Schedule Introductions and Course Overview
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Week 1
Schedule – Introductions and course overview Icebreakers 1. Icebreaker – Find Someone Who 2. Analyze icebreaker: Why is this kind of activity good on the first day? 3. Other icebreakers
Remembering names 1. Alphabetical line-up and name chain 2. Video 3. “Me” cards 4. Contact list 5. Other name-remembering activities *See “First Day” for tips on what to do for the first day of class.
Syllabus Contact information, website, course overview, materials, assessment criteria, and semester schedule *Buy a notebook (for handwritten answers to all required reading questions this semester).
Books Books are listed in the order they are mentioned in this “Weekly” under “Books” on my website.
Learning and teaching [group discussion] 1. What kind of teacher am I (or do I want to be)? What is (or will be) my approach? 2. What are the qualities of a good teacher? 3. Who was the best teacher I’ve ever had? Describe his or her qualities and characteristics. 4. What are (or will be) my strengths as a language teacher? What do I need to work on? 5. What are (or do I think will be) the most rewarding aspects of teaching for me? 6. What are the best ways to learn a language? 7. Which English classes and activities have I enjoyed the most over the years? Why?
Homework – Due Week 2 Read ‘Learning & Development’ in order (pp. 1-28) and answer the questions below in your notebook. This is a double required reading assignment (40 points).
1. What are the two main jobs of teachers of young learners? [p.2] 2. How can YL teachers provide the best possible instruction for young learners (YLs)? [p.2] 3. What does ‘developmentally ready’ mean? [p.3] 4. Why is it important for teachers to be aware of YLs’ development skills? [p.3] 5. How do YLs benefit from developmentally-appropriate tasks? [p.3] 6. What are some attributes of emotional/social development? [p.4] Which are significant to you? Why? 7. What are some attributes of cognitive development? [pp. 4-5] Which are significant to you? Why? 8. What are some attributes of physical development? [p.5] Which are significant to you? Why? 9. How can being aware or YLs strengths and weaknesses (Q’s 6, 7, & 8) help teachers? [p.3] 10. How can knowing about Ss’ interests be helpful in lesson planning for teachers? [p.6] 11. What are some ways to learn about children’s development, both generally and specifically? [p.7] 12. What are some YL survey challenges, and how can these challenges be addressed? [p8-9] 13. Why is talking with YLs about their survey results in a group not a good idea? [p.9] 14. How can observing children’s work help T’s understand their Ss’ development? [p.10] 15. What is a ‘Talking and Writing Box’ and how is it used? [p.11] 16. What are the benefits of Ss using a Talking and Writing Box? [group discussion] 17. Reflection discussion* [p.12] (“Think about your current…”) 18. Define and explain the differences between language acquisition and language learning and their particular context. [p.12] What is important to note about these two skills? 19. Reflection discussion* [p.13] 20. What is comprehensible input? Why is it important and meaningful? Give an example. [p.13] 21. What are some ways to make input comprehensible? Do you agree? Why/why not? [p.13] 22. According to Vgotsky, how do adults support children’s language learning? [p.14] 23. What is ‘wait time’ and why is it important? [p.15] 24. Reflection discussion* (Who helped you learn as a child?) [p.16] 25. Define active learning and ‘constructivism’ (J. Piaget) [pp. 5-6] 26. What are Piaget’s stages of development and their main characteristics? [pp.6-7] 27. What was one of Piaget’s main conclusions drawn from the ‘3 mountains’ experiment regarding children under the age of 7? [pp. 8-9]
28. Who was Margaret Donaldson and what did she suggest about Piaget’s research? Why is this significant from a YL teaching perspective? [p.9] 29. What are some other general criticisms of Piaget’s (concrete & formal) operational stages? [p.9-10] 30. What is important for teacher’s to learn from Piaget’s theory? [p.10] 31. Who was Vgotsky? How did his ideas differ from Piaget’s? [pp. 10-11] 32. What is the Zone of Proximal Development? [p.11] 33. Define ‘scaffolding’. [p.12] 34. What does Gardner’s Multiple Intelligences Model suggest? [p.13] 35. What are the types of intelligences (learning styles) and some characteristics of each? [p.12] Which is significant to you? Why?
36. How can teachers prepare for a variety of learners in their classrooms? [pp. 14-15] Week 2
Schedule – Learning and Development group discussion 1. Discuss homework questions (in this order: #1-16, 17-18, 20-23, 25-36) 2. Discuss reflections (homework questions #17, 19, & 24)
Homework – Due Week 3 Read the pdf “teaching listening” (on my website) and answer all questions in your notebook. This is a single required reading assignment (20 points). Teaching Listening and Speaking 1. Why are listening/speaking initially more important than reading/writing for YLs? [p. 1] 2. What are some general aspects of difficulty in listening for YLs? [p. 1] 3. How is a teacher ‘better’ than a recording? [p. 1] 4. What’s the difference between ‘bottom-up’ and ‘top-down’ listening? [p. 2] 5. What are some general ways teachers can support bottom-up and top-down skills? [p. 2] 6. How does Teacher Talk (TT) help children learn? [p. 3] 7. What do children do as they listen? [p. 3] 8. What are some other benefits of using TT with YLs? [p. 3] 9. What is ‘language modification’ (or ‘interactional modifications’)? [p. 4] 10. What are some examples of language modification? How do they help with SLA? [p. 4] 11. Why is it important to use ‘interactional modifications’ when storytelling? [pp. 4-5]
Teaching Listening to Young Learners
1. What is the difference between listening and hearing? [p. 7] 2. How can family help children learn a language better? [p. 7] 3. What are some hearing loss signs to look for in the language classroom? [p. 8] 4. How can hearing or other learning difficulties be minimized in the classroom? [p. 8] 5. ‘Action’ [p. 24, at top] (Do in groups) 6. What are receptive skills? Productive skills? Explain. [p. 9] 7. What does ‘decode’ mean? [p. 10] 8. Generally, how is listening a foundation for other skills? [p. 10] 9. What are auditory, tactile, and visual learning channels, and some examples of each? [pp. 10-11] 10.Why is using all 3 learning channels important? [p. 11] 11.Why should a teacher be aware of their own learning style? [p. 11] 12.‘Action’ [p. 11, at top] (Do in groups) 13.Generally, why are listening skills important for all young language learners? [p. 11] 14.How do the following listening skills help young learners get ready to read? [p. 11-12]
Also, brainstorm - writing in your notebook – answers to the following questions about listening. 1. What is listening? Try to define it. 2. What does listening involve? 3. What is your main learning style (auditory, tactile, or visual)? 4. What are some features of an effective listening activity? 5. What are some listening materials you could use when teaching young learners? Week 3
Schedule –Listening 1 (discussion) 1. Discuss homework questions (#1-11, 1-14) 2. Discuss brainstorming questions (from your notebook)
Homework – Due Week 4
Although there are no questions due next week, please read ‘classroom management tips’ and ’12 steps to clearer instructions’ (website) in preparation for next week’s teaching demonstration/activities. Week 4
Schedule – Listening 2 (activities)
Listening activities demonstration (Todd) and post-activity group discussions. 1. Activities & discussion Feelings Nationalities Locating Objects Pied Piper
Homework 1 – Due Week 5 Read “Teaching Speaking” (website) and answer the following questions in your notebook. This is a single required reading assignment (20 points) ‘Teaching Speaking to Young Learners’
1. How do language and play influence each other? (paraphrase)[p. 46] 2. What are some classroom examples of language play and speaking? [pp. 47-48] 3. Reflection (opinion) [p. 47] 4. How do pronunciation skills differ between older and younger learners? [pp. 49-50] 5. What is important to remember about native speakers and pronunciation? [p. 50] 6. What does MLU mean, and why is it important in relation to young learners? [p. 51] 7. Reflection (opinion) [p. 51] 8. What is ‘overgeneralization’ and why/how does it occur? [p. 51] 9. How can overgeneralization be minimized for young learners? [p. 51] 10. What is ALM? Its two main features? [pp. 52 & 54] 11. What are some specific examples of sentence-level substitution drills? (Ex: ‘Hokey Pokey’ song)[p. 53] 12. What are some of your favorite young learner songs, chants or poems to teach? Name five. (opinion) 13. How can puppets be used (for CLT dialogues) in the classroom? [p. 54] 14. What is CLT? It’s main focus? Some example situations where YL’s may use it? [p. 56] 15. How is young learner-CLT different from adult-CLT? It’s benefits? [p. 56]
Homework 2 – Due Week 6
Create (i.e. adapt, not copy) one listening activity – at least 20 minutes long. Download the ‘activity form’ (website) and type in the information above (using Arial 9 point font). You are limited to one page (no exceptions!), so be simple, clear, and concise. Follow the example, and check these books for ideas and inspiration.
Books:
Young Learners by Sarah Philips (Oxford)
Simple Listening Activities by Jill Hadfield & Charles Hadfield (Oxford)
Time for Talking by Elizabeth Love & Sue Reilly (Longman)
Listening by Goodith White (Oxford) Week 5
Schedule – Speaking 1 (discussion) 1. Discuss ‘Teaching Speaking’ homework questions 2. Listening activities (groups) Listen and Do – TPR activities In the Playground – a picture dictation Sounds of Silence Up the Garden Path Shouting Match
Homework – Due Week 6 Create (i.e. adapt, not copy) one listening activity – at least 20 minutes long. Download the ‘activity form’ (website) and type in the information above (using Arial 9 point font). You are limited to one page (no exceptions!), so be simple, clear, and concise. Follow the example, and check these books for ideas and inspiration.
Books:
Young Learners by Sarah Philips (Oxford) Simple Listening Activities by Jill Hadfield & Charles Hadfield (Oxford) Time for Talking by Elizabeth Love & Sue Reilly (Longman) Some of the activities in the two books below you may be able to modify for young learners: Zero Prep for Beginners (Chapter 1) by Laurel Pollard, Natalie Hess and Jan Herron (Alta Book Center Publishers) Zero Prep (Chapter 2) by Laurel Pollard and Natalie Hess (Alta Book Center Publishers) Week 6-7
Schedule – Speaking 2
1. Activities demonstration (Todd) Greetings & Introductions (Simple Speaking Activities - Oxford) Daily Routines (Simple Speaking Activities - Oxford) Jobs (Simple Speaking Activities - Oxford) On The Farm – An Information Gap Activity (Young Learners - Oxford) Draw Me A Story (Time for Talking – Longman) Picture It! (Time for Talking – Longman) 3 Little Pigs (Time for Talking – Longman) Describing Actions (Simple Speaking Activities – Oxford)
Homework 1 – Due Week 8 Download and read ‘teaching pronunciation’ (website) and answer the following questions in your notebook – and then brainstorm – in writing, in your notebook – answers to the following questions about pronunciation. If there is a page number [p. #] at the end, find the answer in ‘teaching pronunciation. This is a single required reading assignment.
1. Why is teaching pronunciation in the classroom important for all learners? [p. 1] 2. What were/are some pronunciation challenges for you when learning another/your native language? 3. Why are intonation and stress important? How do they affect the tone of mood of an utterance? [p. 2] 4. How do intonation and stress influence meaning (what you mean to say)? 5. What are two key problems with pronunciation teaching? [p. 3] 6. What do teachers of pronunciation need? [p. 3] 7. In your experience, has your classroom pronunciation learning been planned, or reactive? 8. While planning lessons, what should teachers consider in regard to pronunciation issues? [p. 3] 9. What is your most-used model of English (American, British, Canadian, etc.)? Why? 10. What are the two key sides to pronunciation teaching? Techniques for both? [p. 5-6] 11. What are minimal pairs, and some ideas on how to teach them? [p. 8-9] 12. How can pronunciation and spelling activities help students? What are some activity examples? [p. 10] 13. What are homographs? Homophones? [p. 10]
Homework 2 – Due Week 9 Create (i.e. adapt, not copy) one speaking activity – at least 20 minutes long. Download the ‘activity form’ (website) and type in the information above (using Arial 9 point font). You are limited to one page (no exceptions!), so be simple, clear, and concise. Follow the example, and check these books for ideas and inspiration.
Books:
Conversation by Rob Nolasco (Oxford) New Ways in Teaching Speaking by Kathleen M. Bailey and Lance Savage, Editors (TESOL) Pronunciation Games by Mark Hancock (Cambridge) Basics In Pronunciation by Linda Lane (Longman) Keep Talking by Friederike Klippel (Oxford) How to Teach Pronunciation by Gerald Kelly (Longman) Conversation Inspirations by Nancy Ellen Zelman (Pro Lingua Associates) Conversation Starters by Sue Fenton (Madame Fifi) Conversation Strategies and Discussion Strategies by David and Peggy Dustin Kehe (Pro Lingua Associates) Vocabulary Games and Activities 1 by Peter Watcyn-Jones (Penguin)* Vocabulary Games and Activities 2 by Peter Watcyn-Jones (Penguin)* Vocabulary Games and Activities for Teachers by Peter Watcyn-Jones (Penguin)* Simple Speaking Activities by Jill Hadfield & Charles Hadfield (Oxford)* Time for Talking by Elizabeth Love & Sue Reilly (Longman)* Young Learners by Sarah Philps (Oxford) Zero Prep for Beginners (Chapter 2) by Laurel Pollard, Natalie Hess and Jan Herron (Alta Book Center Publishers) Zero Prep (Chapter 3) by Laurel Pollard and Natalie Hess (Alta Book Center Publishers)
* - Denotes particularly useful activity books. You can also search “speaking lesson plans” on www.google.com (not www.google.co.kr). Week 8
Schedule – Pronunciation 1
1. Pronunciation PowerPoint and discussion questions
2. Games and activities: Bingo Simple Sound Maze Stress Dice 3. “Basics in Pronunciation” Consonant Contrasts: R vs. L *For more info on teaching pronunciation, see “How to Teach Pronunciation.”
Homework – Due Week 9
Prepare a 2-3 minute PowerPoint presentation on a pronunciation game or activity for class. You can, of course, choose your own activity, or select one from the following list of books. Be sure to bring enough materials to play your activity with a group of at least 4 - 8 people (after presentations have been given). Books:
Pronunciation Games by Mark Hancock (Cambridge) Simple Speaking Activities by Jill Hadfield and Charles Hadfield (Oxford) Basics In Pronunciation by Linda Lane (Longman) Vocabulary Games and Activities for Teachers by Peter Watcyn-Jones (Penguin)* Zero Prep for Beginners (Chapter 2) by Laurel Pollard, Natalie Hess and Jan Herron (Alta Book Center Publishers) Zero Prep (Chapter 3) by Laurel Pollard and Natalie Hess (Alta Book Center Publishers)
* - Denotes particularly useful activity books. You can also type in “pronunciation games for young learners” on www.google.com (not www.google.co.kr)
Reminder: Your final exam is Week 10. Microteaching begins Week 11. Week 9
Schedule – Pronunciation 2
1. Pronunciation PowerPoint presentations 2. Games and discussion
Homework 1 – Due Week 10 Prepare your microteaching activity for Week 10 microteaching workshop. You will need to: (1) Find a 20-minute activity. This can be (preferably) from a published resource book (see below) or online. It could also be an activity you have successfully taught before, or something you create for this assignment. Bring a typed draft of your activity to class for peer discussion and feedback. Use the ‘activity form’ (website) and type out the activity (Arial 9 point font).
Books: Simple Speaking Activities by Jill Hadfield & Charles Hadfield (Oxford) Simple Listening Activities by Jill Hadfield & Charles Hadfield (Oxford) Primary Grammar Box by Caroline Nixon and Michael Tomlinson (Cambridge University Press) Projects with Young Learners by Diane Phillips, Sarah Burwood & Helen Dunford (Oxford) Intercultural Activities by Simon Gill and Michaela Cankova (Oxford) Time for Talking by Elizabeth Love and Sue Reilly (Longmane) Young Learners by Sarah Phillips (Oxford) Zero Prep for Beginners (Chapter 2) - Laurel Pollard, Natalie Hess and Jan Herron (Alta Book Center Publishers) Zero Prep (Chapter 3) by Laurel Pollard, Natalie Hess and Jan Herron (Alta Book Center Publishers) Week 10
Schedule – Microteaching Workshop 1. Peer review of microteaching your activity (with Y-Pie)
Homework 1 – Due the week you present Prepare your microteaching lesson. You will need to: (1) Finalize your microteaching activity for your microteaching presentation. (see Week 9 for Books) (2) Read the file ‘classroom management, tips & activities’ (website). The information and tips in this file will help ensure that your microteaching goes smoothly. (3) Reread “12 Steps to Clearer Instructions.” Giving clear (step-by-step, modeled) instructions is essential for this exercise. (4) Practice your activity before you come to class. Preparation is another key to your success. (5) Give me a copy of your activity on the day you micro-teach, including any worksheets. (5a) If you are using a published resource book or website activity, just make a photocopy of the page(s) and let me know the title, author, and publisher or website address. [You may choose to put the information into an ‘activity form,’ along with the accredited source (title, author, and publisher or website) if you wish to do so. (5c) If you’re using your own material, you’ll need to fill out an “activity form” (i.e. the one you’ve been using for your mini-lessons).
Each microteaching activity will be 20 minutes in length, maximum. Be sure to follow the above steps, and please ask me if you have any questions or concerns. Week 11
Schedule – Final Exam
1. [20-25 questions, half multiple choice, half short written answers.] 2. Microteaching sign-up sheet Week 12-16
Schedule –
Microteaching (*check presentation schedule)