Methods of teaching english language

PREFACE The book Methods of Teaching English Language is a book which can be used in a course for foreign language teaching, addressed mainly to the fourth year students acting as train

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI

METHODS OF TEACHING ENGLISH LANGUAGE

(PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH)

Editor: Le Phuong Thao, Ph.D

HANOI, 2022

BỘ GIÁO DỤC VÀ ĐÀO TẠO

Le Thi Anh Tuyet, M.A

Le Thi Vy, M.A

Nguyen Thi Thuy Hong, Ph.D Pham Thi Bich Diep, M.A

Nguyen Thi Hong Minh, M.A

Vu Thi Mai Que, M.A

HANOI, 2022

LỜI NÓI ĐẦU

Cuốn sách Phương pháp giảng dạy tiếng Anh là cuốn sách có thể sử dụng trong khóa

học giảng dạy ngoại ngữ, chủ yếu dành cho sinh viên năm thứ tư với vai trò là thực tập sinh hoặc giáo viên mới vào nghề tại Trường Đại học Mở Hà Nội Tuy nhiên, đây cũng là một tài liệu tham khảo hữu ích cho những người đã dạy tiếng Anh như một ngoại ngữ mà chưa được đào tạo bài bản và cho những giáo viên đã được đào tạo thời gian trước đây và đang muốn cập nhật kiến thức về lĩnh vực giảng dạy tiếng Anh cho người nói ngôn ngữ khác

Phương pháp giảng dạy tiếng Anh là một cuốn sách thực tế, tập trung vào các ví dụ

giảng dạy và thực hành giảng dạy hơn là phân tích chi tiết về lý thuyết học tập Mục đích của chúng tôi khi biên soạn cuốn sách này là để giới thiệu toàn diện về việc giảng dạy tiếng Anh cho người nói các ngôn ngữ khác Nó bao gồm các kỹ thuật dạy bốn kỹ năng ngôn ngữ cộng với ngữ âm, ngữ pháp và từ vựng, cùng với hướng dẫn về cách đánh giá các kỹ năng này thông qua đánh giá trên quy mô lớn và dựa trên lớp học

Cuốn sách bao gồm sáu chương với mười sáu bài

Chương 1 giới thiệu các nguyên tắc và cách tiếp cận cơ bản việc giảng dạy tiếng Anh cho người nói ngôn ngữ khác, với mục đích giúp giáo viên-sinh viên hiểu được các nguyên

tắc cơ bản của việc giảng dạy cũng như các chiến lược trong lớp học nhằm tạo ra bầu không khí động lực thúc đẩy học sinh thành thạo tiếng Anh

Chương 2 đề cập đến các cách tiếp cận của phương pháp dạy học theo hướng phát

triển hệ thống ngôn ngữ Chương này cung cấp chi tiết các kỹ thuật về giảng dạy phát triển

ngôn ngữ, dạy ngữ âm và dạy từ vựng

Chương 3 đưa ra các phương pháp dạy học kỹ năng tiếp nhận, trong đó nêu bật quy

trình dạy một kỹ năng và phương pháp dạy kỹ năng nghe, đọc

Chương 4 đề cập đến các phương pháp dạy kỹ năng sản xuất, đề xuất các phương

pháp dạy kỹ năng nói và viết

Chương 5 nói về đánh giá và quản lý lớp học Chương này xây dựng các quan điểm và

nhận thức về kiểm tra và đề xuất các phương thức kiểm tra khác nhau Hơn nữa, các kỹ thuật

để quản lý các lớp học với quy mô khác nhau cũng được đề cập

Chương 6 đề xuất các phương pháp giảng dạy hiện đại, cập nhật việc sử dụng công

nghệ trong việc giảng dạy tiếng Anh như một ngoại ngữ

Mỗi bài học được thiết kế bao gồm:

Các mục tiêu cần nhắm đến;

Các kỹ thuật hoặc phương pháp được áp dụng;

Câu hỏi thảo luận;

Tài liệu tham khảo

Nhìn chung, các bài học được sắp xếp có hệ thống, với các chủ đề cơ bản được đề cập trước Các chương này đứng riêng và có thể được sử dụng độc lập với nhau Tuy nhiên, giáo

viên và giáo sinh có thể đọc Phương pháp giảng dạy tiếng Anh từ đầu đến cuối trước khi

họ bắt đầu khóa học Sau đó, họ sẽ có một cái nhìn tổng quan về nghề nghiệp và những yêu cầu của nghề Cuốn sách có thể được sử dụng cho một khóa học kéo dài khoảng 80-90 giờ lên lớp Mỗi chương được chia thành các bài học; một bài học thường kéo dài từ hai đến ba giờ để học Tuy nhiên, các chương riêng lẻ có thể được sử dụng làm cơ sở cho các khóa học tại chức ngắn hạn; một chương sẽ kéo dài khoảng sáu giờ để hoàn thành Vì vậy, thầy cô giảng dạy có thể sử dụng cuốn sách một cách linh hoạt Cuốn sách có thể được dùng như giáo trình cho một khoá học cũng như một tài liệu tham khảo toàn diện cho phương pháp giảng dạy ngôn ngữ

Phiên bản này đã có một số thay đổi so với phiên bản trước đây Chúng tôi đã mở rộng phần thảo luận và bài tập tình huống sau mỗi bài học để giúp học viên ôn tập lại bài cũng như áp dụng những kiến thức đã học Ngoài ra, một chương mới về công nghệ đã được thêm vào vì công nghệ không chỉ là phần bổ trợ cho việc giảng dạy hoặc tài nguyên cho giáo viên

mà còn là cơ hội để học tập

Chúng tôi hy vọng bạn sẽ thấy cuốn sách này hữu ích Hãy đọc và hành động theo lời khuyên của sách Đọc một cuốn sách hay sẽ đánh thức tâm hồn của chúng ta, nhưng thường chúng ta không thực hiện theo, vì vậy chúng ta đóng cuốn sách lại mà không thay đổi Với cuốn sách này, việc đọc của bạn sẽ trở thành hành động, và hành động chính là chìa khóa dẫn đến thành công

Hà Nội, tháng 11 năm 2022

PREFACE

The book Methods of Teaching English Language is a book which can be used in a

course for foreign language teaching, addressed mainly to the fourth year students acting as trainees or novice teachers of Hanoi Open University However, it is also a useful reference and guide for those who are already teaching English as a foreign language without having had specific training and for practicing teachers who received their training some time ago and are looking to update their knowledge of this field as the field of Teaching English to Speakers of Other Languages

Methods of Teaching English Language is a practical book, concentrating on examples

of teaching and teaching practice rather than on a detailed analysis of learning theory Our purpose in preparing this book is to produce a comprehensive introduction to teaching of English to speakers of other languages It covers techniques for teaching the four language skills plus pronunciation, grammar and vocabulary, along with guidance on how to assess these skills through large-scale and classroom-based assessment

The book is composed of six chapters with sixteen units

Chapter 1 introduces basic principles and approaches of TESOL with the aim to

enable student-teachers to understand the basic principles of ESOL teaching as well as classroom strategies to create a motivational atmosphere to boost students to master English

Chapter 2 deals with approaches of teaching methods based on developing language

systems The chapter supplies detailed techniques of teaching process for a language

development lesson, teaching pronunciation and vocabulary

Chapter 3 provides methods of teaching receptive skills, in which the teaching process

for a skill lesson and the methods of teaching listening and reading skills are highlighted

Chapter 4 refers to methods of teaching productive skills The methods of teaching

speaking and writing skills are recommended

Chapter 5 is about the assessment and classroom management The chapter is to

establish the views and perceptions about testing and recommend various kinds of tests Furthermore, the techniques to manage different sizes of classes are also mentioned

Chapter 6 recommends modern teaching methods, which update you on the use of

technology in teaching English as a foreign language

Each unit, thereafter, includes:

- Unit objectives

- Techniques or methods to be applied

- Questions for discussion

- Suggestions for further reading

On the whole, they are ordered systematically, with the more basic topics first These chapters are free-standing and may be used independently of one another However, teachers

and potential teachers may want to read Methods of Teaching English Language from cover

to cover before they start a training course They will then have an overview of the profession and what it entails The book can be used for a course that would take about 80-90 hours of class time Each chapter is divided into units of study; a unit usually takes between two and three hours to do Nevertheless, individual chapters may be used as bases for short in-service courses; a single chapter should take about six hours to get through Thus, there is flexibility

in how instructors will choose to use the book As a result, the book may serve as a course text and a comprehensive reference for language methodology

There are several major changes that have been made for this edition We have expanded the discussion and situation exercises after each unit to help students to revise the lesson as well

as to recycle what they have learnt In addition, a new chapter on technology has been added

as technology is not only a supplement to teaching or resources for teachers but an opportunity for learning

We hope you will find this book helpful Read it and act on its advice Reading a good book awakens our minds, but too often never gets carried into action, so we close the book unchanged With this book, your reading becomes action, and action is the key to success

Hanoi, November 2022

LIST OF ABBREVIATIONS

CLT Communicative language teaching

ESL English as a second language

ESOL English speakers of other languages

IPA The International Phonetic Alphabets

PPP Presentation, practice, production

STT Student talking time

TESOL Teaching English to speakers of other languages TPR Total physical response

TTT Teacher talking time

TABLES AND FIGURES

Figure 1.1 The Common European Framework of Reference for Languages 6

Table 2.3 Advantages and Disadvantages of Each Technique to Teach Grammar 57

TABLE OF CONTENTS

Introduction

CHAPTER I: BASIC PRINCIPLES AND APPROACHES OF TESOL

Unit 1 Basic principles to TESOL and Warm-Ups for the TESOL

CHAPTER II: DEVELOPING LANGUAGE SYSTEM

Unit 4 The Teaching Process – The Shape of a Language

Development Lesson

37

CHAPTER III: TEACHING RECEPTIVE LANGUAGE SKILLS

Unit 8 The Teaching Process: The Shape of a Skills Lesson 82

CHAPTER IV: TEACHING PRODUCTIVE SKILLS

CHAPTER V: ASSESSMENT AND CLASSROOM MANAGEMENT

Unit 13 Assessment and Evaluation in a TESOL Classroom 144

CHAPTER VI: APPROACHES TO MODERN TEACHING METHODS

Unit 15 Integrated and Communicative Teaching 170

References

CHAPTER I BASIC PRINCIPLES AND APPROACHES TO TESOL

By the end of the lesson, students will be able to

 understand of the basic principles of good ESOL teaching (Teaching English to Speakers of Other languages), six TESOL levels, the reasons to use ice-breakers and warm-up exercises in a TESOL classroom;

 master ice-breakers activities;

 apply TESOL warm-up activities to create a motivational atmosphere for the lessons or activities student teachers currently use.

This unit looks at how theory has been realized in methodological practice The basic principles of a good ESOL teaching are introduced, and the six TESOL levels are identified

to create motivation for the classroom environment Classroom strategies are also looked into to boost a motivational atmosphere and feedback

1 BASIC PRINCIPLES OF TESOL

1.1 Involving Students – Personalizing Lessons

The main task of teachers is to teach, but the teaching work gets nowhere if their students understand and learn nothing Therefore, they have so many things to work with their students However, in the classroom settings, teachers should show interest in their students by involving them in their teaching and by allowing them to express their opinions

to do things with the language they are learning It is true that everyone likes to show what

he or she knows and can do and likes to talk about him/herself Likewise, students like to hear about their classmates/fellow students to talk about social matters When students are allowed to express their ideas and opinions freely about whatever they want in class, they will involve themselves much more than For instance, they are talking about a fictional character from course books

By taking part in role-play, dialogues, sketches and whatever they do, the performing students and the listeners all get involved They will be less self-conscious about the English learning environment because they concentrate on the characters or acting roles which they are required to carry out At the beginning, they might find themselves shy or nervous;

however, when that feeling is over, they will make sure that they can also control the fear of

speaking English It is necessary for the teacher to monitor carefully to find out who is

UNIT 1: BASIC PRINCIPLES TO TESOL AND WARM ̶UPS FOR THE

TESOL CLASSROOM MOTIVATION

suffering from shyness or confidence in order to assign roles they can play at first, gradually appealing to everyone to participate in every learning activity confidently

Building up the students‘ confidence in any real life situations means encouraging and stimulating them to take every opportunity to speak English, which enables them to make gradual progress If all the students are actively raising their hands to contribute to your lesson, you have achieved your aim of involving them in showing their interest and motivating them to express their thinking in the language they are learning The objectives

of your lesson are achieved successfully

1.2 Using Realistic Language

At many universities all over the world, there are no longer courses in which useless

languages are taught The phrases like “I‟ve got two hands.” or “Is this a pen? Yes, this is a pen.” will not be usually used by students They tend to exploit realistic language and

examples from the real situations outside the classroom Authentic language which focuses

on information sharing should be taught in context Real life speech on recordings and using real texts for reading comprehensions make modern course books better Furthermore, these authentic materials can be easily accessed on your own You need to make sure that your

students willingly do real pieces of writing such as letters, articles and so on rather than

essays or fill in the blanks exercises

The use of shortened forms is another feature of realistic language I‟d, she‟s, weren‟t

etc., are normal spoken English They are used only for writing in their full forms Right from the beginning of your speech, you should introduce them In addition, novice teachers sound like robots speaking because they often make the mistake of speaking extremely slowly to their classes This does not help students to improve their English speaking capacities Teachers should act as good models to speak shortened forms with regular stress patterns for their students to follow This enables their students to speak English clearly with

normal stress patterns and intonation For example, we should say “Where‟ve you been? I‟ve bin waitin‟ for ages” We would sound strange and be hard to understand if we said precisely: ―Where have you been? I have been waiting for ages.‖

Realistic language is also characterized by different accents Speakers of English do not have the same accent and neither do teachers of ESOL On the whole, students will expect this and readily accept British accents as well as those from different parts of America, Canada and Australia Therefore, teachers should try to use your normal accent and get ready to explain what words you pronounce differently from what the students might expect

If they complain about the way you speak, do not get angry but make your accent and say

how it is special as the focus of a lesson Teachers should find out about differences between colloquialisms and transatlantic words such as faucet and tap, trunk and boot (of a car) so

that they can help their students to master the differences between the two languages with international recordings and texts

However, it is essential to give your students the opportunity to hear as many different accents as you can bring into the classroom Through this way, they will deal better with various authentic accents outside the classroom, and as a result they will find themselves able to understand anyone they interact with in real life Teachers should remember that there is no exactly correct accent in spoken English Being pedantic helps no one, so you should find out as much as you can about accents and dialects of the language students are studying

1.3 Teacher Talking Time

There is a continuing controversial issue about the amount of time that teachers should spend talking in class Trainees‘ classes are sometimes criticized because there is too much TTT (Teacher Talking Time) and not enough STT (Student Talking Time) Getting students

to speak – to use the language they are learning – is a vital part of a teacher‘s job Students are the people who need to practice, not the teachers Therefore, a good teacher maximizes STT and minimizes TTT

Good TTT may have beneficial qualities, however If teachers know how to talk to students, then students have a chance to hear language above their own productive level However, a classroom where the teacher‘s voice drones on and on day after day and where you hardly ever hear the students say anything is not the one that most teachers and students would approve of TTT can be terribly over-used Conversely, a class where the teacher seems reluctant to speak is not very attractive either

The best lessons are ones where STT is maximized However, teachers should control the lessons by joining a discussion at appropriate moments during the lesson For example, teachers can summarize the main points of the lesson, or tell a story to dominate class activities to go on the right track Good teachers can use their common senses and experiences to get the right balance of TTT and STT to obtain the objectives of the lessons

2 ENGLISH LANGUAGE ACQUISITION

The Common European Framework of Reference for Languages (CEFR) is an international standard for recognizing language competency It describes language ability on

a six-point scale, from A1 for beginners, up to C2 for those mastering a language Some educational institutes may add more sub-levels to suit the university individual study requirements.This makes it easy for anyone involved in language teaching and testing, such

as teachers or learners, to see the level of different qualifications

Figure 1.1: The Common European Framework of Reference for Languages (Source: Council of Europe, 2001)

2.1 The Beginner Level (A1)

The Beginner Level Description

At this level, students may speak very little, usually do nothing at all They may not be able to respond to phrases and questions but may repeat them They would also attempt to tell the differences between words in spoken English Besides, students may be able to comprehend short words or phrases or may not show any apparent understanding of words

They cannot read or write in English Furthermore, they may not be able to read or write in their own language They may experience mental fatigue due to a strange environment Finally, students may find it difficult to pronounce the few certain letters recognized

Samples of Topics to Teach Students at the Beginner Level

family shapes, sizes, colors,

days, weeks, month, seasons greetings and manners

Grammar Points for Beginners

Basic verbs Present simple and continuous tenses

2.2 The Upper-beginner Level (A2)

The Upper-beginner Level Description

At the upper-beginner level, students usually understand a little, but they often speak with body language at a slow pace Besides, they may not be able to respond but may repeat phrases and questions In addition, students are often unable to say much as they understand They tend to use words in their present tense, too They can only speak simple words and sentences with limited vocabulary They sometimes miss words and word parts when they speak They can comprehend only simple words and short phrases They are able to write the alphabet and some familiar words Students are also able to read the alphabet, numbers, basic words and sentences They can make a simple speech about very popular topics and personal information like name, age, address and hobbies

Samples of Topics to Teach Students at the Upper-Beginner Level

Grammar Points for Upper-Beginners

Simple future Contractions

Possessive adjectives Simple sentences

Prepositions

2.3 The Pre-Intermediate Level (B1)

The Pre-Intermediate Level Description

At this level, the students are equipped with basic commands of the language that can be applied in some familiar cases For example, they can comprehend and pass on a piece of simple information At this level, English basic structures and vocabulary can be learned in the classroom The learning focus is on considering the most relevant vocabulary and grammar for students Besides, the command of the language at this level is limited Students can participate in routine meetings where familiar topics are discussed Therefore, students‘ abilities to use English can be developed both in the classroom and in reality gradually Students can successfully read and write the alphabet, numbers, some simple words and basic sentences At this level, their vocabulary is rather limited

Samples of Topics to Teach Students at the Pre-Intermediate Level

Grammar Points for Pre-Intermediate Students

Professions Ten important phrasal verbs

The differences of make and do Uncountable nouns

Plural nouns Common informal plural nouns

2.4 The Intermediate Level (B1+)

The Intermediate Level Description

At the intermediate level, students should be familiar with the use of more sentence patterns and be able to identify mistakes they made They may be more fluent to apply simple present/past and future tenses They are able to understand more complex spoken English because they can identify some more important words in both written and spoken English Students have better listening ability than spoken one so they can easily initiate communication This level requires them to read familiar passages aloud They can understand class discussions that involve the use of repetition and/or visual aids Students may struggle with pronunciation and spelling of written English

Samples of Topics to Teach Students at the Intermediate Level

Music Famous people and famous places

Occupations Dialogue: at the doctor‘s or at a restaurant

Holidays

Grammar Points for the Intermediate Level

Simple past and simple future tense Present continuous tense

Past continuous tense Future continuous tense

2.5 The Upper-Intermediate Level (B2)

The Upper Intermediate Level Description

Students are supposed to have more comprehensive vocabulary They can be confused

by local expressions and idioms Besides, they can have gaps in knowledge of language and culture They can easily express needs and opinions Students can be more comfortable in social gatherings They can write complex sentences and even compositions but with many errors Students can be more proficient in conversational English than academic English They are considered to have a better understanding of the English grammar system They can base on previous knowledge of English to increase understanding of a new culture They can be able to initiate and keep a conversation going on They can also be able to follow verbal instructions to get tasks accomplished without further assistance

Samples of Topics to Teach Students at the Upper-Intermediate Level

Travel

Careers and work

Resumes and job interviews

Machines and technology

Country and its history

Festivals and celebrations

Cultures and customs

Discussion topics: friendships Global issues: global warming, population Review and opinion: art, literature, music Personal information: completing forms

Grammar Points for Upper-Intermediate Students

Colloquialisms: idioms

Phrasal verbs: to look after, to look up to

Continuous tenses: Present continuous, past continuous, future continuous

Perfect tenses: Present perfect, past perfect, future perfect

2.6 The Advanced Level (C1)

The Advanced Level Description

At the advanced level, students are supposed to make only a few errors They are able to realise the mistakes made They can also perform self-correction with little guidance Students can have very comprehensive vocabulary They can start communication, understand discussions held in the classroom, keep experiencing a gap in knowledge of language and culture Students do not hesitate to use the language in class They can easily express needs and opinions, committing only a few errors while writing complex sentences and compositions They can find it relatively easy to read aloud, be at ease in most social gatherings and demonstrate about the same level of proficiency in both academic and conversational English They depend on previous knowledge of English and increased

understanding of new culture to understand the English grammar system as well

Samples of Topics to Teach Students at the Advanced Level

At the advanced level, remember to base your teaching content on your students‘ needs (theirneeds and English language goals)

Customs and etiquette Resumes and job interviews

The environment

3 ICE BREAKERS AND WARM-UPS FOR THE TESOL CLASSROOM MOTIVATION

3.1 The Features of Ice Breakers and Warm-ups

As students learn a foreign/second language, they often find it challenging to speak in front of the class because of the fear of committing communication errors and having vocabulary limitations Therefore, teachers should provide an open, interesting environment

to help students overcome their fears and to communicate freely However, the teacher is responsible for making efforts to create an interactive environment for students to practise

In practice, when our car engine is cold in the morning, we warm it up by letting it run, and before we go jogging or start a long hike, we warm up our bodies by stretching In both cases, dismissing this important step can lead to less than optimum performance The same can be true for our students When they learn a new language, they often find it challenging

to speak in front of the class They may have the fear of committing communication errors and limitations of vocabulary to express their ideas Therefore, the TESOL classrooms need

to provide an open, interesting and comfortable environment to help students overcome their

fears The common practice is to introduce Ice Breakers at the beginning of a lesson or just before the beginning

Two main purposes of Warm-ups in TESOL are to help students relax in the studying environment and encourage them in English communication Students are often found speaking their first language before arriving at a TESOL classroom, so Warm-ups are perfect to help the students switch to English speaking as they are made to stimulate their English language learning brains In summary, ice breakers and warm-ups are used to help students relax and improve their level of participation in the classroom

Here are five reasons to use ice-breakers and warm-up exercises in the classroom: Firstly, Ice-breakers motivate students to share personal interests, hobbies, etc., allowing other students to see with whom they share things in common In fact, this is a way for the students to make friends to create a trusting classroom environment Of course, forming a safe environment is essential to make students feel comfortable to take chances of speaking in a foreign language Also, if students know each other well, it makes pair and group work easier and more productive One ice-breaker tries to begin with handing out slips of paper Students should ask students to write something interesting about themselves, then collect and redistribute Reading the classmates‘ writing, students go around the classroom asking their classmates questions that help them find the person the writing belongs to

Secondly, teachers can get to know students We have all been there It is the first day of the session, and you are faced with having to learn all of your students‘ names and how to pronounce them correctly! If you are like me, this can be a daunting task depending on the class size, but the right ice-breaker can help For example, the teacher should challenge your

students‘ listening skills and play what I like to call “My name is…” The teacher begins

with, “My name is , and I like (insert hobby here)‖ The first student repeats the teacher‘s

name and hobby, “her name is and she likes ”, and adds their own

information, “My name is , and I like (insert hobby here)‖ The game continues with each

student repeating all of the previous names and hobbies and then adding their own By the end, you have heard each student‘s name repeatedly, and you also have a list of the students‘ interests to incorporate into your lessons At lower levels, this is a great way to review pronouns and the third-person in the present tense At higher levels, it can also be a review

of infinitives and gerunds

Thirdly, teachers can wake students up! Some people are not morning people, which makes an early morning class challenging If your students have not kicked in yet, an effective way to wake them up is to get them moving with warm-up exercises that require

your students to mingle around the room One student has tried, and the true classic is “Find Someone Who…” Teachers should create a bingo card with various things like “plays the

guitar”, “has been to Yosemite”, or “does not like pizza” in each of the boxes The focus

can be on verb tenses, or it can be used strictly as an ice-breaker and be all about personal likes and experiences The students mingle and ask their classmates the questions until they get a bingo Teachers should encourage students to speak with as many people as possible (and move around the room as much as possible too), and ask the students to only ask one question per classmate This is a wonderful exercise to do in classes that follows the lunch period as well, another time when students are in a lull

Fourthly, teachers can review points taught the day before As teachers, we all know the value and necessity of review and reinforcement of the points we teach One way to do this

is through a warm-up exercise Perhaps in our previous class, our lesson was on adjectives The next day, we can write a few sentences on the board with mistakes in the use of adjectives As the students come in, ask them to read the sentences and find the mistakes together with a partner This immediately gets the students talking and thinking about what they learned the day before Then, teachers can go over the sentences together as a class Maybe we teach communication, and our previous lesson was on inverted word order for emphasis Our warm-up exercise could be the beginning of a sentence on the board like,

“Never have I …” or “Little did I know…” Again, as the students arrive, ask them to

complete the sentences with a partner, but one variation could be for the students to find a new partner and complete the sentences again With each new partner, the students will get better at using the target phrase At the end, teachers call on a few students to share their thoughts with the class

Finally, students, especially the one who has experienced a common fear in a foreign language feel relaxed before a small quiz or a test Therefore, Warm-up exercises can be just

what they need to relax! My favorite one is called “Bananas!” In pairs, one student asks random questions, and the other can only answer with “bananas” This exercise sounds very

simple, but enables students to speak the foreign language fluently The more students laugh, the more their stress and test anxiety reduce

3.2 ESL Warm-up Activities

3.2.1 TPR Command Game

Levels: Beginner - Upper beginner

Total physical response (TPR) command games are designed for language students at beginner to upper-beginner levels

This interesting activity will ensure that the students will be active The teacher states a command for action, and students repeat the phrase before performing the action Actions could vary from simple such as ―touch your nose‖ to more complicated like aerobics, yoga, sports vocabulary or mindmap

3.2.2 Guess the Gift

Levels: Intermediate - Advanced

‗Guess the Gift‘ is a game for students at the intermediate to advanced levels The game

starts when the teacher tells students to imagine a present they would call out the names The teacher let them write about three to four sentences which describe the present but the name must not be mentioned The features they should describe are the shape, size, color and function of the present After that, students can form pairs and each student will guess their partner‘s gift An alternative to this is to have the students describe their gift to everyone in the class While listening to each other‘s descriptions, students can attempt drawing the item being described

3.2.3 Mystery Object

Level: Upper beginner

‗Mystery Object‘ game could be used for students at the upper beginner levels The teacher holds a bag containing an unknown object A student touches the bag to feel the object and then describes the item The rest of the class bases on his/her description of the unknown object to call out the name Based on the description given by the student who just described the object, the others make a drawing of the item They then, one after another, guess what the object is If time is allowed, extend the activity to writing

3.2.4 Quick Call

Level: Intermediate

‗Quick Call‘ game is a game which could be used for intermediate level students The

activity starts when the teacher holds a tray containing 25-30 items and finds out whether the students can identify each item by its English name The objects are removed from the room and then students come together in pairs to list all the items they have seen, and in the order that they appeared on the tray If time is allowed, extend the activity to writing

3.2.5 Who is This?

Levels: Beginner to Intermediate

The game ―Who is This?‘ can be used for students at the beginner to intermediate

levels The teacher gets a glossy magazine with famous people and cuts out their pictures One of the students takes the picture and describes to the rest of the class what the person looks like (focusing on facial expressions, features and clothing) Then the other students try

to draw out the person from the mind image that they have created from the description they hear After the students have done the drawing, they should be asked to guess who the celebrity is before they are shown the picture or the teacher could access their listening skills and drawings to pick the best

3.2.6 Sentence Race

Level: Any level

„ Sentence Race‘ can be used for students of any level First, the teacher puts up enough

cards or paper sheets to make two sets of words Then the teacher puts down the words separately on two pieces of paper After that, the teacher puts the pieces together in bundles

to form two identical sets of words The teacher divides the class into two groups and asks

them to give their groups creative names, sharing the sets of words among the groups, with the two teams having the same words When any of the words are called, two representatives, one from each group, should run straight to the white board and use the word to write a sentence on the board The first student to write a correct and clearly written sentence wins a point for their team

These are just some of the reasons why ice-breakers and warm-ups can motivate your classes Many of the example exercises and games are listed to enrich the teacher‘s class activities Most are easy to be applied for stimulating students in learning, so they require little or no preparation Teachers should look through them, and find the ones that work best for their students

QUESTIONS FOR DISCUSSION

1 Why do we need Warm-ups in a TESOL classroom?

2 Why do we need Ice Breakers in a TESOL classroom?

3 According to the Common European Framework of Reference for Language (CEFR), how is an international standard for language competency recognized?

4 What are ten important ideas to include in Warm-ups and Ice Breakers?

5 Why are games designed for different levels?

SUGGESTIONS FOR FURTHER READINGS

1 Anderman, E.M and Anderman, L.H (2013) Classroom Motivation Pearson

2 Blackburn, B.M (2005) Classroom Motivation from A-Z: How to Engage your Students in Learning Cambridge University Press

3 Dornyei, Z (2001) Motivational Strategies in the Classroom Cambridge

By the end of the lesson, students will be able to

 understand specific knowledge of TESOL methodology: methods, approaches and techniques;

 recognize the suitability of various teaching and learning methods;

 apply proper teaching and learning styles in a class.

The vital role of language teaching professionals is to find the most effective strategies

of language teaching Teachers develop their own techniques to suit students‘ needs They should apply a number of procedures, which fit their teaching style and students‘ learning styles This unit will indicate some teaching approaches, methods and techniques which are effective in the TESOL classroom and their application to language skills

1 TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES

It is important that the set course content in the TESOL classroom should be planned, presented and taught consistently If the teacher fails to introduce a particular structure of teaching, the presentation will result in incomplete or poor language learning goals and confusion among students

According to Richard and Rogers (1986), Teaching Methodology consists of three components:

Table 1.1: TESOL Methodology

TESOL Methodology

The theory of

the most effective

way of teaching the

particular lesson

A list of teaching techniques which should be listed in the same order they will be used in the lesson are employed in the lesson

Tasks or activities the teacher has chosen for the students to practice the language skills identified in the lesson may be:

Source: Richard, J.C & Roger, T.S (1986)

2 METHODS AND APPROACHES

TESOL methods and approaches concern the most effective ways of teaching and learning a second or foreign language The teacher uses a particular approach to teach or present the main points of a lesson effectively TESOL teaching is fulfilled by using several suitable methods and approaches that have been created However, the effectiveness of the methods and approaches is diversified, depending on students‘ language capacities According to Richard, J.C and Rodgers, T.S (2001), there are eleven most widely and effectively adopted methods and approaches

2.1 The Grammar-translation Method

The Grammar-translation method was applied to the study of foreign languages based

on the study of Latin and Greek grammars from the seventeenth to twentieth centuries In the nineteenth century, this method was very popular for teaching – learning foreign languages; however, by the end of the century the Direct Method was more favorable

The grammar-translation method (known as the classical method) is a method of language teaching that focuses on grammar rules and one-to-one vocabulary translation Grammar rules are taught through presentation and explicit instructions, which in this style

of language teaching is in the students‘ mother tongue Students practice the grammatical rules by translating exercises from the native into the target language Vocabulary lists, dictionary definitions, and memorization strategies frowned upon in other language teaching methods are the main focus of this style of language teaching

The grammar-translation method (known as the classical method) is a method of language teaching that focuses on grammar rules and one-to-one vocabulary translation Grammar rules are taught through presentation and explicit instructions, which in this style

of language teaching is in the students‘ mother tongue Students practice the grammatical rules by translating exercises from the native into the target language Vocabulary lists, dictionary definitions, and memorization strategies frowned upon in other language teaching methods are the main focus of this style of language teaching

Grammar-translation first began based on the belief that different types of knowledge were stored in separate sections of the brain Mathematical knowledge, for example, was considered to be placed in one area, art in another, language in another, and so on It was regarded that studying different subjects was an effective way of exercising the brain Therefore, learning another language provides essential mental exercises to develop the part

of the brain, which is good for memorising languages

At that time, the main purpose for learning a language was not for speaking and/or communication The driving force was to provide exercises for the mind as well as to enable students to read in that language The languages taught in those early days were Latin and Greek, so another reason for studying foreign languages was to appreciate their original languages

When educators first started applying this method, communicating in the language was not the objective of the teaching and learning process Therefore, classes were taught mainly in the students‘ native language and the teacher did not make any effort to pay attention to language‘s accurate pronunciation Grammar study was the focus of the lessons, concerning memorization of grammatical aspects such as verb conjugations and recitation of rules that describe language functions Educators soon began to recognize that the conjugation of verbs, and explanation and memorization of grammatical rules were not learning to use the language because the principal emphasis was on reading and translating passages Even after many years of studying, the students find it difficult to speak the language It is obvious that the grammar-translation method is not really used effectively by itself The students need to take part more actively in their language acquisition to use the language for communication purposes in real life

Although the grammar-translation method shows some weaknesses when used in isolation, this method is still recommended to language students in the mainstream classroom today in certain cases Generally, language students develop a fossilization of errors when learning in immersion settings When communicating with their peers, students‘ errors often go uncorrected Using the grammar-translation method, teachers can motivate the students to drill specific grammatical points which they cope with

2.2 The Direct Method

The direct method is rooted as a complete departure from the grammar-translation method Instead of focusing on reading and writing, this method emphasizes speaking and listening skills The emphasis is on the direct associations the student makes among objects and concepts and the corresponding words in the target language The native language is avoided to use while the use of the target language is emphasized at all times This method primarily aims at stimulating students to think and speak the language Therefore, the native language is allowed to be used Objects, visuals and realia are used to provide the comprehensible input by teachers Instruction revolves around specific topics to encourage students to develop their language skills Aspects of grammar are presented inductively through the handling of the topic The main focus of this method in terms of language instruction is that students learn their second language in a similar way to their first one This method aims to prove that a deep analysis of grammatical rules or spelling patterns is unnecessary Instead, the students‘ communication abilities are the sole purpose of language teaching and learning

The direct method uses a lot of repetition to motivate students to learn new words and

language patterns It involves a five-step process: Show, Say, Try, Mold, Repeat Using real

life objects like pictures, or flash cards; the teacher will present a new word or grammatical structure more effectively For example, using pictures of a child doing different activities; the teacher can introduce the present progressive structure This use of cards can be modified for different verb tenses and different pronouns that will create the same vocabulary while slowly introducing more grammatical structures The practiced structure

could be “The boy is running.” By switching the flash cards, the students can practice “The

boy is sleeping.” “The boy is eating.” “The boy is dancing.” “The boy is smiling.” This can

be practiced in a question/answer structure by presenting and raising questions like: “The boy is sleeping What are you doing?‖, ―The boy is eating What is Ha doing?‖

Furthermore, cultural features of the countries where the target language is spoken are demonstrated in the lessons as well For instance, when studying Spanish, students would talk about the sports that are popularly played in Spain or Latin America This is also followed by discussions referring to geography, climate, cultural traditions, and other features that enrich conversations in the target language Students realize that they can use their new language as a tool to communicate Reading and writing are also taught from the beginning in a similar way

The direct method is the most popularly applied at the Berlitz language schools scattered throughout the world In general, Berlitz classes are for highly-motivated adults who need to speak a foreign language to do business Although many techniques developed for the direct method have also been practised in other methods, application of the direct method in non-commercial schools became less common as early as 1920 (Richards & Rodgers, 1986) The grammar-translation method dominated public school and university language teaching in the United States until the Second World War

2.3 The Natural Approach

The Natural Approach is backed by a theory that effective learning of a second/ foreign language must stimulate students to speak and associate in class due to the fear of making mistakes It is popular for students to refrain from talking in the classroom This approach is designed to help students speak freely in the classroom without the fear of correction, as this approach does not focus on mistake correction but fluency

2.4 Task-based Approach

This approach is based on the theory for students to learn a second/foreign language effectively They have to perform the tasks in the targeted language Language teaching using this approach focuses more on the tasks to be completed

2.5 Lexical Approach

The theory supporting this approach indicates that the best way to master a language is

to use vocabulary introduced in word families The teacher creates a lesson choosing a typical theme in which some vocabulary will be presentented For example, the topics can be occupations, using vocabulary concerning job titles such as doctor, dentist, lawyer, fireman and teacher, etc This approach, at the lower levels, focuses on just learning the meaning of new words At higher levels, however, words are learned in phrases or chunks of common language used in spoken style The lesson focuses on the words used to make utterances but not the grammar to be used in written style

2.6 Student Centered Approach

In this approach, the students‘ interest and needs are the main focus of language teaching The activities are chosen to address what the teacher motivates the students to acquire and what they should be able to do Students are regarded as a valuable resource in the classroom The lessons designed by the teacher usually pay attention to the topics and vocabulary that are relevant to the students‘ language levels These topics and vocabulary can take business or academic matters/fields into account

2.7 Whole Language Approach

The method of teaching English is an approach that addresses all aspects of the English Language simultaneously Speaking, listening, reading, writing, vocabulary and grammar are all considered in detail

2.8 Total Physical Response Approach (TPR)

The Total Physical Response Approach (TPR) is known as the approach in which students learn words and language patterns combined with either singing, music or physical movement and activities or any combination of these methods

2.9 Audio-Visual Lingual Approach

The audio-lingual method was initially converted from raw ingredients to the energy a body needs A lesson plan enables teachers to give students what they need to acquire the target language in an enjoyable and digestive way It is also a tool that was used in army education in the 1940s Then it was expanded, developed in the 1950s and flourished, boosted by the arrival of the language laboratory in the 1960s This approach uses sound and film clips and song lyrics to stimulate increased exposure to the use of the target language in electronic media

The language that the students have to learn can be practised as dialogue and structured

drills that allow for “pattern-practice” via role learning As a result, audio-lingual classes

result in extensive use of drilling, in which students produce the same grammar structures Besides, there are prompts for students to use different words within the patterns given in order to acquire good language habits However, Then audio-lingualism became less common popular because commentators emphasized claimed that language learning was much far better than habit formation, i.e., In other words, students had to produce their own word combinations of words

This is due to the fact that because all humans have the power to be creative in language, based on the knowledge they have acknowledged and the rules of language construction to form appropriate structures Therefore, language students are likely to produce natural-sounding language themselves Nevertheless, drilling (choral and repetition, cue-response drilling) is still considered a useful technique to use, especially with low-level language students

2.10 Eclectic Approach

The eclectic approach gives room for a condition where the teacher can use various techniques that can feature under the theory of some other approaches Apart from giving the lesson variety, it also makes the lesson more interesting and very flexible

2.11 Communicative A p proach

Communicative language teaching (CLT) was popular in the 1970s CLT has two main guiding principles Firstly, language is not just patterns of grammar with the application of vocabulary, but it also involves language functions like agreeing, disagreeing, suggesting, advising, inviting, etc., which students should learn how to perform these language functions using a variety of language purposes They also need to be aware of the need for appropriation when talking and writing to people in terms of the language in use (formal, informal, technical, tentative, and so on) CLT is not only about the language but also about how it is used Secondly, CLT enables students to get enough exposure to language and opportunities for language use If they are motivated, then language learning will take care

of itself

Consequently, the focus of CLT has been on students communicating real messages fluently and naturally, not just grammatically controlled language The improvement of a large number of communicative activities will motivate students to use all and any language they know to communicate This shows that this aspect of CLT works effectively

The main reason for designing this approach is to teach English in the TESOL classroom Its principles are based on the theory that listening and speaking skills are the fundamental practices that dominate other skills in learning a language Through different techniques, students have opportunities to practice conversations where they model various language functions, such as introducing and meeting, expressing an opinion, discussing, asking, communicating, describing and questioning

In summary, it is vital that all TESOL lessons emphasize focus on a set of aims and objectives that students are expected to achieve by the end of the lesson The aims and objectives should be to ensure that students learn some new vocabulary or are able to complete a specific objective goal This objective goal is expected to have been reached at the end of the lesson and more specifically the end of the course The TESOL Method of teaching refers to a number of varied and active teaching techniques that a teacher chooses

to use during the lesson to aid students‘ learning through practice The main purpose of choosing these techniques is to aid the teachers in presenting teaching the lesson materials effectively

3 LEARNING TECHNIQUES

3.1 What is a Learning Technique?

A learning technique describes the way in which an individual understands, organizes and recalls information on a consistent basis

3.2 Where do Learning Techniques Come from?

The things that influence students‘ learning technique include their life history, past culture, previous learning experiences and their surrounding cultural society

3.3 Why Should Teachers Know about Learning Techniques?

The outcome of students‘ learning is effective when the teacher uses a technique that matches the students‘ preferred learning styles Students‘ self-esteem will improve as learning improves Therefore, there are many ways which affect learning positively and learning may become more interesting to students who have previously lost interest in their study When a student becomes more successful and interested in learning, this can help improve the relationship between the teacher and the student

2.12 What Types of Learning Techniques Are There?

Learning techniques can be regarded considered in many ways as there are four main learning techniques of learning that students relate to:

Visual: Make use of many visual aids such as posters, wall displays, flash cards, realia,

displays of students‘ work, graphic organizers

Auditory (hearing and speaking): Make use of audio and video tapes, DVDs and CDs,

songs, jazz chants, memorization and drills

Kinaesthetic (moving): Use games, role plays and other physical activities

Tactile (touching) way of learning: Employ card and board games, projects,

demonstrations, art and crafts, role play, etc Introduce these techniques in your reading and listening activities

In conclusion, by understanding what kind of student you add/ or your students are, you can now gain a better perspective on how to implement these learning techniques into your lesson plans effectively

QUESTIONS FOR DISCUSSION

Based on what you have gained from this unit, answer the following questions.

1 Which of these teaching and learning styles do you like most? Why?

2 Do you tend to talk most of the time in class?

3 Do you focus on group work based on what was taught and allow the students to navigate their learning on their own?

4 Are you more of a consultant to the students‘ learning?

5 What are the purposes of the three TESOL methodology components and how do they work together to create an effective lesson?

SUGGESTIONS FOR FURTHER READING

1 Harmer, J (2007) The Practice of English Language Teaching Longman

2 Harmer J (2010) How to Teach English Longman Groups UK Limited

3 Richard, J.C & Roger, T.S (1986) Approaches and Methods in Language Teaching Cambridge University Press

4 Skinner, D (2010) Effective Teaching and Learning in Practice Cambridge

University Press

5 Woodward, T (2001) Planning Lessons and Courses: Designing Sequences of Work for the Language Classroom Cambridge University Press

After learning the lesson, students will be able to

 understand why lesson plans should be written;

 recognize features, components and stages of lesson plans;

 make effective lesson plans

Planning a lesson is a teacher's detailed description of the course of instruction for one class The lesson plan indicates what the teacher is going to teach and how he is going to teach it It is developed by a teacher to instruct class The details depend on the preference of the teacher, subject being covered, and the need and/or curiosity of students, which is considered the purpose of educating the students

1 PLANNING LESSONS FOR AN ENGLISH AS A SECOND LANGUAGE CLASSROOM Lesson planning is an essential skill in learning and maintaining effective teaching and learning skills Just as an orchestral conductor uses a score to create an environment to make music, the teacher uses lesson plans to create an environment for learning Lesson plans are

a must for implementing your curriculum In addition, it is a way to assess students‘ language capacities, and oneself, to communicate with students, parents, and peers, and suggest professional commitment For teachers who are new to the profession, it is one of the most effective tools in developing skills such as time management, assessment strategies, classroom management, and negotiation of classroom roles Besides, as well as lesson plans are a place for teachers to contemplate and apply educational theories

A lesson plan is a plan of what the teacher will follow to teach with the set curriculum

as a guide Lesson plans are developed by the teacher by constructing methods and techniques to achieve the set curriculum and have positive outcomes at the end of class and more effectively end of the course As the teacher is more experienced, the teacher becomes more confident in building lesson plans, which will result in effective courses and lesson planning becomes easier; set routines start to emerge in the teachers‘ planning, and more confidence is built in the teachers‘ application to teaching

A teacher must be professional in planning a lesson, taking the time to show organizational skills and respecting students throughout the lesson planning process

Flexibility in Lesson Planning

The academic curriculum is set, but a variety of methods can be utilized to enhance the learning needs of students The teacher should be flexible but willing to provide students with stay in the guidelines of the set curriculum For instance, speaking activities bring the speaking contents back to the students‘ home country with relatable authentic materials to provoke interest and enhance confidence in students‘ speaking abilities

Student/ Teacher Challenges

With correct and flexible lesson planning and flexibility, the challenges between students and the teacher will become less likely Planning your lessons will ensure that you may take into account any issues or perceived difficulties within the course contents that you believe may hinder your students‘ learning, progress or confidence

2 WRITING LESSON PLANS

2.1 Why Write a Lesson plan

Work in small groups Look at the spider diagram below and complete the sections with your own ideas

Figure 1.2: Benefits of Planning a Lesson

Lesson plannin g

helps

ensure

2.2 Features of a Good Lesson

Work in small groups

- What are the essential components of a good lesson?

- Look at the spider diagram below Cross out any points that you disagree with and add any other points that you can think of

Figure 1.3: Features of a Good Lesson (Source: Harmer, J., 2010)

2.3 Components of a Lesson Plan

In Harmer, J (2010) points of view, a lesson plan usually includes descriptions of the students, aims and objectives, procedures, teaching points, classroom management and materials to be used in the lesson The actual form of a plan becomes important for teachers

in training, particularly when they are going to be observed

entertain students

All errors are corrected

Teacher

is flexible

easy for students

To master the activities connected to the components of a lesson, work with a partner to match the components of a lesson plan with their suitable activities

Components of a lesson plan

Read the questions below Then match them to one of the components above Write the letters next to the questions The first one has been done for you

Table 1.2: Activities in a Lesson

C 1 What activities do students like

3 What supplementary material

9 What kind of activities will

help students achieve learning outcomes?

20 What items of language will

be studied or used in the lesson?

10 How do the lesson aims link

to the previous and following lessons?

21 What kind of interaction is appropriate?

11 What instructions am I going

to give?

22 What sequence will the activities happen in?

2.4 Stages of a Lesson Plan

We have stated a variety of activities which may be carried out in a language class

Furthermore, teaching should break up in stages with clear objectives for each stage

Work in groups Here is a suggested guide to planning a lesson Do you use a similar approach?

1 Think about the lesson aims and learning outcomes

2 Think about the procedures appropriate to achieve the aims and learning outcomes

3 Think about the sequence of stages

4 Evaluate the sequence of stages: Are they logical?

5 What stages are important in a lesson, and why?

Table 1.3: The Importance of Each Stage

Warm-up - Help the students to relax and get used to speaking English in an

informal and non-assessed way

- Help the teacher to see what they can do

3 PUTTING LESON PLANS TOGETHER

Work with a partner Look at the aims and parts of a lesson plan below

By the end of the lesson, students will be able to

- say their name and ask others their names (Hi, my name is What‟s your

name?)

- understand the spoken form of five sports and the verbs that collocate with

them (play cricket, do karate, swim, play football, run).

Table 1.4: Activities in a Certain Lesson

activity

Student’s activity Interaction Stage aim

recognize and say

“Hello, my name

is …” and “What‟s your name?”

become familiar with the spoken forms of five sports

fluency and accuracy

3 Listen and produce “Hello, my name is …” and “What‟s your name?”

4 Show pictures of five sports and their verbs (one by one) and models of the pronunciation Stick them on the whiteboard Lead choral, group and individual drilling

5 Repeat the sports after the teacher

6 Revise introducing self, using target language

- Say “Hello, my name is …” Use gestures to aid understanding (waving, pointing to

self)

- Lead choral, group and individual drilling of “My name is …”

- Introduce the question form “What‟s your name?”, drill pronunciation and correct if

necessary

3 SUMMARY OF A LESON PLAN DELIVERY

A good lesson plan should have the following features:

- Fun: Keep it simple and fun

- Be flexible: Not everything goes according to plan Be resourceful

- Accept your students‟ challenges: If your first approach was not well received, try

another

- Time and pace: Your activities and teaching the lesson content for a continuous non-stop

learning adventure should be paced and timed carefully

- Simple instructions: Keep instructions suitable to the class level taught Students do not

understand long complicated instructions

- Use body language: Be warm, welcoming and friendly with your body language Over

exaggeration helps greatly with children

- Never take the Teacher‟s Book into the classroom: Students think you are unprofessional

and have no idea what or how to teach

- Look, feel and behave as a professional: You have thought and planned the lesson You

know what to do, you know it and show it If you make a mistake, you won‘t know it,

so don‘t show it

- Always keep track of time: Be sure that your class is flowing and progressing in the

allotted time frame you are given to achieve your lesson goal

Before you start your lesson, it is expected that you:

- have your lesson plan with you;

- check to see if all the materials and aids necessary for the lesson are available Check CDs and flash cards;

- pre-check the equipment in the classroom, e.g., TV, Smart Board, Projector;

- change the classroom seating (if necessary, put excess tables or chairs out of the classroom);

- have a clean white board as is a clean mind at the beginning of class;

- chat to the students when they enter the classroom before the beginning of class

This helps establish and retain a rapport with students, for example, How was your weekend? How was work today? Was there much traffic this evening?