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Education is about teaching students how to think, not what to think.

Education is about teaching students how to think, not what to think. The only way students will learn to read, write, listen and speak English is through lots of practice. . Too much “teacher talk” deprives students of time to practice

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Education is about teaching students how to think, not what to think.

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  1. Education is about teaching students how to think, not what to think.

  2. The only way students will learn to read, write, listen and speak English is through lots of practice. Too much “teacher talk” deprives students of time to practice Listening to a teacher explain grammar explanations does as much good as listening to someone explain how to play the guitar In large discussions, usually only a few students will participate and the quiet students will never participate

  3. Student-Centered Classrooms Regardless of who you are teaching, be it primary school, middle school, or university students, the students should be doing most of the work in the classroom. How much learning can take place if a student is listening to a teacher lecture for 1 ½ hours? Let’s take a look.

  4. Cone of Learning We remember…

  5. Teaching Learning

  6. I said I taught him. I didn’t say he learned it. I taught Stripe how to whistle. I don’t hear him whistling. (Leveque, 1999-2000)

  7. A teacher should be well-prepared for each class. If a teacher walks into the classroom, opens a book, and begins to read from the book, both the teacher and the students will be bored. The students should be prepared to work while in the classroom, not simply listen while a teacher talks (or sleep while a teacher talks).

  8. Let’s take a look at two common approaches used for TEFL/TESL… Audio-Lingual Method (ALM) Communicative Approach

  9. ALM Sentence patterns are presented orally, in dialogues Each dialogue has drills: repetition, substitution, transformation This method follows the order: Presentation (teacher introduces dialogue) Practice (students mindlessly repeat, over and over and over) Production (maybe a written exercise like fill in the blank, match the word with the definition, etc.)

  10. ALM

  11. Communicative Approach Emphasis is placed on the learner’s responsibility for his or her learning Students are actively engaged; teacher does not carry full responsibility for students’ learning Uses language for real conversations and exchanges; promotes real communication Students encouraged to talk about current events/what’s going on in the world today Language sounds natural, not artificial Less error correction (model the correct answer and move on) More opportunities for students to speak (esp. about topics of interest-gives students freedom to bring up own topics) Uses questioning techniques to ensue attention and involvement from the whole class Promotes critical thinking

  12. ALM vs. Communicative Approach Teacher: What color shirt is Mike wearing? Student: Mike is wearing a blue shirt. Vs. Teacher: Do you like the color of Mike’s blue shirt? Student: ?????? (teacher doesn’t know the response the student will give)

  13. Multiple Intelligence Theory Facts: All people have all nine intelligences. The strength of the intelligences is different in each individual and can change over time. All learners are unique individuals. The class is not a unified being. Each learner has different needs and learns by different learning styles.

  14. The Nine Intelligences Naturalistic Logical/Mathematical Interpersonal Intrapersonal Visual Linguistic Musical Existential Bodily/Kinesthetic

  15. Multiple Intelligence Theory also suggests… Traditional education techniques only use and develop a limited range of intelligences in learners. Other intelligences are neglected (forgotten about). Learners are traditionally evaluated (tested) by a system that favors specific intelligence types.

  16. Why is this theory useful for teachers? It helps us identify different learning styles. It helps us identify our own teaching style. It helps us to plan our lessons by knowing our students’ needs. It encourages us to balance our classroom activities. It helps us to create a balanced evaluation process.

  17. You will not be able to include classroom activities in every lesson that cover the full range of intelligences. Rather, try to balance activities over a series of lessons. Also, not all students will be happy all the time. However, some lessons (or parts of lessons) will be more useful for some students than for others. If we are aware of this and plan for this, then most of the class will be engaged most of the time.

  18. Activities to Use in the Classroom Visual Graphs and charts Watching videos Flashcards, diagrams, photos Creating maps, drawing, illustrating Verbal/Linguistic • Vocabulary activities • Dialogs • Class discussions • Lectures • Listening exercises • Storytelling Logical/Math-ematical • Matching cards • Word order activities • Creating questions and answers

  19. Creating Questions and Answers

  20. Tapering Dialogues You will be with a partner. You will write a dialogue with your partner, but you CANNOT speak to your partner. You can only communicate through writing.

  21. Directions 1. Each group of 2 receives two pieces of paper. 2. Using one of the pieces of paper, you write the beginning of a dialogue with your partner using exactly 7 words. Meanwhile, your partner will begin a dialogue with you, using exactly 7 words. 3 Then, switch papers with your partner. Answer your partner's dialogue using exactly 6 words. 4. Again, switch papers. Continue the dialogue using 5 words. 5. Continue swapping papers and stop when you get down to one-word responses. 6. When all groups are finished, each group will share their dialogue with the class.

  22. Daily Activities 1. Like on the following slide, please draw 6 pictures representing what you do everyday. For example, in the first box, draw something that you do when you first wake up in the morning everyday, in the second box, something that you do mid-morning, in the third box, something you do around noon, etc. KEEP YOUR DRAWINGS SIMPLE! You can use stick figures. You have 4 minutes. 2. Then, you must explain your daily activities to a partner. Show them your pictures and talk about what you do everyday. 3. Then, I'll put you in groups and you are to share your picture one more time and explain your daily activities, this time to the classmates in your group. stick figure

  23. Daily activities

  24. Reading Dialogues in a Large Classroom Vary how students read and repeat the dialogue • Split the class in half or groups • Have several students volunteer • Have students work in pairs • Students read in different voices

  25. Reading Dialogues A. When can I see you again? B. I think we should lay low for a while. A. But I want to know now. B. How about the day after tomorrow? A. Where can we meet? B. I'll contact you when the time is right. A. You're just full of surprises, aren't you?

  26. Reading the dialogues With a partner, you will read it different ways. One of you is student A, one of you is student B. Look at each other when you speak. 1. Read it normally. 2. Read it loudly. 3. Read it quietly. 4. A speaks loudly, B speaks quietly. 5. A speaks quietly, B speaks loudly. 6. A speaks quickly, B speaks slowly. 7. A speaks slowly, B speaks quickly. 8. A is in love with B but B doesn't like A. 9. A and B are lovers. 10. A and B just robbed a bank.

  27. Last week I said I'd let you ask me questions for 3 minutes, but I forgot! Now is your chance. Any questions?

  28. Activities to Use in the Classroom Visual Graphs and charts Watching videos Flashcards, diagrams, photos Creating maps, drawing, illustrating Verbal/Linguistic • Vocabulary activities • Dialogs • Class discussions • Lectures • Listening exercises • Storytelling Logical/Math-ematical • Matching cards • Word order activities • Creating questions and answers

  29. Quick Review: Reading Dialogues A. When can I see you again? B. I think we should lay low for a while. A. But I want to know now. B. How about the day after tomorrow? A. Where can we meet? B. I'll contact you when the time is right. A. You're just full of surprises, aren't you?

  30. Reading the dialogues With a partner, you will read it different ways. One of you is student A, one of you is student B. Look at each other when you speak. 1. Read it normally. 2. Read it loudly. 3. Read it quietly. 4. A speaks loudly, B speaks quietly. 5. A speaks quietly, B speaks loudly. 6. A speaks quickly, B speaks slowly. 7. A speaks slowly, B speaks quickly. 8. A is in love with B but B doesn't like A. 9. A and B are lovers. 10. A and B just robbed a bank.

  31. Listening Activity: Shrinking Story 1. Four students leave the classroom. The rest of the students read the story. 2. As a class, discuss the most important points and write them down. 3. Student #1 comes in. A student in the class, or the teacher, reads the story to Student #1. 4. Student #1 tells the story to Student #2. Class checks off which important points were remembered. 5. Student #2 tells the story to Student #3. Class checks off which important points were mentioned. 6. Student #3 tells the story to Student #4. Class checks off which important points were mentioned. 7. The class discusses which details of the story were remembered and which were forgotten.

  32. When Christine was young, her parents made her go to church every Sunday. She hated going to church. Sometimes, she would bring a book and read while the priest was saying the mass, but her mom would usually see her and scold her. However, Christine's sister, Laura, liked going to church. In fact, she liked to sing in the church choir, or chorus, and even taught CCD on Sundays. CCD is a school for students who want to study religion. When Christine was old enough to drive, she convinced her mom to let her drive to church by herself. When she did this, she drove to church and parked in the parking lot and did her homework or read books instead of going inside to hear the mass. One day, her mom's friend told her mom, “Oh, I saw your daughter at church last Sunday.” Christine's mom replied, “Oh, you saw Christine?” Her mom's friend said, “No, I saw Laura. I didn't see Christine.” After that incident, Christine wasn't allowed to drive to church by herself anymore.

  33. Please write the most important points from the story. 1. _______________________________________ 2. _______________________________________ 3. _______________________________________ 4. _______________________________________ 5. _______________________________________ 6. _______________________________________ 7. _______________________________________ 8. _______________________________________ 9. _______________________________________ 10._______________________________________ Important Points

  34. When Christine was young, her parents made her go to church every Sunday. She hated going to church. Sometimes, she would bring a book and read while the priest was saying the mass, but her mom would usually see her and scold her. However, Christine's sister, Laura, liked going to church. In fact, she liked to sing in the church choir, or chorus, and even taught CCD on Sundays. CCD is a school for students who want to study religion. When Christine was old enough to drive, she convinced her mom to let her drive to church by herself. When she did this, she drove to church and parked in the parking lot and did her homework or read books instead of going inside to hear the mass. One day, her mom's friend told her mom, “Oh, I saw your daughter at church last Sunday.” Christine's mom replied, “Oh, you saw Christine?” Her mom's friend said, “No, I saw Laura. I didn't see Christine.” After that incident, Christine wasn't allowed to drive to church by herself anymore.

  35. Bingo: Word and Definition 1. Draw a grid on your paper with 9 squares. 2. Using the following words, quickly write one word in each box below. CCD choir Laura priest incident parking lot scold Sunday church 3. When I say one of the words, you cross it off. When you get three in a row, say, “bingo!”

  36. Bingo 1. Draw a grid on your paper with 16 squares. 2. Using the following words, quickly write one word in each box below. back beck gas guess sad said tan ten bag beg sat set pack peck and end mat met 3. When I say one of the words, you cross it off. When you get four in a row, say, “bingo!”

  37. Humming Activity Although the English language doesn't have tones like Chinese, English is heavily reliant on intonation. For example, the following sentence can be interpreted in many different ways. I said she might consider a new haircut. (It was my idea) I said she might consider a new haircut. (Didn't you hear me?) I said she might consider a new haircut. (Not another person) Now, try humming this sentence.

  38. Neighbors Mike: Excuse me, I’m Mike, your new neighbor. Mary: Oh, welcome! I’m Mary. May I help you? Mike: I’m looking for a supermarket. Are there any around here? Mary: Yes, there is one in front of our building. Mike: OK. And is there a bank here? Mary: Well, there is one on the street corner. Mike: Thanks. See you later! Mary: See you!

  39. What activities can you do with the dialogue? Activity #1: With your partner, write a few sentences about what Mike and Mary did before they met. What happened before the dialogue? Activity #2: With your partner, write what you think happens next to Mike and Mary. Activity #3: What do they say next? Add 4 more lines to their conversation.

  40. U.S. Coins Pennies: The coin with the smallest value is a penny, which is worth one cent, or 1¢. Dimes: Another coin is a dime, or 10¢. Nickels: The next coin in value is a nickel, or 5¢. Quarters: The last coin is a quarter, or 25¢.

  41. Around the World Two students stand up. I say two amounts of money (example: 2 nickels plus 1 quarter). The student who says the answer first is the winner, and moves on to the next person. Continue playing until one student goes all the way around the class. 1. First, do it as a class. 2. Then, a student will be the teacher. 3. Lastly, we'll divide the class into groups and have one student be the “teacher” in each group.

  42. More Activities to Use in the Classroom Interpersonal Pairwork Group work Peer teaching Board games Group projects Intrapersonal • Independent study • Writing in a journal • Choices • Goal-setting Bodily/Kinesthe-tic • Dance • Acting/drama • Board races • Outdoor class • Role-playing • Field trips

  43. Giving Choices

  44. Questions for line activity 1. What did you do last weekend? 2. What are you planning on doing this weekend? 3. Describe your family. 4. How do you feel about this campus? What do you like about it? Dislike? 5. What is your favorite food? Can you cook? What can you cook best? Do you like to cook? 6. Describe your best high school or university teacher. 7. What are some of your hobbies? What do you normally do on the weekends? 8. If you won 1,000,000 RMB, what would you do? 9. If you could travel anywhere in the world, where would you go and why? 10. What will your future be like? What will you do? Where will you live? 11. What time do you usually get up in the morning? What time do you usually go to bed?

  45. Minimal Pairs 1. Look at the words below. 2. Starting with number 1, I will read a word. You write down the word you hear. 3. When we finish, we will check your answers. 1. chin gin 2. cheap jeep 3. choose juice 4. batch badge 5. search surge

  46. 1. chin 2. jeep 3. juice 4. batch 5. surge Any questions about their pronunciation?

  47. You will be with a partner. One of you is student A, one is student B. Look at the ten pairs of words below. Beginning with number 1, student A says one of the two words. Student A should write the word he/she says. Student B should also write the word he/she hears. Check your answers when student A is finished reading the 10 words. 1. sheep cheap 6. leather ladder 2. knife life 7. fan van 3. miss myth 8. grow glow 4. train chain 9. cents sands 5. west vest 10. sort thought Pronunciation Pair Work

  48. Pronunciation Pair Work Con't This time, student B reads and writes one of the words as student A writes the word he/she hears. Check your answers when finished. 1. cash catch 6. belief believe 2. same shame 7. sits seeds 3. drain Jane 8. they day 4. load road 9. trail child 5. nine mine 10. cherry jewelry

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