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TEFL Manual 3Rd Edition Teaching English as a Foreign Language 7th-11th Grade 3rd edition Manual of Activities, Grammar, Teaching Strategies, and Vocabulary for the Nicaraguan Classroom Table of Contents How to Use This Manual 2 Como Usar este Manual 4 Strategies for the Communicative Classroom 6 Estrategias para el Aula Comunicativa 9 Objective Writing and Assessment 11 Escribiendo Objetivos y Evaluación 14 Preparing Students for Real Communication 18 Preparando al Estudiante para Comunicación Real 22 7th Grade 26 8th Grade 69 9th Grade 120 10th Grade 162 11th Grade 209 Multi-Purpose Activities 252 Irregular Verb Chart 275 The third edition of Teaching English as a Foreign Language: Manual of Activities, Grammar, Teaching Strategies, and Vocabulary for the Nicaraguan Classroom was written and produced by Megan Abbot, Andrea Morris, and TEFL Peace Corps Volunteers in Nicaragua in 2012. The second edition of this manual was written and produced in 2011 by David Ball, Alexandra Baltodano, Melissa Culkin, Emily Diamond, Allison James, Erin McGee, Christopher Ortega, and Anjanette Price. Special thanks to Karla Noelia Castro, Misty Ferguson, Joayne Larson, Greg Macdonald, Karen Ocón, Rachael Ropkey, Ligia Pineda Ruiz, Carlos Sarantes, Donald Ugarte, and Wuilman Vanegas. 1 How to Use This Manual: Content An Introduction to APA/PPP When you look at the three parts of the menu, you more or less know what to expect in each section. Steak and potatoes belongs in MAIN DISH. A STARTER might be tajadas. Wouldn’t it be strange to see rice and beans as a DESSERT? Cake? That’s Welcome To the TEFL Manual, 3rd Edition! more like it! You will not find daily lesson plans in the new TEFL manual. Just as the menu’s terms identify the types of food to follow, You will find all the tools you need to guide you through the the TEFL manual’s three sections identify the different types planning process so you can create successful daily lesson of activities for each content. We will now examine and better plans that incorporate different learning styles and dynamic understand the three sections: activities. The revised TEFL manual is divided into three basic sections to help you achieve a more communicative classroom. 1. I DO/PRESENTATION/APRENDO What are the three sections? You, the teacher, present new information during this part. You will introduce and explain new vocabulary and new grammar I DO/PRESENTATION (Aprendo) structures. If students are seeing a concept for the first time WE DO/PRACTICE (Practico) (Ex: Spelling changes using He/She), you must present what they YOU DO/PRODUCTION (Aplico) need to know to succeed and master this concept. These three basic parts of class are known as APA (Aprendo/ The teacher is very active during this part of class. Out of the Practico/Aplico) in Spanish and PPP (Presentation, Practice, three parts, the teacher talks the most in this one. Remember: Production) in English. Each part is necessary to introduce, you, the teacher, are talking and presenting, but that doesn’t practice, and successfully evaluate any MINED content. mean students have to be passively copying from the board However, all three parts do not necessarily have to be (and probably feel bored themselves!) Use innovative and developed completely in one class period; many successful engaging strategies to make your presentations effective. lesson plans use multiple class periods to complete all three Ideas include: parts. ▪ Use pictures to introduce new vocabulary (instead How do I use the manual? of translating to Spanish!). ▪ Use Big Story Books (See the Multi-Purpose Activities Consistency Index) or topic-related Readings to introduce grammar in context. Think of this manual like it is a menu in your favorite restaurant. The menu is divided into three different parts: Starters, Main ▪ Use gestures that allow students to actively uncover vocabulary and grammar meanings. Dish, and Desserts. Under the title STARTERS, you expect to find small portions of food to begin your meal. Under the ▪ See any PRESENTATION section in this manual for title MAIN DISH, you can be sure to find different options of more ideas! hearty, filling food. Under DESSERTS, there will most likely be a Presentations are also a good time to review past concepts selection of sweets to finish the meal. You can count on there and reinforce connections between past lessons and today’s being these three essential parts to the menu. Imagine if the new lesson. Did you teach chores vocabulary last week? menu was lacking and there were no desserts—what kind of Review those vocabulary words to help students succeed restaurant is this?! in discussing their daily chore schedules. Just like the menu, the TEFL manual has three parts and a Quick Summary: During I DO/PRESENTATION, the teacher good lesson plan will incorporate enough class time to cover presents new concepts actively and engagingly; the teacher all of them. The PRESENTATION, PRACTICE and PRODUCTION uses this time to talk the most in class; the teacher reviews sections are essential to a complete coverage of any content. past concepts and connects them to the new lesson. Remember how unsatisfied you felt when there was no dessert? Imagine how upset your students will feel if you 2. WE DO/PRACTICE/PRACTICO leave out the production stage and they don’t have a chance In this part, you, the teacher, and the students practice the to produce all the language they have learned! However, concepts together. Use the information recently presented unlike the menu analogy where you must eat all three parts during the I DO section and help the students complete in one dinner, you may finish the three parts of class over related activities. Because you and the students are working multiple class periods or even a few weeks until you have together to practice, many activities are done on the board as completed them satisfactorily. a class with students participating together on the board or individually in their notebooks. Drills and grammar activities are usually good PRACTICE activities because they allow the teacher to work with the 2 students and identify any doubts or misunderstandings the to write a dialogue but are not ready to say the dialogue students have about what they learned in the PRESENTATION. because they did not practice speaking. Therefore, if you want to evaluate in a certain way (presentations, written work, All PRACTICE activities should help students build confidence listening quizzes, etc.) most of the practice activities must in speaking, reading, writing and listening to the content. correspond to the final evaluation to prepare the students PRACTICE activities should also be directly related to the next adequately. part, PRODUCTION, by helping students practice the skills they will need to produce proof of learning at the end. Ideas Quick Summary: During YOU DO/PRODUCTION, the students include: produce without help and the teacher evaluates their work; all production activities must be directly related to the content ▪ Use Multi-Purpose Activities like Simon Says, BINGO, Sparkle, Tic Tac Toe, etc. presented and the practice activities; the teacher provides the authentic, communicative assignments and the students perform ▪ Use fill in the blank and other similar activities together. and produce the language needed to complete them. ▪ Sing songs to practice new vocabulary. To return to the menu analogy: just like a menu is certain to list ▪ See any PRACTICE section in this manual for more ideas. Indio Viejo under MAIN DISH instead of DESSERT, you can Since the teacher and students complete the PRACTICE anticipate the types of activities found in each section in the activities together, students will talk and participate just as TEFL Manual. Do you need to introduce a new concept? Look much, if not more than, the teacher. Remember, teachers talk at I DO! Do you need an activity to practice with your to PRESENT, students must talk and participate in order to students? Look at WE DO! Do you need the students to PRACTICE. Your role is a helper. Ask important questions so demonstrate their learning? Or maybe you would like a good students arrive at the correct answer (Ex: What is the last letter activity to evaluate what they learned? Look at YOU DO! in this word? What rule do we use? Why?) Asking the correct questions during PRACTICE is as instructive as what you Options and Objectives presented earlier. A good menu has options. If you want to order a MAIN DISH, Quick Summary: During WE DO/PRACTICE, the teacher and the you can choose steak, chicken, fish, or pasta. Likewise, there students do work together; the students practice speaking, writing, are many DESSERTS to choose from. Should you order the listening or reading the content already presented; the teacher cake or the ice cream? talks less and asks important questions so students participate; The TEFL manual has many options as well. Some contents the activities develop skills students will need in PRODUCTION. have five or six practice activity options. There are also many options for production activities—should you do a dialogue or 3. YOU DO/PRODUCTION/APLICO a mini-book? Which option should you choose? In this part, students produce on their own with minimal help When you choose menu items, you have an objective in mind from the teacher. Students feel comfortable with the content to have the most satisfying lunch. If you order a STARTER of they already PRACTICED. Students use language skills in tajadas, the MAIN DISH of gallo pinto and cuajada will taste authentic situations. Students will still make mistakes. It is the delicious! A tasty DESSERT would be arroz con leche. You chose teacher’s job to give feedback through an evaluation.
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