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Shaping the Way We Teach English:

From Observation to Action

A video-based professional development resource for teachers of English as a Foreign Language

Shaping the Way We Teach English:

From Observation to Action

Acknowledgments

Practices Around the World

Credits

Table of Contents

Introduction

Part 1 - Exploring the Primary Classroom: Very Young Learners Part 2 - Exploring the Primary Classroom: Young Learners Part 3 - Exploring the Secondary Classroom: Teens Part 4 - Exploring the Post-Secondary Classroom: Young Adults & Adults

Glossary

Additional Information for Facilitators and Sample Responses

Unit 1

2 — Young Learners

Unit 4

Unit 8

Adults & Adults

Unit 11

INTRODUCTION

Background

English: From Observation to Action

Shaping the Way We Teach English: From Observation to

Action

2 materials include the following:

²‰Video Viewing Guide Overview

²General Recommendations for Using These Materials ²Tips for Facilitators and Trainers Hosting a Professional Development Event

°13 Videos

°13 Video Viewing Guides

°Supplementary Resources

°Sample Responses

°‰Glossary

°Video Transcripts

3

Video Viewing Guide Overview

Unit Introduction

1. Activate! Warm-up Activities

2. Pre-viewing Questions

3. Facts-based Observation

4. Focus Questions: A Closer Look

5. Discussing Alternatives

6. Reecting and Adapting

4

7. Action Plan and Further Reection

5

General Recommendations for Using These Materials

Use the Video Viewing Guides and take advantage of their exible structure. ŽBe positive, collaborative, and creative when using the videos and related materials.¬‡ 6 Tips for Facilitators and Trainers Hosting a Professional Development Event Pre-Training Needs Analysis and Preparation of Participants °Give trainees advance notice about any materials they need to bring to the training.

Pre-Training Preparation Checklist

7

Managing the Training Event

8

Post-Training

PART 1

Exploring the Primary Classroom:

Very Young Learners

Unit 1 - Video Viewing Guide

— Exploring the Primary Classroom: Very Young Learners bold 12

2. Pre-viewing Questions

content-based instruction (CBI) on task

3. Facts-based Observation

4. Focus Questions: A Closer Look

Beginning

Warm-up

ŽLearner Autonomy

ŽClassroom Management

Middle

Student Choices and Teacher Role

13 — Exploring the Primary Classroom: Very Young Learners B C D

Encouraging Good Behavior

active learning

Learning Stations

A. Learning StationB. Describe what students are doing 14

ŽAssessment

ŽTransitions

ŽActivating Knowledge

ŽStudent Participation

ŽTeaching Vocabulary

ŽElicitation

15 — Exploring the Primary Classroom: Very Young Learners

Ending

Wrap-up

ŽLearner Choice

Objectives and Assessment

5. Discussing Alternatives

6. Reecting and Adapting

16

7. Action Plan and Further Reection

17 — Exploring the Primary Classroom: Very Young Learners

Unit 2 - Video Viewing Guide

bold

1. Activate! Warm-up Activity

Using Real-World Objects or “Realia"

2. Pre-viewing Questions

18

Resources

3. Facts-based Observation

4. Focus Questions: A Closer Look

Beginning

Classroom Set-up

19 — Exploring the Primary Classroom: Very Young Learners

ŽWarm-up

ŽVocabulary

Middle

Practicing Vocabulary

ŽEncouragement

encouragement

ŽFeedback and Elicitation

ŽUsing Movement

ŽClassroom Management

Ending

Games for Practice

ŽHands-on Practice

ŽWrap-up

Objectives and Assessment

5. Discussing Alternatives

20

6. Reecting and Adapting

ŽAdapting to Your Own Setting:

7. Action Plan and Further Reection

21
— Exploring the Primary Classroom: Very Young Learners

Unit 3 - Video Viewing Guide

bold

1. Activate! Warm-up Activity

Story Time: Reading to Very Young Learners

22

2. Pre-viewing Questions

3. Facts-based Observation

23
— Exploring the Primary Classroom: Very Young Learners

4. Focus Questions: A Closer Look

Beginning

Vocabulary

ŽClassroom Management

ŽIncorporating Movement

Middle

Pre-Listening

ŽChecking Comprehension

ŽWrapping Up

ŽInvolving Everyone

ŽClassroom Management

ŽStaying On Task

Ending

Wrap-Up

24

Objectives and Assessment

5. Discussing Alternatives

ŽEncouraging Student Output:

on task

6. Reecting and Adapting

25
— Exploring the Primary Classroom: Very Young Learners

7. Action Plan and Further Reection

26

Supplementary Resources

Part 1 — Exploring the Primary Classroom: Very Young Learners

Printable Take-Away Resources

ResourceDescription

27
— Exploring the Primary Classroom: Very Young Learners

Suggested

Articles (available at

http://americanenglish. state.gov 28

How to Make a Flip Book

Overview

Project Materials

Instructions

Pink Book

The Pink

Book The Blue Book The Red

BookThe

Green Book 29
— Exploring the Primary Classroom: Very Young Learners

How to Set Up Learning Stations

Arranging the Whole-Group Area

Learning Stations: Tips for Getting Started

30
Individual Student Assessment: Plants and Farm Vocabulary Student Name: ___________________________________________ Date: ______________

Learning Objective:

Target VocabularyNo Apparent Knowledge

Emergent

Meets Expectations

31
— Exploring the Primary Classroom: Very Young Learners

Graphic Organizer: Brainstorming

32

HOW TO MAKE FULL-SIZED PAPER PUPPETS

TAPE M A R K E R

YOU NEED:

STUDENT

BIG PAPER

A

HAVE STUDENT LAY ON PAPER AND

TRACE WITH A MARKER

M A R KE R B

DECORATE THE PAPER CUT-OUT

C

TAPE PAPER PUPPET TO CHAIR

D

HAVE STUDENT LAY ON PAPER AND

TRACE WITH A MARKER

M A R KE R

DECORATE THE PAPER CUT-OUT

TAPE PAPER PUPPET TO CHAIR

FULL SIZED PAPER PUPPET

B C D

SCISSORS

TAPE M A R K E R

YOU NEED:

STUDENT

BIG PAPER

DECORATE THE PAPER CUT-OUT

TAPE PAPER PUPPET TO CHAIR

FULL SIZED PAPER PUPPET

A C D

SCISSORS

TAPE M A R K E R

YOU NEED:

STUDENT

BIG PAPER

HAVE STUDENT LAY ON PAPER AND

TRACE WITH A MARKER

M A R KE R

TAPE PAPER PUPPET TO CHAIR

FULL SIZED PAPER PUPPET

A B D

SCISSORS

TAPE M A R K E R

YOU NEED:

STUDENT

BIG PAPER

HAVE STUDENT LAY ON PAPER AND

TRACE WITH A MARKER

M A R KE R

DECORATE THE PAPER CUT-OUT

FULL SIZED PAPER PUPPET

A B C 33
— Exploring the Primary Classroom: Very Young Learners

HOW TO MAKE HAND PUPPETS

YOU NEED A PAPER BAG

TAPE YARN M A R K E R 34

HOW TO MAKE STICK PUPPETS

Draw in clothing

and face of choice

Attach stick to

back with tape

GIRLBOY

35
— Exploring the Primary Classroom: Very Young Learners

What Do I See?

By: _____________________

A bat on a ____ ____ ____.

A hat on a ____ ____ ____.

A rat on a ____ ____ ____.

A cat on a ____ ____ ____.

A ________________ on me!

36
______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ By: ________________________________ -1- 37
— Exploring the Primary Classroom: Very Young Learners ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ 38
-4- By: ________________________________ -1- 39
— Exploring the Primary Classroom: Very Young Learners

Bugs are in trees.

-2-

More bugs are on bees.

-3- 40

Directions:

41

Lesson Plan Template

Background Information:Course Name/Description:Institution:Lesson Length:

Description of Students:Level:Number of Students:Lesson Information:Lesson Objectives - Students will be able to:

Specic skills/content focus:

How does this lesson t in with the previous and next lessons?Lesson Plan:

TimeProcedureMaterials and Rationale

42

Lesson Plan Template

Assessment:

Notes:Pre-class preparation:Lesson Evaluation:1. What do you think the students actually learned? How do you know?

2. What parts were most successful/least successful? Why? 3.

Did you nish the lesson on time? If not, why?

4. What changes (if any) will you make in your teaching and why (or why not)? 43

Lesson Plan Example

Background Information:Course Name/Description:

Institution:

Lesson Length:

Description of Students:

Level:

Number of Students:

Lesson Information:Lesson Objectives - Students will be able to:

Specic skills/content focus:"

How does this lesson t in with the previous and next lessons?

Lesson Plan:TimeProcedureMaterials and Rationale

Warm-up:

44

Lesson Plan Example

Situational presentation:

Embedded vocab to pre-teach

"“Pre-listening:

Listening - Gist:

45
— Exploring the Primary Classroom: Very Young Learners

Lesson Plan Example

Listening - Detail:

Production:

Shaping the Way We Teach English: From Observation to Action 47

Lesson Plan Example

Notes:Pre-class preparation:Lesson Evaluation:1. What do you think the students actually learned? How do you know?

2. What parts were most successful/least successful? Why? 3.

Did you nish the lesson on time? If not, why?

4. What changes (if any) will you make in your teaching and why (or why not)?

PART 2

Exploring the Primary Classroom:

Young Learners

Unit 4 - Video Viewing Guide

51
bold

1. Activate! Warm-up Activity

Brainstorming - Realia

Supplementary

Resources

realia

2. Pre-viewing Questions

‰€ Total Physical Response (TPR)

52
chants transitions

3. Facts-based Observation

4. Focus Questions: A Closer Look

Beginning

Classroom Arrangement

Warm-up

Tar get Language Use

Introducing Vocabulary

Reinforcing Vocabulary‰

˜Checking V

ocabulary Comprehension

—Variety of Activities

53

Middle

Integrated Language Skills

€Transitions

Keeping Students Engaged

Ending

Wrap-up

Objectives and As

sessment

5. Discussing Alternatives

bold 54

Student-Centered Learning:teacher-centered

student-centered

Grammar - Meaning and Use:

Comprehension Checks during TPR Activities:

quotesdbs_dbs13.pdfusesText_19