TESOL COURSE BOOK
Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (15.54 MB, 194 trang )
TABLE OF CONTENTS
TEACHING TESOL SCHEDULE ................................................................................................2
CHAPTER 1 MINDSET/TEACHING PSYCHOLOGY .................................................................3
CHAPTER 2 LEARNING STYLE ............................................................................................. 12
CHAPTER 3 TEACHING METHODOLOGY ............................................................................26
CHAPTER 4 LESSON PLANNING ..........................................................................................35
CHAPTER 6 TEACHING PRONUNCIATION .........................................................................85
CHAPTER 7 TEACHING GRAMMAR ..................................................................................101
CHAPTER 8 TEACHING SPEAKING ................................................................................... 117
CHAPTER 9 TEACHING WRITING ......................................................................................129
CHAPTER 10 TEACHING LISTENING ................................................................................. 137
CHAPTER 11 TEACHING READING .................................................................................. 150
CHAPTER 12 CLASSROOM MANAGEMENT ..................................................................... 158
CHAPTER 13 TEACHING SKILLS ........................................................................................ 182
Hannah Pham
1
TEACHING TESOL SCHEDULE
Lesson 1. Mindset/Teaching psychology
Lesson 2. Method and Learning styles
Lesson 3. Lesson planning
Lesson 4. Teaching Vocabulary
Lesson 5. Teaching Pronunciation
Lesson 6. Teaching Grammar
Lesson 7. Teaching the Speaking & the Writing skills
Lesson 8. Teaching the Listening & the Reading skills
Lesson 9. Classroom management
Lesson 10. Teaching skills and Q & A
Lesson 11 + 12. Teaching practice and Assessment
Hannah Pham
2
CHAPTER 1
MINDSET/TEACHING
PSYCHOLOGY
Hannah Pham
3
Tesol: Teaching English to speakers of other languages.
Purpose: Studying and applying effective methods of teaching English.
Value: - Internationally recognized diploma or certificate.
- Standard to teach English required by schools or language centers.
Hannah Pham
4
Why do you choose to be a teacher?
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
When talking about the teaching job,
what comes to your mind?
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
What makes an ideal trainer?
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
…………………………………………………………..
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
Hannah Pham
5
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
ATTITUDE COMPONENTS
Hannah Pham
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
6
Excuses
Watch the video and answer the
following questions:
1. What did he blame for?
2. What made him change his mind
not to keep blaming?
3. What did he say about “blaming”
4. What from the video impresses
you the most?
5. What lesson can you get from the
video?
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
RESPONSIBILITY
What are you responsible for as a
teacher?
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
NO BLAMING
Why do we blame?
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
Hannah Pham
7
TEACHING PSYCHOLOGY
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
EMOTIONS
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
Can you change your emotions? How?
Hannah Pham
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
8
Positive thinking
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
The messages of Water
Watch the video and answer the
following questions:
1. Who created these experiments?
2. What did he want to prove?
3. What did he do to prove this theory?
4. What image from the video impresses
you the most?
5. What saying from the video impresses
you the most?
6. What lesson can you get from the
video?
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
PYGMALION EFFECT
Robert Merton, Columbia
University, 1957.
Pygmalion: Your belief about
somebody can be true.
Hannah Pham
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
9
ANIMALS’ SCHOOL
Watch the video and answer the
following questions:
1. How many subjects did the school
have for the animals. What are
they?
2. What happened to the animals?
3. What from the video impresses
you the most?
4. What lesson can you get from the
video?
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
9 Types of Intelligence
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
PYGMALION EFFECT
1950
A fake treatment, an inactive
substance like sugar, distilled
water, or saline solution.
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
Hannah Pham
10
Conscious and Subconscious mind
Facing The Giants
Watch the video and answer the
following questions:
1. What is the video about?
2. Who is the happiest in the video?
3. What lesson can you get from the
video?
REVIEW
1. What have we learnt so far?
2. What impressed you the most?
3. How will you apply it to your
teaching?
Hannah Pham
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
11
CHAPTER 2
LEARNING STYLE
Hannah Pham
12
3 questions to answer
1. Who are your students?
2. What do they need?
3. What are their learning styles?
WHO ARE YOUR STUDENTS?
1. Ages
2. Levels
3. Purposes
Who are your students? - Ages
1. Preschool children
2. Elementary children
3. Teenagers
4. Adults
Hannah Pham
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
13
Who are your students? - Levels
-
1. Beginner
- Have ………………………… with
English language
- Start with …………………………….:
What’s your name?
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
Who are your students? - Levels
2. Elementary
- Understand a little at ………………
- Can only speak ……………………………
and ………………………… with limited
vocabulary
- Trying to mastery of both the form
and the use of simple tenses and
everyday vocab items
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
Who are your students? - Levels
3. Intermediate
Being able to communicate in English
but …………………………
Having …………………………..…………….
because of their errors
You can show them the form of
most …………………… at least once and
they will sometimes use them
accurately.
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
Hannah Pham
14
Who are your students? - Levels
-
-
4. Upper intermediate
They can ………………………… in English
but will often make ………………………..
…………………………….
Having mastery over the form of ………
…………………………
Their choice of vocabulary and idioms
may need …………………………
Who are your students? - Levels
-
5. Advanced
Language can be used with ………………
……………………….. and specialization
Make only …………………………
They can effectively use words that
convey more …………………………
Who are your students? - Purposes
1.
2.
3.
4.
5.
Grammar
Communicative English
TOEIC, IELTS, TOEFL,…
Business English (*)
Tourism English
Hannah Pham
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
15
6. Hospitality English
1.
2.
3.
4.
……………………………………………………………
WHAT DO STUDENTS NEED?
……………… to them is essential.
………………… from teacher is very
useful.
They need to find out how their
learning is actually going.
Teachers can also facilitate learners
getting feedback from each other.
………………… must be timely
WHAT DO STUDENTS NEED?
They want to learn something ……………...
1. They need to know why something
will be useful to them.
2. Even when they find it difficult,
they are more likely to maintain
their efforts until they have
succeeded.
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
Hannah Pham
16
LEARNING STYLES
1. Definition: A learning style is the
way that different students learn. A
style of learning refers to an
individual’s preferred way to
absorb, process, comprehend and
retain information.
2. Why
are
learning
styles
important?
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
3 COMMON LEARNING STYLES
Hannah Pham
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
17
Visual learners prefer the
use of ……………, ……………,
and ………………………………, to
access and understand new
information.
Auditory learners best
understand new content
through
………………...
and ………………
in
situations such as lectures
and group discussions.
Aural learners use repetition as a study
technique and benefit from the use
mnemonic devices.
Students
who
are
kinesthetic learners best
understand information
through
tactile
representations
of
information.
These
students are ………………………. and learn
best through figuring things out by hand
(i.e. understanding how a clock works by
putting one together)
Hannah Pham
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
18
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
-
LINGUISTIC LEARNERS
Usually have an interest in …………..
and the origin of those words. They
also enjoy word puzzles like a
crossword or word search. They always
want to argue with teacher at any
chance they get.
Round table discussions
Classroom debates
More sharing of ideas
Presentations
Word puzzles
Hannah Pham
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
19
INTERPERSONAL LEARNERS
Will enjoy ………………………………………….
……………………………………….. They do
well in keeping a journal and easily
reflect on their own learning.
- Collaborative tasks
- Group projects
- Peer to peer
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
INTRAPERSONAL LEARNERS
Prefer
an
environment
without …………………….. They want to
study quietly and be free of
distractions
- Let them set goals and tasks for
themselves
- Let them choose their own topics
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
LOGICAL & MATHEMATICAL LEARNERS
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
Like to ………………………………………...and
they do well with the task-based
approach.
- The clearest explanation
- Bullet points
- To-do list
Hannah Pham
20
-
-
-
-
KINESTHETIC LEARNERS
Give
them
the
opportunity
to ……………
……………………..
Provide activities
Demonstrations
Projects
Use drawing and writing as memory
aids
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
VISUAL LEARNERS
Teacher’s face
Displays
Images
Sight words
Listing thoughts
Flow charts
Diagrams
Mind mapping
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
AUDITORY LEARNERS
Verbal instructions
Dialogues
Discussions
Rhythm (poems)
Pronunciation
Sound (songs,…)
Talking to them to solve their
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
Hannah Pham
21
problems
……………………………………………………………
LEFT-BRAIN TEACHERS
Teachers with left-brain strengths
generally
prefer
to ………………………………
……………………. They give problems to
the students to solve independently.
They assign more research and
writing. A clean, quiet, structured
classroom is preferred.
Hannah Pham
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
22
LEFT-BRAIN STUDENTS
These students prefer to ……………………
in a quiet classroom. They like to read
independently
and
incorporate
research into their papers.
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
RIGHT-BRAIN TEACHERS
Teachers with right-brain strengths
prefer to …………………………………. They
incorporate art, visuals, and music into
their lessons. They assign more group
projects and prefer a busy active, noisy
classroom environment.
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
RIGHT-BRAIN STUDENTS
These
students
prefer
to ……………….......
with interaction and activity. These
students like to do art projects and
choose industrial art electives.
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
Hannah Pham
23
LEFT BRAIN DOMINATED
Give instructions and explanations
verbally
Clearly define new words
Simplify tasks by breaking them into
chunks
Give a practical task after a step-bystep process
Make use of controlled tasks like
cloze activities (i.e. fil in the blanks)
to allow the students to find out
what the right answer is.
Hannah Pham
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
24
