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Overview
• Visual Aids• Prepared Participation• Comprehension Checks• 3-Part Vocab Lesson• Dealing with Mixed Abilities Groups• Planning Language Lessons• Dealing with Errors
Visual Aids• Real objects
• Flashcards
• Charts like a series of pictures that tells a story
• Videos
• Chalkboard
• Gesture and body language
Prepared Participation
• EFL students often need more think time than we might expect.
• One way to deal with this is with wait time
Prepared Participation
• EFL students often need more think time than we might expect.
• One way to deal with this is with wait time• Another is with prepared participation:
Prepared Participation
• EFL students often need more think time than we might expect.
• One way to deal with this is with wait time• Another is with prepared participation:– Think / pair / share
Prepared Participation
• EFL students often need more think time than we might expect.
• One way to deal with this is with wait time• Another is with prepared participation:– Think / pair / share– Freewriting
Prepared Participation
• EFL students often need more think time than we might expect.
• One way to deal with this is with wait time• Another is with prepared participation:– Think / pair / share– Freewriting– Homework
Comp ChecksHave you ever asked students if they
understood, gotten a “yes” and then later realized they don’t actually understand at all?
Comp Checks• Students will almost always answer yes if
asked: Do you understand?• Instead ask comprehension check questions:
Comp Checks• Students will almost always answer yes if
asked: Do you understand?• Instead ask comprehension check questions:– How many people will you talk to?
Comp Checks• Students will almost always answer yes if
asked: Do you understand?• Instead ask comprehension check questions:– How many people will you talk to?– Do you need to write a full sentence?
Comp Checks• Students will almost always answer yes if
asked: Do you understand?• Instead ask comprehension check questions:– How many people will you talk to?– Do you need to write a full sentence?– So if I’m exhausted (new vocab word), do I want to
go to a party? Do I want to go to sleep?
Comp Checks• Students will almost always answer yes if
asked: Do you understand?• Instead ask comprehension check questions:– How many people will you talk to?– Do you need to write a full sentence?– So if I’m exhausted (new vocab word), do I want to
go to a party? Do I want to go to sleep?– If I’m talking about what I’m doing tomorrow,
should I use “went”?
The 3 Part Vocab LessonCCC or Convey, check, consolidate
Convey: Make the meaning of the new word clear with visuals, gestures, definition or translation
The 3 Part Vocab LessonCCC or Convey, check, consolidate
Convey: Make the meaning of the new word clear with visuals, gestures, definition or translationCheck: Ask comp check questions to see if student understood what you conveyed
The 3 Part Vocab LessonCCC or Convey, check, consolidate
Convey: Make the meaning of the new word clear with visuals, gestures, definition or translationCheck: Ask comp check questions to see if student understood what you conveyedConsolidate: Ask a more open ended question that forces students to use the new word right away
Dealing with Mixed Ability Groups• Put students in groups so that there is a balance of strong and
weak students within each group.
• The advantage of this is that the stronger students can support the weaker ones.
• Put students in groups of all strong students and all weak students.
• The advantage of this is that students feel comfortable working with students at the same level.
Dealing with Mixed Ability GroupsQUESTIONS1. In a large class, should you put students in groups?Yes 2. Is it okay to put only the strong students in a group?Yes3. Is it okay to put strong and weak students together in a group?Yes4. What is the advantage of putting only strong students in a group?The advantage of this is that students feel comfortable working with students at the same level.5. What is the advantage of putting strong and weak students together in a group? The advantage of this is that the stronger students can support the weaker ones.
Planning Language Lessons
• Start with your objectives– Learners will be able to… (LWBAT)
• Write your overview
Planning Language Lessons
• Start with your objectives– Learners will be able to… (LWBAT)
• Write your overview• Plan your timeline
Planning Language Lessons
• Start with your objectives– Learners will be able to… (LWBAT)
• Write your overview• Plan your timeline• Find opportunities for a variety of student
interactions
Planning Language Lessons
• Start with your objectives– Learners will be able to… (LWBAT)
• Write your overview• Plan your timeline• Find opportunities for a variety of student
interactions– Individual, pair work, small group, large class
Planning Language Lessons
• Start with your objectives– Learners will be able to… (LWBAT)
• Write your overview• Plan your timeline• Find opportunities for a variety of student
interactions– Individual, pair work, small group, large class
• Address a variety of learning modalities
Planning Language Lessons
• Start with your objectives– Learners will be able to… (LWBAT)
• Write your overview• Plan your timeline• Find opportunities for a variety of student
interactions– Individual, pair work, small group, large class
• Address a variety of learning modalities– Visual, auditory, kinesthetic
Helpful Hints
• Script out what you want to say– Discussion prompts, directions, comprehension
checks, examples
Helpful Hints
• Script out what you want to say– Discussion prompts, directions, comprehension
checks, examples• Over plan
Helpful Hints
• Script out what you want to say– Discussion prompts, directions, comprehension
checks, examples• Over plan• Have review activities ready to pull out as
needed
Helpful Hints
• Script out what you want to say– Discussion prompts, directions, comprehension
checks, examples• Over plan• Have review activities ready to pull out as
needed• Be flexible
Helpful Hints
• Script out what you want to say– Discussion prompts, directions, comprehension
checks, examples• Over plan• Have review activities ready to pull out as
needed• Be flexible• Respond to learner needs- they know what
they need to learn
Dealing with ErrorsDoes a teacher need to correct every error a student makes?– No! First, determine the focus of your lesson. This
will help you plan what errors to hold students responsible for
Dealing with ErrorsDoes a teacher need to correct every error a student makes?– No! First, determine the focus of your lesson. This
will help you plan what errors to hold students responsible for
What if I don’t want to embarrass the students or scare them away from participating?
Dealing with ErrorsDoes a teacher need to correct every error a student makes?– No! First, determine the focus of your lesson. This
will help you plan what errors to hold students responsible for
What if I don’t want to embarrass the students or scare them away from participating?– Build in prepared participation before asking shy
students to share in front of the class
Dealing with ErrorsDoes a teacher need to correct every error a student makes?– No! First, determine the focus of your lesson. This
will help you plan what errors to hold students responsible for
What if I don’t want to embarrass the students or scare them away from participating?– Build in prepared participation before asking shy
students to share in front of the class– Immediate correction versus delayed correction
Error Correction Techniques• Recast• Echo (Last night, she call her mom? OR Last
night she ____ her mom? She give a present?)
Error Correction Techniques• Recast• Echo (Last night, she call her mom? OR Last
night she ____ her mom? She give a present?)• Give options (She call or called?)
Error Correction Techniques• Recast• Echo (Last night, she call her mom? OR Last
night she ____ her mom? She give a present?)• Give options (She call or called?)• Ask a question (When did she call? Past or
present?)
Error Correction Techniques• Recast• Echo (Last night, she call her mom? OR Last
night she ____ her mom? She give a present?)• Give options (She call or called?)• Ask a question (When did she call? Past or
present?)• Finger correction
Error Correction Techniques• Recast• Echo (Last night, she call her mom? OR Last
night she ____ her mom? She give a present?)• Give options (She call or called?)• Ask a question (When did she call? Past or
present?)• Finger correction • Write it on the board
Error Correction Techniques• Recast• Echo (Last night, she call her mom? OR Last
night she ____ her mom? She give a present?)• Give options (She call or called?)• Ask a question (When did she call? Past or
present?)• Finger correction • Write it on the board• Peer correction