versus delayed correction

47. Error Correction Techniques

48. Recast

49. Error Correction Techniques Recast Echo (Last night, she call her mom? OR Last night she ____ her mom? She give a present?)

50. Error Correction Techniques Recast Echo (Last night, she call her mom? OR Last night she ____ her mom? She give a present?) Give options (She call or called?)

51. Error Correction Techniques Recast Echo (Last night, she call her mom? OR Last night she ____ her mom? She give a present?) Give options (She call or called?) Ask a question (When did she call? Past or present?)

52. Error Correction Techniques Recast Echo (Last night, she call her mom? OR Last night she ____ her mom? She give a present?) Give options (She call or called?) Ask a question (When did she call? Past or present?) Finger correction

53. Error Correction Techniques Recast Echo (Last night, she call her mom? OR Last night she ____ her mom? She give a present?) Give options (She call or called?) Ask a question (When did she call? Past or present?) Finger correction Write it on the board

54. Error Correction Techniques Recast Echo (Last night, she call her mom? OR Last night she ____ her mom? She give a present?) Give options (She call or called?) Ask a question (When did she call? Past or present?) Finger correction Write it on the board Peer correction