vault backup: 2025-10-24 00:09:45

40-Archive/College Assignments/TESOL120 - Chinese Assignement Part 1.md

@@ -0,0 +1,38 @@
+---
+type: Page
+title: TESOL120 - Chinese Assignement Part 1
+description: null
+icon: null
+createdAt: '2025-04-21T01:47:14.438Z'
+creationDate: 2025-04-21 10:47
+modificationDate: 2025-04-21 10:54
+tags: []
+coverImage: null
+---
+
+[https://drive.google.com/file/d/109_aVPGqNGsnUq9zxKZdT6N-8LcAwiLv/view?usp=sharing](https://drive.google.com/file/d/109_aVPGqNGsnUq9zxKZdT6N-8LcAwiLv/view?usp=sharing)
+
+Part 1
+
+- How did you feel while teaching?
+
+    I think I started off a big shaky, but as time went on, both myself and the students got more comfortable, and started embracing the information better. Towards the end of this bit, I was happy everyone was learning something, and looking forward to the conversation we were about to have.
+
+- What were the strengths of the lesson?
+
+    The class size was small, so I could really hear their pronunciation, and correct it where it needed to be corrected. Tying the words to phrases they already knew in English helped a lot, and they were able to understand the new words because of it.
+
+- What do you feel could be worked on/improved next time?
+
+    I think my implementation of the Audio-Lingual was ok, but could be improved. I think a significant portion of this came about because I was teaching people I already knew, and already knew me, which meant putting on a teaching persona was very difficult. I don't usually snap at people for answers, or randomly call on people or spin around and point, and if I started doing that, they would be focusing far more on whatever weirdness I would be putting out, and less on the information. 
+
+    I also think I was inconsistent at first with the snapping for them as a signal to repeat. I got better towards the end, but there still wasn't perfect unison. I think I was still getting used to using the method, and they were also getting used to me using the snapping, as that's not something I'd ever done in a class before.  Still, I think I can improve on, and really refine my delivery of the method, ideally with an actual class, instead of friends.
+
+- Is there anything you would change if you did this lesson again?
+
+    I think I would position the board better. I found myself talking to the board on a few occasions, or having to awkwardly stretch around and write something down. I don't think it affected the class to much, but it was still something I'd like to improve.
+
+- Did you come away with any new insights or understanding?
+
+    If you relate the information your teaching to something that matters to the class (in this case, being able to greet Chinese speaking people we run into), your class will be way more into it, and even looking forward to it. 
+

40-Archive/College Assignments/TESOL120 - Chinese Assignement Part 2.md

@@ -0,0 +1,36 @@
+---
+type: Page
+title: TESOL120 - Chinese Assignement Part 2
+description: null
+icon: null
+createdAt: '2025-04-21T02:07:22.916Z'
+creationDate: 2025-04-21 11:07
+modificationDate: 2025-04-21 11:07
+tags: []
+coverImage: null
+---
+
+[https://drive.google.com/file/d/10LZyklRkJ_XnWN91clR_14qoTZEKPmym/view?usp=sharing](https://drive.google.com/file/d/10LZyklRkJ_XnWN91clR_14qoTZEKPmym/view?usp=sharing)
+
+Part 2
+
+- How did you feel while teaching?
+
+    I felt much better at this point, after I'd started teaching and the students were engaged. I felt like the class flowed a lot better, and even when there were mistakes, both on my part and the students part, it was no big deal and we laughed at them as we corrected them. The atmosphere was past the awkwardness of having a friend teach the class Chinese, and everybody was enjoying practicing the information they were learning. 
+
+- What were the strengths of the lesson?
+
+    The practicality of it. The students were using real Chinese words, pronounced correctly, to have a basic, but very real conversation with each other in Chinese. Also decorating the my stick figures with the respective features to match whoever was filling in that role seemed to be a hit, especially with the youngest student.  
+
+- What do you feel could be worked on/improved next time?
+
+    There was some confusion as to what role the students were playing, and what role I was playing. I think next time I need to be clearer on the outset of what's going to happen, and what they can expect. 
+
+- Is there anything you would change if you did this lesson again?
+
+    Definitely the above, giving clearer instructions and let them know exactly what to expect, so there's no confusion. Also, more space to walk around in. Acting out both sides of the dialogue was kind of awkward, trying to walk on both sides of the table.
+
+- Did you come away with any new insights or understanding?
+
+    Right towards the start of the video, a student asked a question about how to express something in the language, and that made me so incredibly happy. Taking the patterns of a foreign language, and plugging in words we already know to make sentences and convey ideas is legitimately my favorite thing about learning languages. When that student asked the question, I could see the gears in the students mind mulling over that point exactly, and using the patterns we had just talked about to try and say something in Chinese that we didn't explicitly talk about. That extrapolation of ideas is what its all about to me, and being able to help someone both appreciate that, and reach that point, brings me great joy. 
+

40-Archive/College Assignments/TESOL120 - Chinese Lesson Plans.md

@@ -0,0 +1,208 @@
+---
+type: Page
+title: TESOL120 - Chinese Lesson Plans
+description: null
+icon: null
+createdAt: '2025-04-18T20:56:33.551Z'
+creationDate: 2025-04-19 05:56
+modificationDate: 2025-04-21 11:07
+tags: []
+coverImage: null
+---
+
+Goal: Create a basic 20-30 minute lesson plan for a class of absolute beginner, various-aged students learning basic Chinese, using the Audio-Lingual Method and Dynamic Dialogues.
+
+
+
+**Lesson Theme:** Basic Greetings and Self-Introduction
+
+Start with a brief explanation how Chinese works.
+
+Hanzi, Pinyin, and tones. 
+
+Mā - Mother
+
+Mǎ - Horse
+
+Tone Exceptions (3-3 into 2-3)
+
+
+
+**Vocabulary (Pinyin and Tones will be crucial):**
+
+1. 你好 (nǐ hǎo) - Hello (Tone: Third Tone + Third Tone)
+
+2. 吗 (ma) - Stuck at the end of a sentence to make it into a yes or no question. 
+
+3. 你好吗 (nǐ hǎo ma) - How are you? (Tone: Third Tone + Third Tone + Neutral Tone)
+
+4. 我 (wǒ) - I (Tone: Third Tone - Pronounced like "war" without the r)
+
+5. 是 (shì) - am/is/are (Tone: Four th Tone - Pronounced like "ah yea sure" like your talking fast)
+
+6. 谢谢 (xiè xie) - Thank you (Tone: Fourth Tone + Neutral Tone)
+
+7. 不客气 (bú kèqi) - You're welcome (Tone: Second Tone + Fourth Tone + Neutral Tone + Fourth Tone)
+
+8. 再见 (zài jiàn) - Goodbye (Tone: Fourth Tone + Fourth Tone)
+
+**Grammar Point (Implicit):** Basic sentence structure (Subject + Verb + Object/Complement) and the use of question particle "吗 (ma)."
+
+# Lesson Plan 
+
+**(Part 1: Audio-Lingual Method - 10 minutes)**
+
+1. **(Enthusiastic Introduction - 2 minutes):**
+
+    - Teacher enters with high energy and a welcoming smile.
+
+    - "大家好！(Dàjiā hǎo!)" - Hello everyone! (Use enthusiastic tone and gesture to the class).
+
+    - "今天我们学习一点点中文！(Jīntiān wǒmen xuéxí yī diǎndiǎn Zhōngwén!)" - Today we learn a little bit of Chinese! (Speak clearly and excitedly).
+
+    - "中文很有趣！(Zhōngwén hěn yǒu qù!)" - Chinese is very interesting! (Convey enthusiasm).
+
+2. **(Vocabulary Introduction and Repetition - 6 minutes):**
+
+    - Introduce each word/phrase one at a time. 8 words to learn in total.
+
+    - **你好 (nǐ hǎo):** "跟我说，你好 (gēn wǒ shuō, nǐ hǎo)!" - Say it with me, nǐ hǎo! (Say it slowly, clearly, emphasizing the tones. Repeat 2-3 times). Encourage simultaneous repetition with energy. Correct pronunciation with positive reinforcement. Also note its two different characters, that mean "You good"
+
+    - **吗 (ma)** - Stuck at the end of a sentence to make it into a yes or no question. 
+
+    - **你好吗 (nǐ hǎo ma):** "现在，你好吗 (xiànzài, nǐ hǎo ma)?" - Now, nǐ hǎo ma? (Explain it means "How are you?". Say it with clear tones, repeat 2-3 times with simultaneous student repetition).
+
+    - **我 (wǒ):** "这是我 (zhè shì wǒ)." - This is me. (Point to yourself. Say "wǒ" clearly, repeat, students repeat).
+
+    - **是 (shì):** "我是 [Your Name] (wǒ shì [Your Name])." - I am [Your Name]. (Say it clearly. Repeat, students repeat).
+
+    - **谢谢 (xiè xie):** "谢谢大家 (xiè xie dàjiā)!" - Thank you everyone! (Say it with correct tones, repeat, students repeat).
+
+    - **不客气 (bú kèqi):** "别人说谢谢，你说不客气 (biérén shuō xiè xie, nǐ shuō bú kèqi)." - When someone says thank you, you say bú kèqi (Explain meaning. Say it clearly, repeat, students repeat).
+
+    - **再见 (zài jiàn):** "学习完了，再见 (xuéxí wán le, zài jiàn)!" - Learning finished, goodbye! (Say it clearly, repeat, students repeat).
+
+    - **Keep it unpredictable:** Randomly point to different students and ask them to repeat a word or phrase individually after the initial simultaneous repetition. Offer immediate, positive feedback ("很好！- Hěn hǎo! - Very good!"). Maintain high energy throughout.
+
+3. **(Review - 2 minutes):**
+
+    - Quickly review all the words/phrases by saying them and having the class repeat them together one last time with energy.
+
+**(Part 2: Dynamic Dialogues - 15 minutes)**
+
+1. **(Draw the Scenario - 2 minutes):**
+
+    - On a whiteboard or shared screen, draw a simple scene: Two stick figures meeting each other.
+
+2. **(Brief Introduction - 5 seconds):**
+
+    - "看！两个人见面了 (kàn! liǎng ge rén jiàn miàn le)!" - Look! Two people are meeting!
+
+3. **(Act Out and Repeat - 3 minutes):**
+
+    - **Dialogue 1 (Greeting):**
+
+        - **Teacher (Figure A):** (Enthusiastically) "你好！(nǐ hǎo!)"
+
+        - **Teacher (Figure B):** (Enthusiastically) "你好！(nǐ hǎo!)"
+
+        - Repeat the exchange 2-3 times with clear tone and gestures. Have the class repeat simultaneously.
+
+    - **Dialogue 2 (Asking How Are You):**
+
+        - **Teacher (Figure A):** "你好吗？(nǐ hǎo ma?)"
+
+        - **Teacher (Figure B):** "我很好，谢谢！(wǒ hěn hǎo, xiè xie!)" - I am very good, thank you!
+
+        - **Teacher (Figure A):** "不客气 (bú kèqi)"
+
+        - Repeat 2-3 times, class repeats simultaneously.
+
+    - **Dialogue 3 (Self-Introduction):**
+
+        - **Teacher (Figure A):** "我是 [Your Name]。(wǒ shì [Your Name].)"
+
+        - **Teacher (Figure B):** "你好，我是 [Make up a simple Chinese-sounding name, e.g., 李明 (Lǐ Míng)]. (nǐ hǎo, wǒ shì Lǐ Míng)." - Hello, I am Li Ming.
+
+        - Repeat 2-3 times, class repeats simultaneously.
+
+    - **Dialogue 4 (Goodbye):**
+
+        - **Teacher (Figure A):** "再见！(zài jiàn!)"
+
+        - **Teacher (Figure B):** "再见！(zài jiàn!)"
+
+        - Repeat 2-3 times, class repeats simultaneously.
+
+4. **(Audio-Lingual Practice - 3 minutes):**
+
+    - Go through each line of the combined dialogue (all four exchanges) and have the whole class repeat it after you, focusing on pronunciation and intonation.
+
+5. **(Role Play - Teacher and Class - 3 minutes):**
+
+    - **Teacher (Figure A):** Say your lines.
+
+    - **Class (Figure B):** Respond with Figure B's lines.
+
+    - Repeat, switching roles.
+
+6. **(Optional: Volunteers - If time allows and students are willing - 1 minute):**
+
+    - Ask for a few volunteers to act out the dialogue in pairs (even if they are just repeating the lines). Commend their bravery.
+
+7. **(Brief Review and Encouragement - 2 minutes):**
+
+    - Quickly review the main phrases from the dialogue.
+
+    - "你们今天学得很棒！(Nǐmen jīntiān xué de hěn bàng!)" - You all learned very well today!
+
+    - "中文很有意思，对不对？(Zhōngwén hěn yǒu yìsi, duì bù duì?)" - Chinese is very interesting, right?
+
+    - "下次我们学习更多！(Xià cì wǒmen xuéxí gèng duō!)" - Next time we'll learn more!
+
+    - End with an enthusiastic "再见！(zài jiàn!)"
+
+
+
+Print Out:
+
+
+
+**Vocabulary:**
+
+1. 你好 (nǐ hǎo) - Hello
+
+2. 吗 (ma) - Stuck at the end of a sentence to make it into a yes or no question. 
+
+3. 你好吗 (nǐ hǎo ma) - How are you? 
+
+4. 我 (wǒ) - I
+
+5. 是 (shì) - am/is/are 
+
+6. 谢谢 (xiè xie) - Thank you
+
+7. 不客气 (bú kèqi) - You're welcome
+
+8. 再见 (zài jiàn) - Goodbye
+
+**Conversation:**
+
+A: nǐ hǎo!
+​B: nǐ hǎo!
+
+A: nǐ hǎo ma?
+​B: wǒ hěn hǎo, xiè xie!
+​A: bú kèqi
+
+A: wǒ shì [Your Name].
+​B: nǐ hǎo, wǒ shì [Your Name]
+
+A: zài jiàn
+​B: zài jiàn
+
+
+
+[TESOL120 - Chinese Assignement Part 1](Pages/TESOL120%20-%20Chinese%20Assignement%20Part%201.md)
+
+[TESOL120 - Chinese Assignement Part 2](Pages/TESOL120%20-%20Chinese%20Assignement%20Part%202.md)

40-Archive/College Assignments/TESOL120 - Lesson Plans 1.md

@@ -0,0 +1,111 @@
+---
+type: Page
+title: TESOL120 - Lesson Plans 1
+description: null
+icon: null
+createdAt: '2025-04-15T19:15:17.878Z'
+creationDate: 2025-04-16 04:15
+modificationDate: 2025-04-17 03:35
+tags: []
+coverImage: null
+---
+
+**Lesson Planning: Assignment 1**
+
+Prepare a lesson plan that outlines 1 hour of teaching for a beginner-level, monolingual class of 20 adult students.
+
+Plan activities that allow students to develop their speaking and listening skills.
+
+The lesson plan must include:
+
+- a lesson theme
+
+- a list of all vocabulary that will be taught (8-10 words and a few short phrases)
+
+- one grammar point that will be highlighted
+
+- at least 4 different teaching methods (click on "catalogue" tab for ideas)
+
+- links to any texts, images, songs, videos or other materials used (or include them on page 2 of the lesson plan)
+
+
+
+Suggestions: (1) Change the fourth activity to something different, such as a dynamic dialogue activity (e.g. dialogue between a customer and grocery store worker). This would help make the lesson even more engaging. (2) Have all the exact phrases you want to teach using the audio lingual method written down in the plan. This will make you more effective when you teach the class, and less likely to forget something
+
+# LESSON THEME 
+
+Going to the Store
+
+Why? From personal experience, the one thing I was the most unprepared for after going to a non-english speaking country, was going to the store and buying things.
+
+# LIST OF VOCAB 
+
+This being a monolingual class, it would be wise to prepare the words in their native tongue as well. Pictures would also be a boon, ideally locally taken pictures of things they are familiar with.
+
+**Nouns:**
+​[Store](https://media.cnn.com/api/v1/images/stellar/prod/ap24194552115385-copy.jpg?c=16x9&q=h_653,w_1160,c_fill/f_webp)
+[Money](https://upload.wikimedia.org/wikipedia/commons/thumb/2/20/Euro_coins_and_banknotes_%28cropped%29.jpg/1200px-Euro_coins_and_banknotes_%28cropped%29.jpg)
+[​Vegetable](https://cdn.britannica.com/17/196817-159-9E487F15/vegetables.jpg)
+[​Meat](https://images.squarespace-cdn.com/content/v1/59f0e6beace8641044d76e9c/1669587646206-6Z76MY4X3GBFKIUQZJ4R/Social+Meat.jpeg)
+[​Local Food Item](https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSZB5f0SgX5w6lybpmaZIIjTCZ51r6Oo3cPhg&s) (Rice, beans, some sort of common staple in the area)
+[​Price](https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcRPAPGfVA4VXiPY-HXafyotMeIyrOD2N36DwA&s)
+
+**Verbs:**
+
+[To Buy](https://www.thoughtco.com/thmb/iDsKMHbHik23uhHVEffqt6jmNdM=/1500x0/filters:no_upscale():max_bytes(150000):strip_icc()/purchasing-58af78375f9b5860468cee92.jpg)
+​[To Find](https://yourbasic.org/golang/man-with-magnifying-glass.jpg)
+
+**Phrases:**
+​Where is.....
+I want to buy....
+
+
+
+# GRAMMAR POINT: 
+
+**Using Question Words**
+
+Focus specifically on "Where is/are..." + Noun. Have students practice asking each other where things are around the class room, and then pointing to them. These could be actual classroom objects, or taped pictures of the above positioned around the room. 
+
+- "Where is... the money?"
+
+- "Where is... the price?"
+
+- "Where are... the vegetables?"
+
+
+
+If time allows, can continue making sentences with "I want to buy...." + Nouns".
+
+# TIMING BREAKDOWN:
+
+**1st - 15mins:**
+
+A combination of the Bilingual Exercise, and the Audio-Lingual Method. Go over the words, speak them, refer to them with Massive Muscle Memory method, have them repeat, assign meaning to them, rinse and repeat for each noun. 
+
+**2nd - 15mins:**
+
+Before class, you'd have either brought in the nouns discussed, or pictures of them, and placed them at various points in the classroom. Using methods of Movement, and the communicative approach, have the students break into groups of two. One will say an English noun, and the other student will point to where it is, then reverse roles. Do this until each student has done this with every other student.
+
+**3rd - 10mins:**
+
+Return to seats, and repeat the same process as the 1st 15mins, except with the verbs and phrases. If time allows, use the "Community Language Learning" method to pull more nouns. Again, focusing on the Audio-Lingual Method, call on random students to make sentences using the words we've learned thus far.
+
+- I want to buy meat.
+
+- Where is the rice?
+
+- Waht is the price?
+
+- I want to buy vegetables
+
+- etc.
+
+**4th - 15mins:**
+
+Again break the students into groups of two, and let them where things are, and let the other student show them. Reverse roles. Do this until each student has had a chance to do this with every other student. 
+
+**5th - 5mins:**
+
+Bring students back to seats, and have them add the words they want to their "Universal Language Generator", if they have one from a previous class. If not, encourage them to write them down, and refer back to them next time they are in the store. 
+

40-Archive/College Assignments/TESOL120 - Lesson Plans 2.md

@@ -0,0 +1,120 @@
+---
+type: Page
+title: TESOL120 - Lesson Plans 2
+description: null
+icon: null
+createdAt: '2025-04-16T17:24:21.104Z'
+creationDate: 2025-04-17 02:24
+modificationDate: 2025-04-18 04:44
+tags: []
+coverImage: null
+---
+
+Prepare a lesson plan that outlines 1 hour of teaching for an intermediate-level, multilingual class of 20 teenage students. Prepare activities that allow students to develop all four skills: speaking, listening, reading, and writing. Use at least one activity that allows the students to express their creativity.
+
+The lesson plan must include:
+
+- a lesson theme
+
+- a list of all vocabulary that will be taught (8-10 phrases)
+
+- one grammar point that will be highlighted
+
+- at least 4 different teaching methods (click on "catalogue" tab for ideas)
+
+- links to any texts, images, songs, videos or other materials used (or include them on page 2 of the lesson plan)
+
+
+
+FEEDBACK
+
+Great work! The theme is ideal for the class - teenagers are usually interested in tech. The activities you chose are centered on the theme and progress very well, one to the next. You're showing you have a good grasp of how to combine teaching methods. Suggestion: (1) The first activity and grammar point may be quite easy for intermediates. You could make it more challenging by focusing on the simple past tense, e.g. in the good news/bad news exercise, have the students create a story in the simple past: "The good news was, I could play games with my friends."
+
+# LESSON THEME 
+
+Technology
+
+Why? Very likely the class of teenagers are familiar with various bits of technology already, and employee several facets of it in their day to day lives. Being able to relate words to what they already know, should help in retention and helping them see the practical value of it.
+
+# VOCABULARY 
+
+**General Computer Use**
+
+"I was browsing the internet yesterday"
+
+"I looked something up for my English class"
+
+"I play games with my friends"
+
+"My computer crashed"
+
+"You need to restart the computer"
+
+**Social Media**
+
+"I posted the picture on online"
+
+"He commented on my post"
+
+"I like to watch cat videos on YouTube"
+
+"My favorite account on TikTok is the cat one"
+
+"I'll text you later"
+
+# Additional Resources 
+
+[Computer](https://images.twinkl.co.uk/tw1n/image/private/t_630/u/ux/pc_ver_1.png)
+
+[Phone](https://platform.theverge.com/wp-content/uploads/sites/2/chorus/uploads/chorus_asset/file/25626687/DSC08433.jpg?quality=90&strip=all&crop=16.675%2C0%2C66.65%2C100&w=2400)
+
+[Social Media](https://burlingtonpress.com/wp-content/uploads/2020/12/8-tips-for-using-social-media-effectively.jpg)
+
+[Crashed Computer](https://askleo.com/wp-content/uploads/2014/08/bsod.jpg)
+
+Grab a random cat video on YouTube for entertainment
+
+# GRAMMAR POINT 
+
+Focus in on "I like to watch cat videos on Youtube", specifically in the structure:
+
+- I like to + VERB + OBJECT + PLACE
+
+It applies to any variety of things they might like to do, but in theme with the lesson, focus specifically on the use of the structure in/on technology.
+
+- "I like to play games on my Xbox"
+
+- "I like to scroll posts on TikTok"
+
+- "I like to watch cooking shows on Youtube"
+
+After the structure is understood, encourage students to write a few of their own for ~5mins, and then call on various ones to share one or two. After that, let them all share them with each other.
+
+# LESSON PLAN 
+
+1st 15mins:
+
+Starting off with the Audio-Lingual Method, getting the students to hear and say the phrases exactly as I say them. Being intermediate, they should already know the words for basic objects like computer, phone, online, etc. We can build on that foundation, by incorporating these words into phrases with actions & verbs in them. Being multilingual, offering a translation in each students mother tongue isn't really practical, so instead, pictures (or better yet, actual objects that are likely already in the room) would probably be the best way moving forward.
+
+2nd 20mins:
+
+Good News Bad News method, using the phrases above. The teacher can go through a quick demo with the class, maybe four sentences as follows:
+
+"The good news, is I can play games with my friends"
+
+"The bad news, is my computer crashed"
+
+"The good news, is I restarted my computer"
+
+"The bad news, is my friends all fell asleep"
+
+After 5/10mins of explanation, have the students write their own stories, expressing their own lives or writing creatively. They only need a few sentences, using words and phrases we learned today combined with things they already know, and then share them with everyone else in the class, and listen to their stories too.
+
+3rd 20mins:
+
+Have students return to their seats, and then use a Reverse Précis Method, themed around technology. Let them take their "Good News, Bad News" sentences, and have them turn them into a ~300 word paragraph, that they would post on social media about their experience. If time allows, let a few students read theirs to the class, and let the rest of the class critique it. 
+
+4th 5mins:
+
+Bring everyone back to their seats again, and have them write the phrases their "Universal Language Generator". Being intermediate students, I should hope they have one by now. 
+

40-Archive/College Assignments/TESOL120 - Lesson Plans 3.md

@@ -0,0 +1,86 @@
+---
+type: Page
+title: TESOL120 - Lesson Plans 3
+description: null
+icon: null
+createdAt: '2025-04-16T20:16:05.678Z'
+creationDate: 2025-04-17 05:16
+modificationDate: 2025-04-18 04:44
+tags: []
+coverImage: null
+---
+
+**Lesson Planning: Assignment 3**
+
+Prepare a lesson plan that outlines 1 hour of teaching for an advanced-level, multilingual class of 10 adult students. Plan activities that involve collaborative learning and creativity.
+
+The lesson plan must include:
+
+- a lesson theme
+
+- at least one grammar point that will be highlighted
+
+- at least 4 different teaching methods (click on "catalogue" tab for ideas)
+
+- links to any texts, images, songs, videos or other materials used (or include them on page 2 of the lesson plan)
+
+# LESSON THEME 
+
+Exploring action through Film
+
+**Why?** 
+
+Being an advanced class, the class should have good command over the English Language, and be able to start generating content, especially creative content, in English.
+
+**Lesson Goals:**
+
+Successfully describe in detail and the correct sequence what in events the class watched in video
+
+Possess and expand their vocabulary to describe actions, emotions, and reactions, 
+
+Be able to produce as a group, their own version of a "Mr. Bean" video script, in English.
+
+# Additional Resources 
+
+[Mr Bean Short Film](https://www.youtube.com/watch?v=lW6R9kSGV2Q)
+
+# GRAMMAR POINT
+
+Practice with Sequence. Allowing students to describe things in sequence gives lots of room to play around with verb tenses, and sequence verbs. Example:
+
+"First, Mr. Bean went to the dentist."
+
+"Next, Mr. Bean sat in the chair"
+
+"After that, Mr. Bean is cleaning his jacket"
+
+"Finally, Mr. Bean will hide the needle"
+
+"Lastly, Mr. Bean will hurt the dentist"
+
+Ideally learning to use the verbs they already know, to describe actions, and the order in which they take place. Students can practice using Past, Present Participle, and Future tense of verbs.
+
+# LESSON PLAN 
+
+First 5mins:
+
+Get the class situated, and start off watching the video. 
+
+Second 15mins: 
+
+A combination of the Chaos Theory and the Community Language Learning approach. Ask the students to describe the actions they saw in the film, scene by scene, to the entire class. Use the sentences the students come up with to build a rudimentary script, similar to the one listed above under Grammar Point.
+
+Third 20mins: 
+
+Break the students up into two groups (5 each), and have each group write their own short "Mr. Bean" type film script. The class being multilingual, will further force the students to communicate their ideas in English. Encourage the students to use what they have in their Personal Phrase Book, or their Universal Language Generator. 
+
+Fourth 15mins:
+
+Once the groups are finished, have each one come up and act out their script. The actual acting should only take a minute or two, but while they are acting our their script, have the other group that's not presenting do something similar to what they did with the original video. Write down, scene by scene, what the other group is doing. The actor group may have to perform once or twice, so the writing students can write down everything they need to. Once this is finished, have the acting group read out their script, and compare them with what the writing group wrote down, and laugh about the differences. At the half way point, swap the groups roles, and repeat.
+
+Fifth 5mins:
+
+Review the terms of sequence, and have the students add them to their Universal Language Generator, perhaps in their own column, so they can better describe events to others.
+
+
+

40-Archive/College Assignments/TESOL120 - Lesson Plans 4.md

@@ -0,0 +1,132 @@
+---
+type: Page
+title: TESOL120 - Lesson Plans 4
+description: null
+icon: null
+createdAt: '2025-04-16T21:23:50.462Z'
+creationDate: 2025-04-17 06:23
+modificationDate: 2025-04-18 08:04
+tags: []
+coverImage: null
+---
+
+**Lesson Planning: Assignment 4**
+
+Prepare a lesson plan that outlines 1 hour of teaching for a beginner-level, monolingual class of 30 children aged 5 to 7. Prepare activities that are suitable for young children.
+
+The lesson plan must include:
+
+- a lesson theme
+
+- a list of all vocabulary that will be taught (8-10 words and a few short phrases)
+
+- one grammar point that will be highlighted
+
+- at least 4 different teaching methods (click on "catalogue" tab for ideas)
+
+- links to any texts, images, songs, videos or other materials used (or include them on page 2 of the lesson plan)
+
+# LESSON THEME 
+
+ANIMALS
+
+**Why?** Even native English speaking 5-7 year old kids couldn't care less about learning verb tenses and sequence words. But who they do care about? Animals and Dinosaurs. Dinosaurs aren't particularly practical, but animals are. This would pair very well if there was a local zoo around, and you could show them pictures of things that they might be familiar with. 
+
+**Lesson Goals:**
+
+This being a beginner class of children, a good end goal is for them to start building their vocabulary of things they are likely already familiar with, which in this case, is animals.
+
+Be able to form very basic, but functional sentences using the learned animal nouns with simple action verbs, and potentially adverbs.
+
+# VOCABULARY 
+
+This being a monolingual class, it would be highly beneficial to also learn the way to say these nouns in their native tongue, along with the pictures, so they can associate them with what they already know.
+
+**Nouns**
+
+- [Dog](https://hips.hearstapps.com/hmg-prod/images/dog-puppy-on-garden-royalty-free-image-1586966191.jpg?crop=0.752xw:1.00xh;0.175xw,0&resize=1200:*)
+
+- [Cat](https://media.4-paws.org/9/c/9/7/9c97c38666efa11b79d94619cc1db56e8c43d430/Molly_006-2829x1886-2726x1886-1920x1328.jpg)
+
+- [Bird](https://sdzwildlifeexplorers.org/sites/default/files/2017-07/animal-hero-bigbirds.jpg)
+
+- [Fish](https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTfHlcmASZgNOAA0mtIwob78oSLwGP1PybjDQ&s)
+
+- [Lion](https://cdn.britannica.com/29/150929-050-547070A1/lion-Kenya-Masai-Mara-National-Reserve.jpg)
+
+- [Snake](https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcS8PobUHZUnu2jtCrHDpm9Ay-8AFQwJYXuv5w&s)
+
+- [Monkey](https://upload.wikimedia.org/wikipedia/commons/4/43/Bonnet_macaque_%28Macaca_radiata%29_Photograph_By_Shantanu_Kuveskar.jpg)
+
+- [Mouse](https://upload.wikimedia.org/wikipedia/commons/0/0d/%D0%9C%D1%8B%D1%88%D1%8C_2.jpg)
+
+- [Lizard](https://animals.sandiegozoo.org/sites/default/files/inline-images/animals-lizard-redheadedagamapair.jpg)
+
+- [Elephant](https://i.natgeofe.com/k/e7ba8001-23ac-457f-aedb-abd5f2fdda62/moms5_4x3.png)
+
+**Verbs**
+
+- [To Run](https://www.brooksrunning.com/on/demandware.static/-/Library-Sites-BrooksRunningShared/default/dwfa696e15/cms-content/Project/Brooks-Running/EMEA/Blog/2023/August/how-to-run-for-longer/F23_RHB_How_to_run_for_longer_S.jpg)
+
+- [To Jump](https://funandfunction.com/media/wysiwyg/2021/Nov17--jump-happ-kids.jpg)
+
+- [To Eat](https://tanyamark.com/wp-content/uploads/2022/08/intuitive-eating.jpg)
+
+- [To Sleep](https://npr.brightspotcdn.com/dims4/default/8190789/2147483647/strip/true/crop/1666x937+0+364/resize/1200x675!/quality/90/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Flegacy%2Fsites%2Fvpr%2Ffiles%2F201803%2Fkid-sleeping-illustration-victor-brave-istock_0.png)
+
+- [To Swim](https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQ7bi-zKVazY9dGPqASRlxE1tzJe_d_N87Y3A&s)
+
+- [To Fly](https://dq5pwpg1q8ru0.cloudfront.net/2020/11/02/12/53/29/fa2e1b94-3e61-4e12-accd-31f21d430721/duck-flying-wallpaper-background-17254-17792-hd-wallpapers.jpg)
+
+**Adverbs**
+
+For these, it's probably better to just act them out, as expressing them in a still image is rather difficult. 
+
+- Quickly
+
+- Slowly
+
+**Note:** I might of gone overboard on the vocab, probably focus on the first ~4-6 nouns, you can add more if time allows. Or better yet, return to this lesson the next week, and build on it. 
+
+# GRAMMAR POINT 
+
+Forming very simple sentences about the students favorite things, in the form of "Noun + Verb", and expand to "Noun + Adverb + Verb"
+
+- The snake sleeps
+
+- The monkey jumps
+
+- The dog runs
+
+- The lion quickly eats
+
+- The fish slowly swims
+
+We can also inject humor about trying to make sentences like "The snake flies", but that might be a bit to advanced for this class. Depends on their comprehension level.
+
+# LESSON PLAN 
+
+With such a large class, giving each student the attention and time to talk in front of the class would be difficult, while keeping the attention of the rest of the class, especially at this age. Focusing on community, collaborative teaching would be the best option here. Also breaking the class up into several, varied sections will help keep the attention span of the students.
+
+**1st 15mins:**
+
+A combination of the Audio-Lingual Method to go over the nouns, and also using the Community Language Learning to pull in some extra animals that are favorites of the class. This will result in a lot of nouns, and I don't expect the class to be able to memorize them all, but it will help in engagement, and allow callbacks later in class to those who offered up words, further promoting engagement.
+
+Possible issue: Finding images for animals they suggest. Might just try drawing them, but I'm a terrible artist. 
+
+**2nd 15mins:**
+
+We finally get to use the Balloon method. Since this is a large glass, a brief demonstration with a student in front, and then have the class break into groups of 2, run through the list, and then switch partners. Ideally, I'd include myself in the groups, so as to make sure the words are pronounced correctly. 30 kids, 15 groups, assuming 1min per list rotation, puts us at ~15mins. Might be a bit tight schedule wise, but we can adjust if need be.
+
+**3rd 10mins:**
+
+Students return to their seats. We can then use a variation of the Total Physical Response in introducing the verbs. We start by defining the verbs through images and acting, then bring up a few students (3-5) to help in acting out, and then move on to the entire class acting out the verbs I say/point to. Also works in reverse, me acting them out, and the students telling me what I'm doing. This could also be categorized under the "Massive Muscle Memory" method. 
+
+**4th 15mins:**
+
+A continuation of above, but this time focus on sentence structure. Instead of just getting students to act out "Swim", we have them listen to, understand, and then act out "The fish swims", or "The lion runs".  Having a classroom full of children running around roaring like a lion will certainly be something, but its a lesson they, nor I, will ever forget. If time allows, we can add in the adverbs "quickly" and "slowly" to the mix, resulting in the full coverage of the aforementioned grammar point, and its respective sentences.
+
+**5th 5mins:** 
+
+Bring students back to their seats/settled down, and encourage them to write down the words in their Personal Phrase Book, and to tell their parents and friends about them. If they can't write, encourage picture drawing next to the word. 
+

40-Archive/College Assignments/TESOL120 - Lesson Plans 5.md

@@ -0,0 +1,138 @@
+---
+type: Page
+title: TESOL120 - Lesson Plans 5
+description: null
+icon: null
+createdAt: '2025-04-17T23:06:04.784Z'
+creationDate: 2025-04-18 08:06
+modificationDate: 2025-04-19 05:45
+tags: []
+coverImage: null
+---
+
+**Lesson Planning: Assignment 5**
+
+Prepare a lesson plan that outlines 1 hour of teaching for an online English lesson with one beginner-level student aged 8-10. Keep in mind the limitations of the online learning environment when preparing activities and select activities suitable for children.
+
+The lesson plan must include:
+
+- a lesson theme
+
+- a list of all vocabulary that will be taught (8-10 words and a few short phrases)
+
+- one grammar point that will be highlighted
+
+- at least 4 different teaching methods (click on "catalogue" tab for ideas)
+
+- links to any texts, images, songs, videos or other materials used (or include them on page 2 of the lesson plan)
+
+
+
+# LESSON THEME 
+
+This being a single student, the ideal lesson theme would be tailored to something they are interested in. This being a made up student, such things don't exist, so picking something average that most 10 year old boys will be interested in:
+
+**Sports**
+
+# VOCAB 
+
+I think sticking to more generic sports words, instead of a specific sport's vocabulary is a wise choice here (unless the student is interested in a specific sport).
+
+**Nouns**
+
+- [Game](https://i.ytimg.com/vi/i2yhyaNb4ac/maxresdefault.jpg) (A very vague term, probably better to tie in the students native language word for this)
+
+- [Team](https://source.washu.edu/app/uploads/2019/03/Teamsportsnew.jpg)
+
+- [Ball](https://static.vecteezy.com/system/resources/thumbnails/001/226/227/small_2x/sport-balls-collection.jpg)
+
+- [Goal](https://soccergoals.com/wp-content/uploads/2021/11/ultimate-wheeled-soccer-goal-2.jpg)
+
+- [Player](https://media.wired.com/photos/5d152ca6c4e1580009f9fe22/master/pass/SCIENCE_SOCCER-TA-GettyImages-1157239959.jpg)(again, vague term, maybe use a few images to illustrate, like [this](https://media.newyorker.com/photos/59095186019dfc3494e9dab5/master/pass/457771195-290.jpg)and [this](https://cdn.britannica.com/82/212182-050-50D9F3CE/basketball-LeBron-James-Cleveland-Cavaliers-2018.jpg)and [this](https://www.snexplores.org/wp-content/uploads/2020/05/1030_sports_science_numbers.jpg))
+
+**Verbs**
+
+- To Play
+
+- To Run
+
+- To Kick
+
+- To Throw
+
+- To Catch
+
+- To Win
+
+- To Lose
+
+# GRAMMAR POINT 
+
+As this is a beginner student, and we're dealing with action words, teaching the simple "Subject + Verb" structure is a great place to start, and then add the object in later. Assuming they already know basic subjects:
+
+- I run
+
+- You run
+
+The introducing the third person "-s" to the verb, but not on plural third person
+
+- She wins
+
+- He loses
+
+- They run
+
+- They play
+
+Then Finally the object
+
+- I play the game
+
+- She throws the ball
+
+- The Player runs to the goal
+
+There a a few exceptions here (like the verb -s not applying with the plural third person), its important to impart general understanding, and not focus on specific rules, at least not for a beginner student.
+
+# LESSON PLAN
+
+This being an online one on one class, it has a very different set of requirements for lesson planning then a regular classroom environment. The main ones I'm thinking of are a lot more attention given to the single student, but no opportunities for group, or collaborative work, and less "down time" for the teacher. Timing is also fluid. The student may grasp something quickly, and if so there's no reason to spend extra time on it, when we can spend more time later focusing on more complicated topics that build on it
+
+
+
+**1st 15mins:**
+
+We can start out with a regular explanation, and repetition of the vocab using the Audio-Lingual Method. Calling on students randomly is a bit difficult here (being only a single student), but the listening and repetition, combined with careful focus, listening to the students pronunciation, and targeted commendation still very much apply. We'd focus on the nouns in this bit, and combine it with visuals (pictures or videos, shared via video conference), and it technically being a monolingual class, words from the students native tongue to connect meaning.
+
+**2nd 15mins:**
+
+Move onto the verbs, and use Total Physical Response, and Massive Muscle Memory to say the word, then act out the actions into the camera, having the student repeat. Once the student has a good grasp of the verbs, the teacher acts out a verb, and the student says the word, and then reverse roles and let the student act out a verb the teacher says. 
+
+**3rd 10mins:**
+
+Moving into the actual grammar point, the next section will be using Dynamic Dialogues
+
+**Scene: Two students in a field playing soccer, with a third student far in the distance.**
+
+- Student A: "I run" (Pointing/circling to the student, and acting out running in place)
+
+- Student B: "You run" (Pointing/circling to the second student on the board, to denote second person perspective)
+
+- Student A: "She kicks the ball into the goal" (pointing/circling the student far off, with a soccer ball, and acting out kicking it into the goal)
+
+- Student B: "We win!" (act out cheering, maybe include "jump" for celebration)
+
+Say/act out the conversation, then have the student take the role of Student B, then take the role of Student A, and repeat once or twice till the student is comfortable with the information. 
+
+**4th 10mins:**
+
+Move into Accelerated Reading, where we provide the student with the same situation as we just acted out, but this time making the subject plural.
+
+"We run together. They kick the ball into the goal. We all win! Jump and cheer!"
+
+Read it first, very slowly, with extreme enunciation and articulation, with the student following along with their finger on their screen. Then repeat, going word for word, and having the student repeat. Do this once or twice, then move on to reading a phrase at a time, and finally the entire thing. The entire time, especially going word for word, make sure to include visuals & acting to reinforce the meaning of the words they learned earlier. 
+
+**5th 10mins:**
+
+Using The Communicative Approach, talk to the student. This would involve some degree of proficiency in the students native language, but not to much, just takes a bit of preparation. See what sports they like, ask if they've played any before, and write down the English words related to that sport. (Ex: (American) Football, Field Goal, Quarterback, etc. ) These words don't necessarily have to be part of the lesson and tested on, but they are of special interest to the student, especially a 10 year old, and gives them reason to like the language, and the class. After sharing a few words, ask the student to write the nouns, verbs, and phrases they learned earlier, along with any specific words they want to remember that you just talked about, into their Phrase Book and Universal Language Generators, and then encourage them to share what they learned with their friends (who are likely interested in the same sports).
+

40-Archive/College Assignments/TESOL120.md

@@ -0,0 +1,358 @@
+---
+type: Page
+title: TESOL120
+description: null
+icon: null
+createdAt: '2025-04-11T18:04:03.843Z'
+creationDate: 2025-04-12 03:04
+modificationDate: 2025-04-22 23:42
+tags: []
+coverImage: null
+---
+
+![dokumen.pub_the-art-of-teaching-best-practices-from-a-master-educator](PDFs/Media/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.pdf)
+[dokumen.pub_the-art-of-teaching-best-practices-from-a-master-educator](PDFs/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.md)
+
+# 1: Successful Teaching 
+
+Teachers must be actively seeking self improvement, and be wide open to painful criticism, to constantly adjust and improve themselves. This is often done by the students, as they are the ones receiving the teaching, and also have to deal with many different professors, so they can compare and contrast. The principles of teaching apply no matter what the course content is. One of the most important parts of teaching, is to be able to communicate both verbally, and non-verbally. A very important part of teaching is also teaching the students to think critically, because things change, information goes obselete, and the student must think and decide for themself what comes next.
+
+# 2: The Broad Range of Learners 
+
+To be a good teacher, you must be a good learner. These two things are very much linked. Learning in your early years (up to age 3) is imperative on defining a basis to how well you'll learn for the rest of your life. Small group work is also excellent, as it lets those who are gifted learners see the teachers side of things, and improve their own understanding of the topic, but also help those who are not gifted learners to better understand the topic at hand. Its just as important for graduates to know how to learn, as it is to know about what they are learning.
+
+# 3: Starting Out Right 
+
+Often the first day in class is a bunch of droning about the syllabus. That sucks, don't do that. Instead, a lively introduction to the topic gives students a feeling of purposefulness and interest and energizes them for the work to come. You have to show them how much you love the subject, and how its possible for them to love the subject too. There must be a student teacher relationship, and that relationship starts with learning each others names. A good teacher challenges students from the first day. Right away establish that you are the authority on the subject, and give them a taste of what to expect. The first meeting is critical, plan for it very carefully. Establish a one-on-one relationship with your students if you can, starting with their names. Show enthusiasm, show why the subject is important, and give the students a sense of the difficulty and challenge of the material. **Above all, engage the students in the subject itself immediately.** If you involve the students right from the start, it will highly improve their learning, and care about the subject. Passive lecturing is bad, student discussion and involvement is good.
+
+# 4: The Teacher's Persona 
+
+Mutual respect starts with leranign each others names, but your still the teacher, and still the head of the class. To be effective in establishing your leadership, you must develop a teaching persona and find ways to foster participation and enthusiasm among students. A teaching persona excludes the possibility of making special friendships or of treating students as peers. You must set yourself apart, as the teacher, not as their equal. 
+
+That being said, you still must establish a rapport with your students, and get to know them, not socially, but intellectually. Find out how well they prepare, find out how they soak in information by pop quizzes, take notes on student responses, and identify those who seem to be struggling. Its important to keep all students at arm length, as that makes it easier to treat everyone equally. Mentoring does not fall into the "no friend" rule. Its appropriate to give students educational and work related device outside of class if requested. 
+
+To encourage participation, there are several strategies to use. Flatter students into working hard and praise those who offer genuine insights. Refer to good points made previously by students. Coach criticism in the form of mitigated praise. Balance seriousness with humor. Make use of anecdotes. 
+
+# 5: Planning the Work 
+
+Planning and preparation cuts down on anxiety, and produces more confidence in teachers. You want to know what you want your students to know by the end of the entire class, before it even starts. This applies both in daily classes, and the entire semester. Before teaching a course, decide what students will take from it when it is finished. In planning, the first step should be identifying what the course's objectives are. Anticipate where your students will struggle, and plan for it.
+
+**Break down the course into manageable units.** Studies show students learn the most at the beginning and end of class, so frontload your class with the important points, and then cover them again at the end. Sequence things logically, so that students can build on what they learn. This depends on the content of the course, it may be chronologically, or thematically, or just literally building on what they learn and making it more complicated. Leave time for review & summary, and do not be afraid of repetition. Set goals for yourself, set goals for your students, and communicate them right from the beginning.
+
+Plan well, but don't constrict yourself to a single way forward. Be adaptable. Don't stuff everything you can into a single class, there's no value in it if you overload students and they can't retain it. Learning works best when both parties are invested in each others successes. Decide on some way which you can distinguish between the best students, the average, and the weakest, and put in a plan to deal with those. This is for being able to grade them. 
+
+# 6: The Teacher-Student Relationship 
+
+Teaching is a relationship based on inequality. In Britain, there is a sharp contrast between student and teacher, but in the US, people are to hung up on equality to really make that happen. Teachers want to lend a hand in helping with their academics and professional futures, but the line stops there. There has to be a line between taking a personal interest in the students, and becoming personally involved with them. A teachers objective is not to be well liked. Students don't come to class to find a friend, and friends don't grade and evaluate each other. Our goal is to help them learn. Sometimes you find yourself in a bit of "hero-worship" predicament that you can use to your advantage, as you can hold students to high expectations, that they will strive to reach to please you. Students love enthusiastic, humorous, well organized teachers that know a lot about their subject, and don't like chaotic teachers who don't care about their subject or their students.
+
+# 7: Dynamic Lecturing 
+
+As teachers, we must be self critical and to ask ourselves, often and honestly, whether your lecturing is as dynamic as it could be. A good lecture or presentation is interesting and informative. It makes one clear point, and supports it with evidence and illustrations. Nothing matters more in the giving of a good lecture than your passion and commitment to the subject. Answer questions with questions, leading the asker to the answer through what he already knows. Rhetorical questions also stimulate interest and can be more informative then declarative sentences.
+
+Communicate a mood of enthusiastic engagement by your body language; stand upright and don't always stand still. Include some sort of interactivity with your audience. Self-awareness is vital. Be aware of all aspects of yourself and your presentation. How you look, how you sound, how you move, and what kind of impression your making on the audience. At the end of the lecture, try to make your audience be glad they were there, and that they learned something, and enjoyed themselves while you were doing it. 
+
+A lecture should feel like a conversation, not, well, like a lecture.
+
+# 8: Teaching with PowerPoint 
+
+Powerpoint is powerful, but can also be overused. Ask yourself "What does my audience gain by seeing these slides in addition to listening to me, and what does it lose?"
+
+Keep PowerPoints simple. Fancy colors and borders, etc. are distracting. Decide when and how much the students attention should be divided between you and the slide, and use an on/off click to denote when. 
+
+Most slides shoudl contain one idea, one diagram, or one or two pictures. At times, powerpoint do well illustrating what your saying, not replacing it. Make a powerpoint work for you, not replace you. It should enhance your lecture, not substitute it. 
+
+Having the whole class look at and scrutinize a picture on a powerpoint together is a dynamic activity that keeps them awake. Plan ahead so that you can give the lecture without the powerpoint if need be, just in case there's technical failure. Remember your there for the students, and don't let technology take more of your time away from them then is necessary. More is not necessarily better.
+
+# 9: Demonstrations, Old And New 
+
+Interactive enviroments are much better at teaching then stale one sided ones. Plenty of tools to use, be it something simple like a white board, or hi-tech like email, clickers, web pages, etc. Whiteboard are great because they can be changed at will. Before you leave a topic, emphasize the major points, assumptions, or conclusions by underlining or circling key words on the board. Don’t write unnecessary material on the board or flipchart. Use titles and headings to structure your work; underline or box off key statements. As much as possible, avoid talking while facing the board.
+
+Students remember more when visual elements are used in addition to speech and text. Teachers today need to take the best of what is new, but also use the best of what is old. There is no substitute for lively, enthusiastic individual describing, explaining, and demonstrating to their class and their enjoying being there. Always question if something is necessary to have to enhance teaching. If it is, then absolutely use it, but don't use it just for the sake of being there.
+
+When waiting for classes to come in, you can ask waiting students to draw on the board, it can be related or not, but it gives them something to do, and have fun doing it.
+
+# 10: Teaching the Critical Skills 
+
+If the students are to get the most out of the class, that means they need to be well prepared, which means the teachers need to cultivate good working habits in them. This means teaching them how to read, take notes, and how to think. The most important qualities in a student are willingness to work hard, to avoid procrastination, and to avoid distractions. This can be avoided by setting intermediate deadlines. 
+
+Literacy is the foundation of education. Students who read more, will benefit more. Reading aloud and rereading are keys to full understanding. Their first reading gives most of them an approximate sense of an author’s meaning. You must then get them to think more carefully about what is written, how it is written, why it follows certain rules, and what it should sound like when read aloud by a reader attuned to its meaning and mood.
+
+Note taking is also critical. When I lecture, I always distribute an outline that follows this general pattern: main theme, subordinate theme, detail. Encourage students to imitate this. 
+
+# 11: Engaging with Discussion, Part 1 
+
+Just as important as reading, so is learning to participate in discussions about whatever it is your focusing on. Discussion turns passive learners into active learners, making them better in the short, and long run. Teachers must show students how to use language precisely and speak persuasively so that they can exchange information and demonstrate the relevance of their ideas.
+
+Seminars work best when all students participate. Call on students randomly to make sure everyone is listening and ready. As the students get more familiar with the material, and talking about it, it will encourage them to discuss the material with each other, not just the teacher. Encourage questions. 
+
+Discussion offers the chance to analyze argumentation. Ask students to tell you what the main point of the reading was in a single sentance. If they can't keep discussing and asking questions if they can. Ask what evidence the author uses to support their argument, and what persuasion techniques they use, and if they are effective or not. Ask them what the authors thought process was. Discuss thinking through the problems, and organize key concepts. 
+
+Students respond well to the seminar format when they believe that the teacher is genuinely listening to what they say and is not merely looking for pre-digested answers to all questions. In planning for seminar classes, reread the material carefully, make sure you can quickly put your hand on key passages, and make a list of the issues that must be covered.
+
+# 12: Engaging with Discussion, Part 2 
+
+Its important to help students take ownership of their own learning, and make it their own. Small group work offers students the chance to participate in more intense discussion then is possible in the full group. Break the groups up into 3-ish individuals, give them a question, and then give them a time limit. Go from group to group to see what they think, check their answers, and then have a spokesperson from that group present it to the class. 
+
+The case method is a special type of seminar, in which a group of students read a case beforehand, and come to class ready to answer questions about it. This acts as a dry run for what the students might be doing for an actual job, but requires them to be prepared. 
+
+Discussion helps students take ownership of the topic, and therefore their education. Students begin to own whatever discipline they are studying when they can outline accurately how an analytical questions should be studied, and when they can warn against obvious fallacies, experimental missteps, and interpretive blind alleys. This is a prelude to professionalism in that field. Talking intelligently about a topic is a key step on the road to taking ownership of the material and of developing professional effectiveness.
+
+Good humor also helps. 
+
+# 13: Cogent Thinking and Effective Writing 
+
+Writing about a topic, is just as important as being able to read through and participate in a discussion about a topic. Writing takes time and effort, and constant practice to improve and maintain. When students begin a writing assignment, encourage them to imagine an intelligent non-specialist as their reader. The purpose of academic writings is to tell people things they don't know. Casual language has no place in writing, BUT emphasize that clarity and simplicity are always preferable to complexity.
+
+If including writing in a class, don't let it be an afterthought, especially if it is graded writing. Encourage students to think in paragraphs. Decide on a main topic for the paper, and have the student decide the main point and reason for each paragraph. Each paragraph should describe, explain, or persuade. Write the introduction last, and include the most important points in this intro paragraph. 
+
+Some assignments can be summarizing articles in 100, 500, 1000 words, or describing an object in a single paragraph, or an entire essay to describe a pencil. Paraphrase articles, and expand paragraphs to extrapolate the main point to a larger body of text. 
+
+Writing is an extremely important form of communication. It helps people organize their ideas, communicate them in a logical and straight forward fashion, and convince others of whatever it is that they are thinking.
+
+# 14: Teaching Revision and Editing 
+
+Writing exists to be read by someone else, and as such should be approached by that perspective. As such, one should have good manners in writing. The main purpose of writing, is to convey information to the reader, and win the confidence of the reader so they trust your words. Grammatical errors, do not inspire confidence.
+
+A rough draft is just that, a rough, initial, get your thoughts on paper, draft. It is meant to be cleaned up later. This includes verb tenses, singular and plural ways of speech, spelling mistakes, etc. It's often useful to eliminate unneeded adjectives. The goal should be to achieve an objective tone, establishing a very authoritative presence. Encourage students to write a second draft without looking at the first draft. In doing so, they become more familiar with their own arguments and may find that their writing flows more easily.
+
+Introduce intermediate deadlines to create time for rewrites. Grade merciliessly, but allow for rewrites and correction of mistakes. Consider the quality of the argument and its persuasiveness, the logic of the presentation, and evidence of adequate research, along with grammar and clarity. 
+
+If you aren't qualified, or aren't in a position to demand high level writing, you can still help students become better writers simply by encouraging them to write. Diaries, full sentences, journals, etc. Here, more than in almost every other area, teachers must be persistent, detailed, demanding, and endlessly encouraging.
+
+# 15: Coaching Students on Presentation Skills 
+
+Student presentations suck. Adult presentations aren't much better. These problems stem from lack of mastery on the subject, lack of distinction between the central and secondary points, and lack of practice. Mastery is remediable by just preparation and reading of the material. Practice makes perfect, or at least bearable. 
+
+Group presentations are sometimes useful. It requires the students to prepare ahead of time with each other, thus increasing the likelihood they will actually prepare the material. With this, the teacher needs to be ready to help focus if they stray to far from the main point, or if they latch on to a misconception. 
+
+After the presentation, meet with the students to go over the strengths and weaknesses of their presentation. When grading, subdivide the grade between both the content, and he way it was presented, to show the importance of both.
+
+# 16: One-on-One Teaching 
+
+One on one teaching is good for the teacher, as it lets the teacher get a better sense of the students intellectual ability, and good for the student that they learn more in direct interaction with the teacher. One on One allows both the student and the teacher to give their undivided attention to the situation at hand. It also allows the teacher to dispense with group dynamics and peer pressure, cutting right to the heart of things in both praise and blame.
+
+One on One offers benefits at all levels of teaching. The teachers job is to pull the best work out of the student, not to write or re-write the material. To be effective, the teacher must think about overwhelming the student, about feedback, clarification, empathy, and active listening. 
+
+# 17: The Learner's Perspective 
+
+Good teachers constantly try to view the classroom from the student's perspective. Their lives are often difficult, turbluent, and full of ridiculousness. The trick is to become aware of it, understand it, but not be involved in it. Learner-centered learning “engages learners in the learning process as full partners assuming primary responsibility for their own choices.” It looks for ways to assist “learners to form and participate in collaborative learning activities."
+
+In order to get into the same frame of mind as students, teachers often have to become students themselves. Fields are always changing, so teachers have to subject themselves to the same learning, and learning environments that the students they teach are in. Sometimes its a good idea to welcome in teaching peers, to observe your class and point out any issues they saw in your teaching. 
+
+Students want their teachers to be masters of their subject, and teach it creatively and enthusiastically. They also want courses that enable them to develop intellectually and to take responsibility of the information, instead of just memorizing it. Students don't like tension in the classroom, and want teachers to take an interest in them and offer advice as needed or requested. 
+
+Students may not always understand or appreciate the variety of courses they are required to take, but a great teacher will help them find connections to the material and help them engage in it.
+
+# 18: Exams, Evaluations and Feedback 
+
+Every course ends with a graded paper, or exam, etc. Remind students you want to see them succeed.  At the beginning of the course, you should set strict and clear grading policies. Before writing an exam, ask yourself what you want students to take from the course. If its a way of thinking, provide context and and test their ability to think about it. If its a body of knowledge, ask questions in relation to that body of knowledge. 
+
+Multiple choice work well where a definite right answer is possible, whereas essays work well to test students abilities to think conceptually, and connect individual facts & ideas. Tell students what kind of questions will be on the exam, and how they will be graded. Over the semester, give several grading opportunites. Frequent, immediate, and specific feedback helps students learn. 
+
+Evaluations of the professor are also a thing. The more a specific issue pops up, the more you need to work on it.
+
+# 19: Maintaining Your Enthusiasm 
+
+Monotony sets in, and is hard to counteract. The best teachers find ways to prevent that sense of monotony from every setting in. Teachers have the opportunity to meet young, bright students every semester, and new discoveries are always changing the way we see things. There's always something new to learn. 
+
+It also helps to research and write about your field of study as well. Research reminds us of how uncertain knowledge often is, especially at the frontiers of our ability to grasp it. The better you know your topic, the better you'll be able to teach it well. 
+
+Always look for something new and different to introduce into your class rooms. Visit other teachers classrooms to see what they're doing, and steal from them. Consider each new class as a new challenge. Even if you've taught the content before, this is a new group of students, with their own challenges to overcome. 
+
+# 20: Managing the Challenges of Teaching 
+
+Students feel far less motivated to learn and work hard, if they feel anonymous in class. Sometimes, they even want to hide themselves, but teachers must draw them out, for their own good. 
+
+Beginner teachers should practice speaking in a loud, clear voice, and scrutinize video tape of the result. Break up your lectures and thoughts into paragraphs, so the students can follow along better, conceptually. For large classes, walk around, look at students, call their names to keep them awake, etc. Keep students up front toward the front of the class, and away from the back, ideally sitting side by side, not spaced out. 
+
+As a beginning teacher, give frequent short answer tests instead of research papers, as they are easier to grade. As experience increases, you can move into more advanced assignments. If you have to fail a student, or disciplinary action, give fair warning ahead of time. Always remember what may have been easy for us, can be very difficult for others.
+
+Having a teaching persona will help ward off the "imposter syndrome" feeling. Have good time mangement. Never let issues with students become personal, as they are only professional problems. The books says sometimes teaching isn't for everyone, and it generally just sucks with low pay and long hours. If you don't enjoy it, its not for you. 
+
+# 21: Creativity and Innovation 
+
+Never become complacent, and always push yourself to improve. Have a routine so the students know what to expect, but also include occasional deviations, bringing out your students neglected abilities by challenging them to do unfamiliar activities. 
+
+Build a website, build a wiki even, encouraging students to write in it and expound on it. If you have a colleague somewhere else that teaches similar, set up a zoom meeting to have classes discuss certain things. Include assignments that makes students go to the library. 
+
+There's a valuable place for creativity and innovation in teaching. The issue is knowing when, where, and how to use it. 
+
+# 22: Myths, Lies, and Half-Truths 
+
+Learning is easy and most people are willing to do it: False. Teachers jobs are to find ways to motivated students without deceiving themselves into thinking learning is intrinsically enjoyable. 
+
+A teachers job is only to pour Knowledge into students: False. The job is to impart knowledge, but also help students process the knowledge they have.
+
+Education is for everybody: Half-Truth. Its possible to educate everyone, but there's always going to be people who excel at learning and love it. Most people are just there for the finding a job aspect of it though. A teachers job is to teach them, no matter the motive.
+
+With enough effort and good will, a teacher can make his students achieve success: False. Teachers do what they can, but its ultimatley up to the student. 
+
+A good teacher makes all the difference: Half-truth. A teacher absolutley makes the difference, but its again the student that does all the work. A teacher can preside over the process, but the student has to take ownership of their own learning, and be self-motivated. No amount of good teaching can substitute for that.
+
+Teachers know everything, and can only teach if they know everything: False. Also, if a teacher is wrong about something, that doesn't disqualify them from teaching either. Humans make mistakes, but on average they are more then qualified to teach in their field.
+
+in Education, you get what you pay for: False. A student will get out of a course what they put in, no matter the monetary value. The money is usually just the available resources to the student. 
+
+Students in Ivy League schools and private schools have a large advantage: Half Truth. The advantage lies in going there, instead of being there. Also, the peer groups there are pretty good.
+
+The best teachers are employed at the best colleges: False. Hiring is usually dependent on research. Research and teaching are require different qualities. 
+
+It is vital to uphold students self-esteem: Half truth. Postive reinforcement is crucial, but only when deserved. Its also appropriate to criticize poor performance, and hold students accountable for bad work. 
+
+Ultimately, it is a teachers job to help students learn to learn, love to learn, and want to take in the information, whatever it may be. 
+
+# 23: The Anatomy of a Great Teacher 
+
+Great teachers are happy to be in the company of learners. Great teachers love their work, are always looking to do better, and have an enthusiasm for communicating what they know to their students. All of the "Great Teachers" interviewed loved with their students, and regarded class time as among the best moments of their working lives. 
+
+Great teachers are exposed early in life to excellent role models, some in their own families. Great teachers are self-critical, demanding, and eager to improve. They encourage others to watch them teach, so as to offer constructive criticism. They keep on the edge of pedagogy, and realize that education is a relational, engaging interplay between teacher & student. At the same time, they treat new theories with skeptism, and avoid quick fixes. 
+
+Great teachers are eager to meet, and exceed their students expectations and take criticisms to heart.  Always look for ways to improve, and look for ways to find constructive criticism so you can improve.  
+
+# 24: Teaching and Civilization 
+
+If the younger generation cannot read, write, navigate, empathize, negotiate, and build, civilization will come to an end. Information must be passed on, and that is the job of a teacher. Parents are a child's first teacher, imparting love, honesty, respectability, prudence, and restraint. As children go to school, intellectual concerns crowd out emotional ones. Many, many things can be taught, but the principles of teaching apply to pretty much every case. 
+
+Students interviewed said they want to learn from teachers who care about them, who remember the struggles of learning unfamiliar material, who help students over their difficulties, and who will mentor them. 
+
+Great teachers are enthusiastic about their teaching, plan carefully, keep a clear sense of their objectives, and hold their students to high standards. They take keen interest in their students welfare, but keep things professional and keep a  relationship of inequality. They are life long learners, also always working to improve themselves and their work. 
+
+All professors agreed on two things:
+
+- Always remember what its like to be a struggling student
+
+- Never forget the wider moral, and political situation you work in as a teacher. 
+
+# Phonetics
+
+![Phonetics Course Book](PDFs/Media/Phonetics%20Course%20Book.pdf)
+[Phonetics Course Book](PDFs/Phonetics%20Course%20Book.md)
+
+![CIE Phoneme Chart](PDFs/Media/CIE%20Phoneme%20Chart.pdf)
+[CIE Phoneme Chart](PDFs/CIE%20Phoneme%20Chart.md)
+
+English has sounds that do not exist in other languages. This contributes to unclear pronunciation and impedes understanding. Therefore, we have to understand the sounds, so we can teach them. The alphabet does not have enough letters for the sounds we make in the English language. There's actually about 44 sound we make, so a new alphabet is used to match these sounds. These are called the International Phonetic Alphabet (IPA). 
+
+## Consonants 
+
+![image](Images/Media/image%20(7).png)
+[image](Images/image%20(7).md)
+
+The human mouth has three different parts on where to pronounce consonants with your lips & tongue.
+
+- Lips - Ex: m,b,p
+
+- Alveolar Ridge - Right behind the front teeth, Ex. n,t,d
+
+- Velum - stopping the airflow via the soft palate, in the back of your mouth. Ex. k,g, ng
+
+There are also several types of sounds
+
+- Stops - when the sound halts the airflow
+
+    - Stops that have hums or pushes are called voiced, the rest are voiceless
+
+- Fricatives - sound produced not by stopping the airflow, but by obstructing it, creating a hissing sound
+
+- Nasals - buzzing sounds
+
+- Bilabials - the ones that are produced by the lips
+
+- Alveolars - Produced by the Alveolar Ridge
+
+- Velars - Produced by the soft palate. 
+
+![image](Images/Media/image%20(8).png)
+[image](Images/image%20(8).md)
+
+## Vowels 
+
+5 basic vowels according to the IPA (ee, oo, ay, oh, ah), three kinds of additional vowels bring us the vowel sounds in english. Vowels are deteremined by three parameters:
+
+- Height
+
+- Frontness
+
+- Roundedness - literally just if your lips are rounded to pronounce it. 
+
+## In the Head vs On the Lips
+
+Phonemes are "real sounds" whereas allophones are "variations of real sounds". We generate words on two different levels: The phonemic vs the phonetic. These differ per language. In transcription, linguists put phonemes in slashes (/p/), and allophones in brackets ([p^h]). The study of how speakers generate words by working from underlying to surface forms is called phonology, and the study of how speakers produce sound itself is called phonetics. 
+
+Phonemic word are the underlying word, but when it comes out on the surface level, it is phonetic.
+
+A stop at the beginning of a word is called an "Aspiration", and usually involves breathing out. 
+
+**Demo Teaching Pronunciation**
+
+[https://www.youtube.com/watch?v=1kAPHyHd7Lo](https://www.youtube.com/watch?v=1kAPHyHd7Lo)
+
+
+
+# Effective Lesson Planning 
+
+Keeping the following points in mind will help you prepare dynamic and effective language lessons.
+
+**1: Variety Increases Concentration**
+
+According to research carried out by neuroscientists in the US, a student's concentration levels change dramatically throughout a one-hour lesson. Concentration peaks at the beginning of the lesson, decreases steadily to a minimum about half an hour in, and then gradually increases to a second peak at the end of the lesson. By varying the teaching methods employed in a lesson, we can in effect divide the hour into several mini-lessons, thereby increasing the number of peaks in concentration and average concentration levels throughout the hour.
+
+**2: Exercise Boosts Brain Power**
+
+The traditional lesson format of a lengthy lecture with seated students is the perfect anti-brain learning environment. If there is very little sensory stimulation during a lesson, the thalamus will signal the brain to loose attention, which then results in sleepiness.
+
+By getting students out of their seats and teaching them using methods that involve physical movement, we increase blood flow and oxygenate the brain, thereby increasing brain power. In addition, when we exercise, tiny proteins called [BDNFs](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4915811/) are created which serve like miracle grow for the brain, increasing cognitive function.
+
+As you plan your lessons be sure to employ teaching methods that involve physical movement, especially during the middle of a lesson when student concentration tends to be at its lowest.
+
+**3: Engaging the Senses Maximizes Learning**
+
+Sensory information is processed and stored in different parts of the brain. When we learn using multiple senses we create more connections and pathways related to the same learning experience. This makes the information more accessible as there are more ways the information can be triggered/retrieved from memory later on.
+
+Therefore when you plan a lesson, select teaching methods that engage a variety of senses and allow your students to learn the language in different ways.
+
+**Steps for Preparing an Effective Language Lesson**
+
+1. Consider the background and ability of your students, including:
+
+2. language level (beginner, intermediate, advanced)
+
+3. age
+
+4. is the class monolingual (all students speak the same mother tongue) or multilingual (students come from different language backgrounds)?
+
+5. Prepare a theme for the lesson, e.g. music, banking, shopping.
+
+6. Select the words and phrases that you will teach.
+
+7. Choose a grammar point that you will highlight.
+
+8. Select three to five different teaching methods. You can find more information on the teaching methods featured in the CIE course by clicking on the catalogue tab in the top right of the browser. Each method you choose for your lesson can be used to teach the same concepts but should engage different parts of the brain. Ideally, the combination of methods will allow your students to develop all four language skills: speaking, listening, reading, and writing.
+
+9. Select the materials you will use for each method, such as images, songs, videos, texts and forms.
+
+You will now be given the opportunity to implement the strategies discussed above by preparing five sample lesson plans. Each lesson will be prepared with a specific group of learners in mind.
+
+![Lesson Plan 15min](PDFs/Media/Lesson%20Plan%2015min.pdf)
+[Lesson Plan 15min](PDFs/Lesson%20Plan%2015min.md)
+
+[TESOL120 - Lesson Plans 1](Pages/TESOL120%20-%20Lesson%20Plans%201.md)
+
+[TESOL120 - Lesson Plans 2](Pages/TESOL120%20-%20Lesson%20Plans%202.md)
+
+[TESOL120 - Lesson Plans 3](Pages/TESOL120%20-%20Lesson%20Plans%203.md)
+
+[TESOL120 - Lesson Plans 4](Pages/TESOL120%20-%20Lesson%20Plans%204.md)
+
+[TESOL120 - Lesson Plans 5](Pages/TESOL120%20-%20Lesson%20Plans%205.md)
+
+[TESOL120 - Chinese Lesson Plans](Pages/TESOL120%20-%20Chinese%20Lesson%20Plans.md)
+
+![Teaching Evaluation 1A_Grimes, Spencer](PDFs/Media/Teaching%20Evaluation%201A_Grimes,%20Spencer.pdf)
+[Teaching Evaluation 1A_Grimes, Spencer](PDFs/Teaching%20Evaluation%201A_Grimes,%20Spencer.md)
+
+![Teaching Evaluation 1B_Grimes, Spencer](PDFs/Media/Teaching%20Evaluation%201B_Grimes,%20Spencer.pdf)
+[Teaching Evaluation 1B_Grimes, Spencer](PDFs/Teaching%20Evaluation%201B_Grimes,%20Spencer.md)
+
+![CERT-TESOL-120_Grimes, Spencer](PDFs/Media/CERT-TESOL-120_Grimes,%20Spencer.pdf)
+[CERT-TESOL-120_Grimes, Spencer](PDFs/CERT-TESOL-120_Grimes,%20Spencer.md)

40-Archive/College Assignments/TESOL40.md

@@ -0,0 +1,547 @@
+---
+type: Page
+title: TESOL40
+description: null
+icon: null
+createdAt: '2025-04-08T20:02:34.005Z'
+creationDate: 2025-04-09 05:02
+modificationDate: 2025-04-19 05:55
+tags: []
+coverImage: null
+---
+
+# Strategy 1 - Don't Talk To Much 
+
+## The communicative Approach 
+
+Get people talking, not just listening. If you (the teacher) talk to much, then their head is not engaged, and they aren't practicing the language. Get them talking, repeating, asking questions, talking to each other, using the language as much as possible. Even if they don't know how to say it, look it up, figure it out, and use it right then and there. It can also involve students repeating a phrase to each other over and over for 15-20 seconds.
+
+## Phonemes 
+
+Phoneme - any of the perceptually distinct units of sound in a specified language that distinguish one word from another, for example p, b, d, and t in the English words pad, pat, bad, and bat.
+
+Babies can identify different speech sounds better then adults can. We tend to focus on sounds we hear often, and neglect sound we don't. There's 44 Phonemes in the English Language.
+
+## Flash Cards 
+
+Very useful, but have to use them correctly. Just having them as single words helps initlaly, but need to expound on them, need to add different details. Start with apple, then with apple is a fruit, then with apple is a fruit, it is red or green, it can be squishy, its used in apple pie, etc. 
+
+More things you know about something, stick it on the card. Generally made in groups of 10: 10 Electronics, 10 Fruits, 10 items for travel, etc.
+
+Flashcards can be made as a class exercise. Make each group in charge of a set of 10, and then trade them out. Use magazines, catalogs, whatever you can get your hands on to make them.
+
+## Pimsleur Method 
+
+Very very effective method at learning langauges. Three main pillars.
+
+Gradual Interval Recall
+
+Has the user recall the word 10 seconds after learning it, then 20 seconds, 40 seconds, 2 mins, and double each time, reinforcing that word.
+
+Backwards Build-Up
+
+Learn the word from the back to the front, literally. We tend to remember the beginning sounds of the word better, but not the end. Start from the end, syllable by syllable, and build memory
+
+Semantic Recall
+
+Use differents way to recall the word. Ask questions like "how do you say Apple in English?" then "what's a red fruit in English?" then "Whats this?" pointing to a picture of an apple, etc.
+
+# Strategy 2 - Movement 
+
+Movement & exercise literally gets more blood to your brain. Sitting down listening lowers heart rate, lowers electrical brain activity, and puts you closer to sleep, and is terrible for actually learning something, or even working on something. Movement is the easiest way to get someone engaged and involved and interested.
+
+## Balloons 
+
+Easy to provide, cheap, etc. Have the student say a word when they grab the balloon like some sort of hot potato game, or repeat a  hard to learn word while tossing the balloon back and forth, or repeat sentences, or count to 10, or whatever else your learning at that moment. In short, use the balloon to introduce another sort of challenge for the student to focus on, while also learning. Only suitable for beginner learning level. 
+
+Personal note: Can verify this. The mind somehow retains more the more pressure its under. Focusing on several things at once, passes the whole "analyzing" bit, and just sticks it in memory, which is excellent for learning languages.
+
+## Personal Phrase Book
+
+Encourage each student to possess a personal phrase book. Its exactly what it sounds like. Each student has things they want to talk about, and care about. They can buy a dictionary and filter through it to find what they want, but that takes a while. Building/writing a personal phrase book, will let them focus on what they want to learn, and build their own vocabulary. As a bonus, they have a literal personal phrasebook that they can refer back to.
+
+## Word Frequency
+
+Focus on more popular words in a language. These are often connector, grammatical words, that don't mean much on their own, but mastery over such means mastery over the language. A simple exercise is to take an article over anything, remove the words "a, an, the, and, to, of, in , and is", and then have the student try and insert them where they belong. Then have the students read their stories to each other, checking and correcting each other, inducing both movement, and communication.
+
+There's only about 800 words that we use in the English language that make up 50% of the conversation.
+
+![Most Common Words in English](PDFs/Media/Most%20Common%20Words%20in%20English.pdf)
+[Most Common Words in English](PDFs/Most%20Common%20Words%20in%20English.md)
+
+![1000 Most Important English Words](PDFs/Media/1000%20Most%20Important%20English%20Words.pdf)
+[1000 Most Important English Words](PDFs/1000%20Most%20Important%20English%20Words.md)
+
+## Bilingual Exercise
+
+Left side has students language, right side has target language (English). They will walk around the classroom in pairs of two, and read each language to each other. They both practice saying and repeating each side of the sheet, reinforcing both languages. As students progress, you can give them a text in English, or in their native tongue, and have them translate, also resulting in parallel texts of the same thing in different languages, which they can read to each other. Really is only suitable for monolingual classes.
+
+## Audio-Lingual Method
+
+Students hear the language spoken, and repeat the phrases. Teacher serves as the model for the language, or the audio, and the students repeat it back, all at the same time. Teacher must speak slowly, loudly, and clearly, with an exaggeration of the articulation. it's important that the students all speak at the same time, so a bit of orchestration is in order. Keep things unpredictable and make students feel like they can be called on at any second. The energy you have is reflected in the class.
+
+Yea this ones gonna be hard, it requires an insane level of high energy to be completely unpredictable, keep the students on their toes and on edge, but also enjoying the experience and having fun. [As defined by Rassias](https://www.youtube.com/watch?v=0gglyVIjRNM), "This method is a dramatic interpretation of language, infused with an avalanche of energy, and an excessive stretch of imagination. All presented to the students with a warm embrace and an invitation to join in the action." Very much like your teaching in a rhythm, to a silent song that they can't hear.
+
+Don't forget to commend
+
+## Timing 
+
+The best timing a brain can use usefully, for memory, is eight mins. Teach for 8 mins, let the students exercise for 10 mins, repeat, and then do a longer 20min lesson. Much better use of an hour, that helps student retain. 
+
+## Tactile Approach 
+
+Good for beginners, and uh, very much dependent on culture, but writing words and sentences on each others skin? Have much discretion here.
+
+## 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!
+
+
+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.
+
+
+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)
+
+![TESOL Methods Mind Map](Images/Media/TESOL%20Methods%20Mind%20Map.jpg)
+[TESOL Methods Mind Map](Images/TESOL%20Methods%20Mind%20Map.md)
+
+## Juggling 
+
+Literally juggling. It's a high speed, high coordination required activity, that will require students to keep a very fast pace, and speak on the speed the language is usually spoken at. It's best to use something light and fluffy, as it will fall slower and give slightly more time, but practicing grammar points while juggling will force a student to retain more. You must speak while your juggling.
+
+## Word Association 
+
+ 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 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.
+
+[https://www.linkwordlanguages.com/](https://www.linkwordlanguages.com/)
+
+## Walkabout 
+
+People love to talk about other people. Gossip, etc. In victorian era, people would "walk about" their living room (they were large), and talk about family, friends, people, etc. Same thing can be applied here. Not necessarily about really people, but just put up a picture of some people, mother daughter, married couple, friends, whatever.
+
+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 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.
+
+## Total Physical Response 
+
+1. Teacher introduces four things (pictures of nouns), each associated with a direction (up, down, left, right)
+
+2. Teacher repeats the name of things twice
+
+3. Teacher gets students to point in the direction of the arrow as the teacher calls out a noun. Start with a few students together, end with the entire class doing it.
+
+4. Teacher now adds a verb to each noun, and acts them out. Does it twice
+
+5. Teacher gets students to obey as the teacher calls out the noun/verb actions. Start with a few students, end with the entire class doing it.
+
+6. Teacher now introduces two contrasting adverbs (quickly, slowly)
+
+7. Teacher gets students to obey as the teacher calls out noun/verb/adverb commands. Start with a few students, end with the entire class doing it
+
+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 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."
+
+[https://www.tpr-world.com/](https://www.tpr-world.com/)
+
+
+
+EXAMPLE LESSON:
+
+Lesson Theme: Out to Eat
+
+Four Nouns: Burger, Money, Water, Table
+
+Verbs for each: Eat, Give, Drink, Sit
+
+Adverbs: Quickly, Slowly
+
+![image](Images/Media/image%20(9).png)
+[image](Images/image%20(9).md)
+
+Story: Pay for the food, slowly sit down at the table, eat the burger, then quickly drink the water.
+
+## Précis Explained 
+
+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
+
+
+
+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 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."
+
+
+
+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.
+
+## Color Inspiration 
+
+Color effects the brain. Go to the paint store, and the colors usually have some very descriptive names for their colors, which can help students. Have the students look at the colors, figure out what the names mean, and write a story about them. More for intermedeiate to advanced, but can work with beginners. Use if focusing on Creative Writing, and then have them present for public speaking
+
+Red - Sweet, tastes like strawberries
+
+Yellow - Sour, like a lemon
+
+Green - Tart, like an apple
+
+Blue - Odd, disliked
+
+### Colors mean different things to different parts of the brain. 
+
+We have two different types of system programs in our brain, dubbed System 1 and System 2. System 1 programs are fast, automatic, and generally outside of our control. They act reflexively, and might be something like instincts, or something developed through lots of practice. Example: Fight or flight, fears, simple calculations, detecting faces, etc. System 2 programs are slow, require attention and deliberation, and are usually within our control, and are learned. Things like Writing an essay, counting words on a page, complex calculations, etc. Colors are a combination of each system. 
+
+### Colors mean different things in different contexts 
+
+Same colors can mean different things to our programs in different contexts. Humans tend to like blue. Humans hate blue when it comes to food. Humans don't really like blue when it comes to choosing a mate. There's no "general rule" for colors, becuase there's to many contexts that things just don't match in.
+
+### Human Languages develop words for colors in the same order everywhere 
+
+Black and white always come first. Then red, then green, then blue. For whatever reason, this is universal, and how languages picked up words for color. Interestingly enough, a culture that does not have a word for that color, does not experience that color. It exists of course, but they can't see it with their brains, it doesn't exist. 
+
+[https://www.dulux.com.au/colour/](https://www.dulux.com.au/colour/)
+
+For lists of colors and their responses
+
+# Classical Dictation
+
+Have a (good reader) student read the text in English, and then have the other students write it down. Then, right then and there, write down the correct text, and let the students self diagnose. After a couple times, let the students read their sentences to each other, to practice how to say it.
+
+# Strategy 4 - Inject Humor
+
+- Stiumlates the brain, improving mood & spirit
+
+- Exercises the heart and blood vessels for improved circulation
+
+- Enhances respiration as an extra dose of oxygen circulates through the body
+
+Comedian John Cleese said, “He who laughs most, learns best.” As an instructor, you need to develop the ability to laugh at yourself and encourage your students to do the same. The effect of laughter can be as stimulating as four cups of coffee! This makes it a powerful and essential tool in the classroom.
+
+Studies show that humor decreases stress, allowing for better healing. Laughing before learning increases the cognitive abilities of the brain. We're not exactly sure why, but it just does.
+
+## Good News Bad News 
+
+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 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**
+
+
+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 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 bad news is it will take an entire month to do"
+
+But the Good news is, I'll be asleep the entire time.
+
+But the Bad news is, I have trouble sleeping
+
+But the good news is, they have sleeping pills
+
+But the bad news is, I'm allergic to sleeping pills.
+
+## Video 
+
+Video involves listening, watching, enjoyment, etc. Mr Bean is actually really good, because its funny, but also has no dialogue, so students have to write their own dialogue for Mr Bean. You can use a freeze frame method to show a scene, pause, have a student describe it, and then have the class repeat the sentences, and write them down. By the end of the session, the students will have a script of what Mr Bean did, fully in english. Gilligans Island is also apparently good? Short episodes, short sentences, with lots of humor. Also use closed captions if needed.
+
+Students learn better when they are telling a story to each other.
+
+[Mr Bean Clips](https://www.youtube.com/user/MrBean)
+
+- 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).
+
+    
+
+    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.
+
+    
+
+    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.
+
+    
+
+    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.
+
+    
+
+    Fill the Gaps: Students watch the end of a video clip, then guess/discuss what may have lead up to what they saw.
+
+## Community Language Learning 
+
+Humans collaborate. Works only for intermediate to advanced students, but the teacher decides the theme, and then the students provides the words to use and learn. 
+
+1. Brief Introduction of a theme.
+
+2. Students talk to their neghbor about their experience of that theme
+
+3. Students write or think of keywords related to that theme
+
+4. Teacher write all the students keywords on the board, about 1 per student
+
+5. Class reads the words, and then the teacher repeats after them (Reverse feedback)
+
+6. Pronunciation - Students first, teacher repeats, until students satisfied+
+
+7. Students are offered further explanation of unfamiliar words.
+
+    1. Each student explains their word, rather then the teacher explaining it.
+
+8. Students write or think of their own sentence, using their own word, plus 2/3 other words on the board
+
+9. Students read their sentences to the class
+
+10. Longest step, where every student tells every other student their sentence
+
+End goal is for all the students, to understand all the words, collectively put forth by the community they are part of. 
+
+Instead of asking "is there any word anybody doesn't understand", because nobody is going to respond to that, point to a specific student and ask "What word would you like a dictionary definition of?" or "What word would you like to practice with me?" and then let the person who suggested that word, define it for them. About a half hour lesson, if done quickly and properly
+
+## Universal Language Generator
+
+Where does the subject of a sentence normally go? Create column of about 20 words, that have to do with common subject, like "people", and these words would include things like I, you, mother, father, etc. Then the next column would be verbs. 10 positive verbs, 10 negative verbs. The next column would be 20 phrasal infinitives. (An [infinitive phrase](https://www.google.com/search?client=firefox-b-1-d&cs=1&sca_esv=7efe9108e6e32fec&sxsrf=AHTn8zrmUQXGv0jeO1JEY6-3boOcQjZ9sA%3A1744231492065&q=infinitive+phrase&sa=X&ved=2ahUKEwj0mtjT6MuMAxUvFVkFHRzJIJAQxccNegQIBhAB&mstk=AUtExfAb3IB0J5QL329A-IMJ7at1r0WHrGOwlb17eXkRt6g3ftaWwJ0z7ABqAZJ5M35l5vUogkfviodgjPd2BMTxkHlnTHSyW71opHnAhE_VyvL18G3kTu-vZr4v-DlDPljcU2zAxDP8O2R19nu7Mbwd9Fxp9hphc6JV9b3Nl14CtoKlFYg&csui=3) is a group of words that starts with an infinitive (often "to" plus a verb) and includes any modifiers, complements, or objects that clarify or complete the meaning of the infinitive). Fourth column are  20 places that people go to every day.
+
+You can write this for your students, or have them build their own, but its basically a combination of words that can be used in tandem to create full sentences. Columns can be added to further expand, or words can be added to each column, and you just have this ever growing chart of words and sentences to make use of.
+
+## Accelerated Reading
+
+1. Teacher provides paragraph in English. This has to be read slowly, loudly, and clearly.
+
+2. Students follow along, very very carefully, with their finger on the provided paper with the paragraph on it. To the letter, if possible.
+
+3. If the students are beginner, start with single words in the paragraph. Go back and repeat it, and then have the students repeat. Word by word. Painstakingly, but effective. Listening to the word, then reading, repeating, then going to the next word.
+
+4. Extend it to longer phrases as time passes and they improve. Same process though.
+
+5. Echo reading. The students read with the teacher. At the same time, like a choir singing. 
+
+The accelerated reading method brings multiple senses into play: sight, sound, and touch. This increases concentration and allows students to encode new words through multiple pathways.
+
+Use this method in short bursts of 5-10 minutes. Also, encourage students to use this method to practice reading at home. All they need is a piece of text in the target language and the accompanying audio.
+
+## Chaos Theory 
+
+Brains are wired differently. We all my approach things, and do things differently. Each student will respond to the same simple task in a unique way. You can harness this potential for endless diversity in the following method. Task your students to write step-by-step instructions for performing a simple task such as, “How do you cook a perfect bowl of rice?” Then, invite students to read their instructions to the class. The difference in approaches will generate much humor and allow you to highlight important language lessons.
+
+**Tip 1:** This method is best suited to intermediate and advanced students. Beginner students would likely find it too difficult.
+
+**Tip 2:** This method is excellent for practicing the use of imperative commands, e.g. "put the rice in the bowl," "heat the rice in the microwave for ten minutes."
+
+## Comprehension Tests
+
+Comprehension is a big part of learning the language, especially on tests the students will have to take for english fluency. Simply put, read something from a book, or let them listen, or both, and then ask questions on it, without them looking. Go through the answers with the students immediately after the test so they can see where they went wrong and self-correct.
+
+## Study Techniques 
+
+Highlighting and Underlining is mixed at best for effectiveness. It forces the brain to focus on isolated facts instead of the bigger picture, losing the forest to the trees. 
+
+Rereading also kinda meh. It helps about 10%, but not enough to warrant the time investment.
+
+The method of constantly testing yourself is the most effective. Students would be much better off having a friend test them on the material, rather then rereading, or relistening to it. This is effective across the board, not just on specific questions, but also on general inference and knowledge about the subject matter. Can self test with flash cards. Read up on Cornell Note Taking System.
+
+## Dual Text Translation 
+
+To start off with, students need a language dictionary between the two languages, and then two identical passages of text. One in the target language, and one in the native language. Give them the native passage, ask them to translate it (give them a time limit so its done quickly, doesn't need to be perfect). When they finish, let them read their translation to the class, and then give them the "correct" translation, and let them correct any words that they need to. Mistakes are fine, its about the constant use, and flowing of the words through the mind.
+
+## Creative Genius 
+
+Bring into the class room a simple object, and then ask the student to write as many ways as they can think of to use that object in ways it wasn't intended for. After ~5mins, have students come up and share their sentences. Can have them do their own language, then translate it.
+
+Beginners can be in groups, use dictionaries, think of ideas in their own language. Next do it without a dictionary. 
+
+**Tip 1:** Creative Genius works best with intermediate and advanced students; beginner students will likely find it too difficult.
+
+**Tip 2:** Use the phrases generated by the students to highlight grammar. For example, explain the difference between, "You can use a chopstick to scratch your back" and "One can use a chopstick to scratch one's back."
+
+## Dynamic Dialogues
+
+1. Draw your scenario on the board
+
+2. Give a brief introduction (5 seconds)
+
+3. Act out the dialogue of the two characters, then repeat
+
+4. Audio-Lingual practice with the whole class
+
+5. Role Play with the teacher as one part, and the class as the other part
+
+6. Reverse roles
+
+7. Get sets of volunteers to act out the roles for the class
+
+8. Grammar Practice
+
+9. Students write down the dialogue from the board
+
+10. Students act out the dialogue with each other.
+
+An attempt to immerse, only using English. This method can be used to introduce new vocabulary and grammar patterns.
+
+## Edu-Exercise 3: Gym Instructions 
+
+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**
+
+
+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.
+
+## Massive Muscle Memory
+
+If you use massive, exaggerated gestures while speaking words, you tend to remember them better. You as the teacher are the model for these gestures. Have all the students stand up, spread out, and imitate you as you teach them something, and that will help them remember. After they get used to this method, you can have them write their own stories, with big, descriptive gestures, and have them act them out to other students. 
+
+In the brain, language and motor areas are shared. Gestures are also closely tied to speech. Gesture and speech are two sides of the same thought. 
+
+# Strategy 5 - Music 
+
+Music helps significantly with memory, and pronunciation.
+
+Language is very good at communicating factual ideas. Music conveys the essence of the universal emotions of mankind. 
+
+## Learning a song
+
+A very simple way is just to help your students learn a song. Print it, get it on their phone, learn to play it, and then sing it and learn the language. Use songs that are clear and easy to understand, and use commonly used words. Beatles fill this role very well, apperently.
+
+## Synchronized Singing 
+
+Simply means singing along with the recording artist. Singing really focuses on the exact pronunciation of the language, so singing with the artists, will improve their accent. Youtube is full of songs, people singing, and the lyrics. 
+
+## Musical Dictation 
+
+Same as normal dictation, play a bit of a song, have the students write it down, and then have them sing it back. Repeat, and go through the entire song that way. Listening to vocal music generates significantly more brain activity than listening to somebody speak. Musical dictation is therefore a highly effective and fun way for students to increase their listening, speaking, and writing skills.
+
+## Repeating Rhythms 
+
+Every language has it’s own rhythm and melody just like music. Tuning in to this rhythm will help students reduce their accent, speak at "street-speed," and sound more like native speakers.
+
+You must first identify the rhythm patterns of the target language, and then turn everyday phrases and sentences into catchy musical chants that you can teach your students. For example, "Pass the bread and butter please," "Yes I will, no I won't."
+
+When you teach the phrases, have the students repeat and clap along to the beat of the language.
+
+## Paraphrase 
+
+Rewriting something, using a bunch of different words, but keeping the same meaning. Another exercise is changing the meaning completely, as far away as possible. This is more for advanced students.
+
+**Tip 1:** Use a song or story that is suited to the level of your students.
+
+**Tip 2:** This activity works best with advanced and intermediate students; beginners will likely find it too difficult.
+
+## Grammar Tenses 
+
+![grammar tenses](PDFs/Media/grammar%20tenses.pdf)
+[grammar tenses](PDFs/grammar%20tenses.md)
+
+Grammar is a pain, and tenses are even more so of a pain. Constant practice and speaking is what will help learn them
+
+## Teaching Idoms 
+
+Idioms are expressions we use, that aren't literal. "She melted in his arms". Not literal, but the meaning is there.
+
+**Tip:** This method is only suitable for intermediate and advanced students. Beginner students need to build a core vocabulary before they move on to idioms.
+
+List of stupid posters that are good for illustrating idioms - https://tebreitenbach.com/proverbidioms.htm
+
+
+
+
+# Additional Resources 
+
+## Job Interviews 
+
+Demonstrate. Or specifically talk about them, as each one is on the certificate. The key is high energy. Walk in ready to teach, and show them that classes are exciting and fun and you know what your doing. Have balloons, have scarves, have lessons in mind and ready and waiting if they ask. 
+
+Job Board - [https://excellent-lift-a76.notion.site/Job-Boards-e4852dbbd91646d79ad4a2918b18f0e0](https://excellent-lift-a76.notion.site/Job-Boards-e4852dbbd91646d79ad4a2918b18f0e0)
+
+## Evaluating Students 
+
+![evaluating students](PDFs/Media/evaluating%20students.pdf)
+[evaluating students](PDFs/evaluating%20students.md)
+
+## Dealing with Homework 
+
+HOMEWORK SUCKS, SCREW THAT. If you have to give it, do something easy, and then the next day let students mark their own homework. Its part of the learning environment, and all learning together to do it in class.
+
+## Teaching Online
+
+Its possible, but will take some serious adaption. It can get a bit stale one on one, so have your student invite their friends, relatives, mates, whatever, and have some fun. As a bonus, it opens up more clients to yourself. 
+
+## Starting your Own Classes 
+
+Introduce yourself to the principal. Say you want to start a special intensive English class. We'd like to give your (the principals) children free lessons, pay a bit to you to use the classroom. Give out brochures to the students parents, say your teaching intensive English classes, and the rate is $1/hour. 30 people, is $30/hour. But, it aint free either, make sure you get paid. 
+
+## Homestay 
+

40-Archive/College Assignments/Thesis.md

@@ -0,0 +1,213 @@
+---
+type: Page
+title: Thesis
+description: null
+icon: null
+createdAt: '2025-05-04T20:42:53.331Z'
+creationDate: 2025-05-05 05:42
+modificationDate: 2025-05-06 09:19
+tags: []
+coverImage: null
+---
+
+# Topics 
+
+- **The Impact of Explicit vs. Implicit Instruction on Second Language Acquisition:** This topic explores the effectiveness of directly teaching grammar rules versus allowing learners to acquire grammar naturally through exposure and practice. There's a wealth of research on this debate in second language acquisition (SLA). You could focus on a specific skill (e.g., writing, speaking) or a particular grammatical feature.
+
+    - **Potential Research Questions:** Does explicit grammar instruction lead to greater accuracy in L2 writing compared to implicit approaches? How do learners' cognitive styles interact with the effectiveness of explicit vs. implicit grammar instruction?
+
+        - For adult ESL learners in a university setting, does explicit instruction on verb tenses lead to greater accuracy in formal writing tasks compared to an implicit, communicative approach?
+
+        - How does implicit instruction through extensive reading impact the acquisition of German noun genders among high school students compared to explicit rule-based teaching?
+
+        - Does the effectiveness of explicit grammar instruction on Spanish subjunctive usage differ between learners with high and low language aptitude?
+
+        - In online French courses, what pedagogical strategies that emphasize implicit grammar learning lead to higher levels of communicative fluency without significant grammatical errors?
+
+    - **Focus on a Specific Skill:** You could investigate the impact of explicit vs. implicit instruction specifically on:
+
+        - **Writing Accuracy:** Does one approach lead to more grammatically correct written production?
+
+        - **Speaking Fluency and Accuracy:** How do these instructional methods affect oral performance?
+
+        - **Reading Comprehension:** Does grammatical knowledge gained through different methods impact understanding written texts?
+
+        - **Listening Comprehension:** Is the ability to parse grammatical structures in spoken language influenced differently by these approaches?
+
+    - **Focus on a Specific Grammatical Feature:** You could choose a particular grammatical aspect of a target language (e.g., verb conjugations in Spanish, articles in German, tense and aspect in English for ESL learners) and examine how explicit or implicit instruction affects learners' mastery of that feature. This allows for a more controlled and in-depth analysis.
+
+    - **Consider Learner Variables:** You could explore how different learner characteristics might interact with the effectiveness of each approach. For example:
+
+        - **Age:** Are younger learners more receptive to implicit learning, while older learners benefit more from explicit rules?
+
+        - **Learning Styles:** Do visual, auditory, or kinesthetic learners respond differently to these methods?
+
+        - **Language Aptitude:** Does a learner's inherent ability to learn languages influence which type of instruction is more beneficial?
+
+        - **Prior Language Learning Experience:** Do learners with experience in explicitly taught languages approach implicit learning differently?
+
+
+
+
+- **Structure of Your Thesis (Potential Outline):** 
+
+    1. **Introduction:**
+
+        - Briefly introduce the importance of grammar in second language acquisition.
+
+        - State the ongoing debate regarding explicit vs. implicit grammar instruction.
+
+        - Clearly state your thesis statement and the scope of your investigation (e.g., focusing on a specific skill or learner group).
+
+        - Provide an overview of the thesis structure.
+
+    2. **Literature Review:**
+
+        - Define explicit and implicit grammar instruction and discuss relevant SLA theories.
+
+        - Review key studies comparing the effectiveness of these approaches.
+
+        - Discuss the arguments for and against each method.
+
+        - Explore the role of learner variables.
+
+        - Identify gaps or areas of ongoing debate in the research.
+
+    3. **Methodology:**
+
+        - This section might be a more detailed discussion of the methodologies used in the studies you reviewed.
+
+    4. **Findings/Analysis:**
+
+        - Present the results of available research.
+
+        - Analyze and synthesize the findings from the literature you reviewed, focusing on your specific research question.
+
+        - Discuss any patterns, contradictions, or limitations in the existing research.
+
+    5. **Discussion:**
+
+        - Interpret your findings (or the findings from the literature) in relation to your research question and existing SLA theories.
+
+        - Discuss the implications of your findings for language teaching practice.
+
+        - Consider the limitations of your study (or the limitations of the research you reviewed).
+
+        - Suggest areas for future research.
+
+    6. **Conclusion:**
+
+        - Summarize your main arguments and findings.
+
+        - Reiterate your thesis statement.
+
+        - Offer final thoughts on the impact of explicit vs. implicit grammar instruction on second language acquisition.
+
+- Another Possible Structure including studies
+
+    **I. Introduction**
+
+    - Briefly define explicit and implicit instruction in SLA.
+
+    - State the importance of understanding the impact of these methods.
+
+    - Thesis statement: While both explicit and implicit instruction have roles in SLA, their effectiveness varies depending on linguistic structures, learner characteristics, and learning contexts.
+
+    **II. Theoretical Background**
+
+    - **Explicit vs. Implicit Knowledge in SLA:**
+
+        - Discuss the distinction between explicit and implicit knowledge in second language learning.
+
+        - Mention the relationship between these types of knowledge and general language proficiency. (Based on: "The studies examined the relationship between measures of L2 implicit and explicit knowledge and measures of general language proficiency.")
+
+    - **Theories of SLA:**
+
+        - Briefly touch upon relevant SLA theories that inform the debate on explicit vs. implicit instruction.
+
+        - Mention researchers like DeKeyser, Ellis, and Krashen, who have contributed to this discussion. (Based on: "…as noted by researchers such as DeKeyser, Ellis, and Krashen.")
+
+    **III. Studies Comparing Explicit and Implicit Instruction**
+
+    - **Alahmed's Study:**
+
+        - Describe the study by Khalid Ibrahim Alahmed, which compares the impact of implicit and explicit instruction. (Based on: "The study by Khalid Ibrahim Alahmed]] compares the impact of implicit and explicit instruction.")
+
+        - Mention that this study is related to task-based language teaching and language learning strategies. (Based on: "Developing Strategic Competence through Task-Based Language Teaching – A Comparison of Implicit and Explicit Instruction' by Khalid includes various appendices with data and results from a study on Second-language acquisition | language learning]].strategies.")
+
+    - **Akakura's Study:**
+
+        - Discuss the research by Motoko Akakura, focusing on the effectiveness of explicit instruction on implicit and explicit L2 knowledge. (Based on: "The text appears to be a reference list and an appendix from a research document titled.'Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge' by Motoko Akakura.")
+
+        - Highlight the finding that explicit instruction can positively affect the acquisition of English articles. (Based on: "Explicit instruction can benefit both implicit and explicit L2 knowledge, with positive effects on the acquisition of English articles.")
+
+    - **Sherin's Study:**
+
+        - Outline the study by Jonathan Grahn Sherin, which investigates the effectiveness of explicit and implicit grammar instruction in SLA. (Based on: "language acquisition | Second Language Acquisition]]" by Jonathan Grahn Sherin]] aims to investigate the effectiveness of explicit and implicit grammar instruction in second language learning contexts.")
+
+        - Mention that the study analyzes empirical articles to answer research questions about the effects of grammar instruction. (Based on: "The study analyzes empirical articles to answer three research questions: the effects of.")
+
+    - **VanPatten and Smith's Work:**
+
+        - Refer to the document by Bill VanPatten and Megan Smith, which explores the roles of explicit and implicit learning in SLA. (Based on: "Explicit and Implicit Learning in Second-language acquisition | Second Language Acquisition]]" by Bill VanPatten]] and Megan Smith]] explores the roles of explicit and implicit learning in second language acquisition.")
+
+    - **Other Acquisition Studies:**
+
+        - Mention studies by Huong, Shimamune and Jitsumori, and Shiozawa and Simmons. (Based on: "previous article acquisition studies, such as those by Huong, Shimamune and Jitsumori, and Shiozawa and Simmons.")
+
+    **IV. Factors Influencing the Effectiveness of Instruction**
+
+    - **Linguistic Structures:**
+
+        - Discuss how the type of linguistic structure being taught (e.g., grammar rules, vocabulary) might influence the effectiveness of explicit vs. implicit instruction.
+
+        - Refer to the need to identify which structures are more suitable for each approach. (Based on: "…to identify which linguistic structures are more suitable for explicit or implicit instruction…")
+
+    - **Learner Characteristics:**
+
+        - Consider learner variables such as age, learning styles, prior knowledge, and motivation.
+
+    - **Learning Context:**
+
+        - Acknowledge the importance of the learning environment (e.g., classroom setting, immersion program).
+
+    **V. Limitations and Future Research**
+
+    - **Limitations of Existing Research:**
+
+        - Highlight the need for more comprehensive and ecologically valid research. (Based on: "…highlight the need for more comprehensive and ecologically valid research in the field of second language acquisition.")
+
+        - Acknowledge the need for further study to determine the long-term effectiveness of explicit instruction. (Based on: "Further study is needed to determine the overall effectiveness of explicit instruction in the long term…")
+
+    **VI. Conclusion**
+
+    - Summarize the main findings regarding the impact of explicit vs. implicit instruction.
+
+    - Reiterate the importance of considering various factors when choosing an instructional approach.
+
+    - Suggest directions for future research in this area.
+
+
+
+
+[Research References](Pages/Research%20References.md)
+
+
+# Tools 
+
+
+
+## Questions to Ask 
+
+- **Definitions and operationalizations of "explicit" and "implicit" instruction.** How do different researchers define and measure these concepts in their studies?
+
+- **The theoretical arguments supporting each approach.** What are the cognitive and linguistic reasons why one might be considered more effective than the other?
+
+- **Empirical evidence comparing the effectiveness of explicit and implicit instruction for different aspects of language learning (grammar, vocabulary, pronunciation, fluency, accuracy).**
+
+- **The role of learner factors (age, aptitude, motivation) in mediating the effects of instruction.**
+
+- **The interaction between explicit instruction and implicit learning processes.** Can explicit knowledge become implicit knowledge through practice?
+
+- **The implications of research findings for language teaching pedagogy.** How should teachers incorporate explicit and implicit approaches in their classrooms?
+