Inanis_Vault/40-Archive/College Assignments/TESOL120.md

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title: TESOL120
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![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)