From a9750be8bd4fd7202b190391d40882b17d3c7685 Mon Sep 17 00:00:00 2001 From: artanis Date: Thu, 13 Nov 2025 21:32:08 +0900 Subject: [PATCH] Last Sync: 2025-11-13 21:32 (Mobile) --- 40-Archive/College Assignments/TESOL40.md | 102 +++++++++++++--------- PDFs/Most Common Words in English.md | 0 2 files changed, 60 insertions(+), 42 deletions(-) create mode 100644 PDFs/Most Common Words in English.md diff --git a/40-Archive/College Assignments/TESOL40.md b/40-Archive/College Assignments/TESOL40.md index 780c7f9..0384e7d 100644 --- a/40-Archive/College Assignments/TESOL40.md +++ b/40-Archive/College Assignments/TESOL40.md @@ -94,13 +94,16 @@ Good for beginners, and uh, very much dependent on culture, but writing words an ## Idea Mapping -Based on Tony Buzan’s books, this note-taking technique stimulates the brain and increases retention. Idea maps actually resemble neuron connections in the brain! +Based on Tony Buzan’s books, this note-taking technique stimulates the brain and increases retention. Idea maps actually resemble neuron connections in the brain! - The idea map style of note-taking puts the theme in the center of the page; main points branch out radially from the theme. More details and notes are added on further branches. Favor simple drawings over too much text whenever possible. - Use this style of note-taking whenever you are learning something new, brainstorming ideas, preparing a lesson plan, or writing vocabulary on a whiteboard. +The idea map style of note-taking puts the theme in the center of the page; main points branch out radially from the theme. More details and notes are added on further branches. Favor simple drawings over too much text whenever possible. - Train your students to use this technique when they take notes during your lessons. + +Use this style of note-taking whenever you are learning something new, brainstorming ideas, preparing a lesson plan, or writing vocabulary on a whiteboard. + + +Train your students to use this technique when they take notes during your lessons. [How to Mind Map](https://www.youtube.com/watch?v=u5Y4pIsXTV0) @@ -115,7 +118,8 @@ Literally juggling. It's a high speed, high coordination required activity, that Building a mental picture of what a word is. Example: Rice in Spanish is Arroz. Picture two arrows coming into your bowl of rice. Now you have a mental picture, a word association with Arrows into rice, meaning Arroz. The more outrageous and bizzare the word image picture is, the easier it is to remember. -Tip 1: This method will only work in a monolingual class (all the students speak the same native language). The teacher must also be proficient in the native language of the student, otherwise, it will be difficult to create meaningful associations that the students understand. +Tip 1: This method will only work in a monolingual class (all the students speak the same native language). The teacher must also be proficient in the native language of the student, otherwise, it will be difficult to create meaningful associations that the students understand. + Tip 2: Begin training your students to use word association early on in your course. Task them to create their own associations. This is a technique that will prove invaluable to their long-term progress. @@ -127,7 +131,8 @@ People love to talk about other people. Gossip, etc. In victorian era, people wo For beginners, the teacher provides both the questions and the answers for the students, so they can just read and repeat and practice. For intermediate, we supply the questions, but not the answers. For advanced students, they make up everything -Tip 1: This activity is better suited to intermediate and advanced students who have enough vocabulary to engage in meaningful "gossip." +Tip 1: This activity is better suited to intermediate and advanced students who have enough vocabulary to engage in meaningful "gossip." + Tip 2: This activity works well in the middle of a lesson when student concentration may be lagging. Getting the students up out of their seats and having them walk around will oxygenate their brains and help them concentrate during the rest of the lesson. @@ -149,9 +154,11 @@ Tip 2: This activity works well in the middle of a lesson when student concentra 8. Finish with the students writing down the commands, and then practice giving them to each other -Tip 1: The TPR method is ideal for teaching beginner students; intermediate and advanced students will likely find it too easy. +Tip 1: The TPR method is ideal for teaching beginner students; intermediate and advanced students will likely find it too easy. + + +Tip 2: Pay attention to all the students when you call out the commands. Make sure they are all performing the right action before you issue a new command. -Tip 2: Pay attention to all the students when you call out the commands. Make sure they are all performing the right action before you issue a new command. Tip 3: If the students are performing well, have some fun and issue two or three commands at once, e.g. "Wash your face and drink your milk." @@ -178,33 +185,39 @@ Story: Pay for the food, slowly sit down at the table, eat the burger, then quic Means precision, showing a precise understanding of the lesson. Give students and article, and then have them reduce it to half its size, while keeping most of the original meaning. Half, or a quarter, or a third, or only 300 words, etc. -PRÉCIS EXAMPLE +PRÉCIS EXAMPLE - -Original text (95 words) + +Original text (95 words) + "On a cool night lit only by the orange glow of fire, we rushed to my grandfather’s home as his decades-old barn burned to the ground. The firemen let us stand nearby as they pumped water from the creek a quarter mile away. We watched the barn go up in flames, which stirred memories of jumping off foot-wide wooden beams into the hay below. The real sadness came as my elderly grandfather, who did not get out of bed, quietly asked if his cows were safe. He hadn’t had dairy cows in a dozen years." - -Tip 1: Use a large font size when you prepare the piece of text as this will be easier for the students to work with. + +Tip 1: Use a large font size when you prepare the piece of text as this will be easier for the students to work with. + Tip 2: This method works best with intermediate and advanced students; beginner students will likely find it too difficult. Use a piece of text that is suitable for the students' level. - -Reduced text (42 words) -"We rushed to grandfather’s home when his old barn caught fire. As the firemen fought the fire, we stood nearby and remembered playing in the barn. Sadly, grandfather, who was still in bed, asked if his cows were safe. He hadn’t had cows in a dozen years." +Reduced text (42 words) - -REVERSE PRÉCIS EXAMPLE +"We rushed to grandfather’s home when his old barn caught fire. As the firemen fought the fire, we stood nearby and remembered playing in the barn. Sadly, grandfather, who was still in bed, asked if his cows were safe. He hadn’t had cows in a dozen years." -Headline: "The Ducks Have Won" -Actual news article on which headline is based: + +REVERSE PRÉCIS EXAMPLE + + +Headline: "The Ducks Have Won" + + +Actual news article on which headline is based: + The ducks on a small French smallholding may carry on quacking, a French court ruled on Tuesday, rejecting a neighbor’s complaint that the birds’ racket was making their life a misery. The court ruled that the noise from the flock of around 60 ducks and geese kept by retired farmer Dominique Douthe was within acceptable limits. “The ducks have won,” Douthe told Reuters after the court decision. @@ -256,19 +269,21 @@ Studies show that humor decreases stress, allowing for better healing. Laughing Alternating good news and bad news lends itself to being funny, for whatever reason. Its also very easy to do. You can have the student write them in their native tongue first, then translate them to English. Once done, you can invite students to share their stories with the class. Have the class repeat the translated sentences. This can be done in groups, or alone. -Tip 1: This is an excellent method for practicing tenses. You can instruct your students to write each line of the story in a specific tense (simple past, simple present etc.) +Tip 1: This is an excellent method for practicing tenses. You can instruct your students to write each line of the story in a specific tense (simple past, simple present etc.) + Tip 2: This method is best suited to intermediate and advanced students. It can also be used with beginner students that are making good progress and have been learning for some time. -**Instructions** +**Instructions** + Create a humorous, eight-step good news bad news story using the present tense for each line. -“The good news is, I found a great new dentist!” (Class cheers) +“The good news is, I found a great new dentist!” (Class cheers) -“The bad news is, I need two root canals.” (Class gasps) +“The bad news is, I need two root canals.” (Class gasps) -“But the good news is it’s going to be free!” (Class cheers) +“But the good news is it’s going to be free!” (Class cheers) “But the bad news is it will take an entire month to do" @@ -290,33 +305,33 @@ Students learn better when they are telling a story to each other. - Specific Ideas - Silent Viewing: Students watch a short video clip where there are people talking, but with the sound muted. Then discuss with the students. What are the actors saying? What is happening in the scene? Watch the same portion of the movie, but this time with the sound on, and see how close the students came to guessing the contents of the scene. Turn the TV off and discuss what the actors said (focus on one point in particular, such as verbs, grammar, adjectives, etc). + Silent Viewing: Students watch a short video clip where there are people talking, but with the sound muted. Then discuss with the students. What are the actors saying? What is happening in the scene? Watch the same portion of the movie, but this time with the sound on, and see how close the students came to guessing the contents of the scene. Turn the TV off and discuss what the actors said (focus on one point in particular, such as verbs, grammar, adjectives, etc). - + - Freeze Frame: Pause the video and have the students repeat exactly what was said. For example, if the actor said, "Where are you from?", then the students would repeat these words exactly as they try to emulate the voice stress and gestures of the actor. Teach new vocabulary by having students identify objects or locations in the paused scene. + Freeze Frame: Pause the video and have the students repeat exactly what was said. For example, if the actor said, "Where are you from?", then the students would repeat these words exactly as they try to emulate the voice stress and gestures of the actor. Teach new vocabulary by having students identify objects or locations in the paused scene. - + - Role Play: Have the students form pairs and practice acting out a short scene they have seen in the video. Then have each pair act out their scene for the class. + Role Play: Have the students form pairs and practice acting out a short scene they have seen in the video. Then have each pair act out their scene for the class. - + - Behavior Study: After every scene, stop and describe how the actors are feeling by using different adjectives. For example, the actor was irritated, angry, happy, etc. Have students imitate the actor’s movements. When the actor shakes hands, smiles, picks up a suitcase, etc., the students imitate his/her behavior. Watch a short clip and focus on non-verbal communication so as to introduce students to the practices and behavior of another culture. Then discuss, is the situation formal or informal? What are the differences between the target language culture and their own culture? + Behavior Study: After every scene, stop and describe how the actors are feeling by using different adjectives. For example, the actor was irritated, angry, happy, etc. Have students imitate the actor’s movements. When the actor shakes hands, smiles, picks up a suitcase, etc., the students imitate his/her behavior. Watch a short clip and focus on non-verbal communication so as to introduce students to the practices and behavior of another culture. Then discuss, is the situation formal or informal? What are the differences between the target language culture and their own culture? - + - Prediction: Pause the video at an appropriate moment and have the students predict what might happen next. Then watch the rest of the clip and compare the students' predictions with the actual ending. Another activity would be for students to guess the title of a scene after viewing a clip. + Prediction: Pause the video at an appropriate moment and have the students predict what might happen next. Then watch the rest of the clip and compare the students' predictions with the actual ending. Another activity would be for students to guess the title of a scene after viewing a clip. - + - Sound Only: Students do not see the TV screen (cover the screen or have the students turn their chairs around). As the students listen to the dialogue, they imagine what the people are doing, what they look like, and what kind of people they are. Is the character young, old, mean, scared, tired, etc.? Afterwards, let the students watch the video and compare their initial impression with what they see on screen. + Sound Only: Students do not see the TV screen (cover the screen or have the students turn their chairs around). As the students listen to the dialogue, they imagine what the people are doing, what they look like, and what kind of people they are. Is the character young, old, mean, scared, tired, etc.? Afterwards, let the students watch the video and compare their initial impression with what they see on screen. - + - **Watching / Listening**: Half the students watch a video clip while the other half have their backs turned and only hear the dialogue. The listeners then ask the watchers questions about what they saw. + **Watching / Listening**: Half the students watch a video clip while the other half have their backs turned and only hear the dialogue. The listeners then ask the watchers questions about what they saw. - + Fill the Gaps: Students watch the end of a video clip, then guess/discuss what may have lead up to what they saw. @@ -434,11 +449,14 @@ An attempt to immerse, only using English. This method can be used to introduce Writing exercise for students. Have a student think of a very simple motion (or show them), and have them write down the instructions to do this movement. Then have them read to other students and try to get them to do the exercise. Can split students into three groups. Group one goes outside. Group two acts something out. Group 3 writes down what group two did, invites group two back in, and tries to have them do the same thing. -**Variation** +**Variation** -The teacher sends two or three students out of the classroom. He then performs a short exercise routine for the rest of the class. The students create instructions for performing the teacher's exercise. The other students are then invited back into the classroom and stand at the front. Selected students are called on to shout out the exercise instructions they have prepared, and the students at the front try to act it out. Finally, the teacher again performs his exercise so the students at the front can see how close they were to the original exercise. -Tip 1: This is a great follow-on activity after you have taught anatomy, directions, and/or movement. +The teacher sends two or three students out of the classroom. He then performs a short exercise routine for the rest of the class. The students create instructions for performing the teacher's exercise. The other students are then invited back into the classroom and stand at the front. Selected students are called on to shout out the exercise instructions they have prepared, and the students at the front try to act it out. Finally, the teacher again performs his exercise so the students at the front can see how close they were to the original exercise. + + +Tip 1: This is a great follow-on activity after you have taught anatomy, directions, and/or movement. + Tip 2: This is an excellent method for oxygenating students' brains halfway through a lesson when concentration is lagging. diff --git a/PDFs/Most Common Words in English.md b/PDFs/Most Common Words in English.md new file mode 100644 index 0000000..e69de29