TESOL Made Practical For All Situations

Description:
By the turn of the new millennium (the year 2000) Language
Training Institute (LTi) had become the first organisation in
Australia to gain Government accreditation for a Certificate IV in
TESOL (Teaching English to Speakers of Other Languages). Since that time LTi has
also developed an accredited Diploma, Graduate Certificate, and Graduate
Diploma, as well as the LTi International TESOL Certificate.
In association with the development of these Courses, LTi has produced high
quality TESOL teacher training materials which are used around Australia and
internationally by LTi and other education providers.
TESOL Made Practical for All Situations was first published in 2005. The original
author was Paula Withers who penned the earlier editions of the text at the
invitation of LTi. Paula had gone to the Philippines to teach English in 1995 with
limited experience after completing a short TESOL Course in Australia. Out of that
experience and her ongoing commitment to the profession, Paula’s belief in the
value of practical, hands-on training became a perfect foundation for the delivery
of the LTi English language teacher training courses.
This most recent edition of TESOL Made Practical for All Situations includes
valuable revisions and updates by Rachel Brigg, LTi TESOL Director; Laura da Silva,
a senior LTi Course Trainer and Course Materials Developer; and Daria Cooper, LTi
Editorial and Publishing Coordinator.
The ongoing involvement of LTi staff, as well as feedback from representatives of
other education providers delivering the LTi Courses within Australia and
internationally, ensures that the text stays at the forefront of the global English
language teaching profession.

Table of contents :
Table of Contents

Introduction ……………………………. xi

CHAPTER 1: Culturally inclusive learning environment …………….. 1
Introduction …………………………………………………………… 2
1. Language and Culture ………………………………………………………………………….. 2
2. Cultural concepts embedded in language ……………………………………………… 6
3. Language and Language learning ………………………………………………………. 11
4. Learning styles and differences …………………………………………………………. 15
5. Culture and Learning …………………………………………………………………………. 20
6. Practical tips for classroom teaching …………………………………………………. 23
Summary …………………………………………………………………………………………………. 43

CHAPTER 2: English language and the Genre approach ……………………………. 45
1. Register …………………………………………………………………………………………….. 46
2. Functional grammar ………………………………………………………………………….. 50
3. Genre ……………………………………………………………………………………………….. 53
4. Vocabulary ……………………………………………………………………………………….. 64
5. The Genre approach to TESOL …………………………………………………………… 65
Summary …………………………………………………………………………………………………. 70

CHAPTER 3: Teach English grammar ……………………………………………………. 71
Introduction ……………………………………………………………………………………………… 72
1. Grammar and language learning ………………………………………………………… 72
2. Overview of grammar concepts …………………………………………………………. 73
3. Syntax ………………………………………………………………………………………………. 99
4. Basic sentence structure …………………………………………………………………. 105
5. Cohesion …………………………………………………………………………………………. 107
6. Punctuation …………………………………………………………………………………….. 110
7. Procedure for teaching grammar ……………………………………………………… 112
8. Grammar activities ………………………………………………………………………….. 117
9. Selecting suitable materials for teaching grammar ……………………………. 120
10. Vocabulary building using grammatical structures ……………………………… 124
Summary ……………………………………………………………………………………………….. 125

CHAPTER 4: Teach spelling and pronunciation ……………………………………… 127
Introduction ……………………………………………………………………………………………. 128
1. Teach Pronunciation ……………………………………………………………………….. 128
2. International Phonetic Alphabet (IPA) ……………………………………………….. 129
3. Standard or World English ………………………………………………………………… 135
4. Developing Intelligible pronunciation ………………………………………………… 137
5. Articulation & Voicing ………………………………………………………………………. 139
6. Accent & Stress ……………………………………………………………………………….. 142
7. Teach sound-spelling relationships …………………………………………………… 146
8. Terminology ……………………………………………………………………………………. 147
9. Teaching Methods …………………………………………………………………………… 149
10. Teach Spelling rules ………………………………………………………………………….. 152
Summary ……………………………………………………………………………………………….. 155

CHAPTER 5: Teach speaking……………………………………………………………… 157
Introduction ……………………………………………………………………………………………. 158
1. Spoken genres…………………………………………………………………………………. 158
2. Text analysis …………………………………………………………………………………… 160
3. Lesson planning ………………………………………………………………………………. 166
4. Practice activities …………………………………………………………………………….. 167
5. Activity examples …………………………………………………………………………….. 169
6. The teacher’s role ……………………………………………………………………………. 178
7. Selecting materials ………………………………………………………………………….. 180
Summary ……………………………………………………………………………………………….. 182

CHAPTER 6: Teach listening ……………………………………………………………… 183
Introduction ……………………………………………………………………………………………. 184
1. The listening skill …………………………………………………………………………….. 184
2. Listening strategies …………………………………………………………………………. 187
3. Listening texts based on real life listening texts and situations ………….. 192
4. Techniques for practising a variety of listening skills …………………………. 196
5. Overcoming listening challenges ………………………………………………………. 202
6. Principles for teaching listening comprehension ……………………………….. 204
8. Listening without written activities ……………………………………………………. 205
9. Example listening lesson plan ………………………………………………………….. 207
10. Monitoring ESL learners’ listening ……………………………………………………… 208
Summary ……………………………………………………………………………………………….. 208

CHAPTER 7: Teach reading ……………………………………………………………….. 209
Introduction ……………………………………………………………………………………………. 210
1. Foundational reading skills and conventions …………………………………….. 210
2. Authentic or adapted real-life texts …………………………………………………… 216
3. Evaluating Published materials…………………………………………………………. 222
4. Reading for social purposes: tasks, texts and strategies ……………………. 224
5. Learning activities to develop reading strategies and skills ………………… 225
6. Writing comprehension exercises …………………………………………………….. 229
7. Critical literacy ………………………………………………………………………………… 230
8. Reading activities …………………………………………………………………………….. 231
9. Example reading lesson plan ……………………………………………………………. 232
10. Giving feedback and correction …………………………………………………………. 233
Summary ……………………………………………………………………………………………….. 233

CHAPTER 8: Teach writing ………………………………………………………………… 235
Introduction ……………………………………………………………………………………………. 236
1. Teaching foundational writing skills and conventions………………………… 236
2. Needs analysis ………………………………………………………………………………… 241
3. Analysing written texts …………………………………………………………………….. 241
4. Planning a unit of work …………………………………………………………………….. 242
5. Feedback and error correction ………………………………………………………….. 247
6. Selecting materials suitable for a range of levels ………………………………. 250
7. Example writing lesson plan and activities ………………………………………… 254
Summary ……………………………………………………………………………………………….. 259

CHAPTER 9: Teach English using technology ……………………………………….. 261
Introduction ……………………………………………………………………………………………. 262
1. Critical literacy ………………………………………………………………………………… 263
2. Benefits of using technology ……………………………………………………………. 264
3. Beginner digital literacy ……………………………………………………………………. 267
4. Use internet based resources and activities ………………………………………. 270
5. Assessment of online participation ………………………………………………….. 279
6. ESL software …………………………………………………………………………………… 280
7. Teach word-processing skills …………………………………………………………… 281
8. Select or design activities using technology ……………………………………… 282
9. Mobile phone apps ………………………………………………………………………….. 285
10. Interactive Whiteboard ………………………………………………………………………. 286
11. Creating a filing system …………………………………………………………………….. 286
12. Strategies when teaching online ………………………………………………………… 288
Summary ……………………………………………………………………………………………….. 290

CHAPTER 10: English teaching approaches and methods ……………………….. 291
Introduction ……………………………………………………………………………………………. 292
1. Traditional approaches ……………………………………………………………………. 293
2. Behaviourist Approaches …………………………………………………………………. 298
3. Cognitive Approaches ……………………………………………………………………… 303
4. Learner-centred approaches …………………………………………………………….. 308
5. Communicative approaches …………………………………………………………….. 314
6. Postmethod Pedagogy …………………………………………………………………….. 324
Summary ……………………………………………………………………………………………….. 326

CHAPTER 11: Design and teach English syllabus …………………………………… 327
Introduction ……………………………………………………………………………………………. 328
1. Needs analysis for developing a task-based syllabus ………………………… 330
2. Task analysis …………………………………………………………………………………… 332
3. Identifying language learning needs ………………………………………………….. 334
4. Syllabus planning …………………………………………………………………………….. 335
5. Plan lessons based on communicative language learning methodology 346
6. Topic-based syllabus ……………………………………………………………………….. 351
7. Evaluation of Programs ……………………………………………………………………. 353
Summary ……………………………………………………………………………………………….. 354

CHAPTER 12: Assessment of English language skills …………………………….. 355
Introduction ……………………………………………………………………………………………. 356
1. Assessment in ESL Contexts ……………………………………………………………. 356
2. Forms of assessment and types of evidence …………………………………….. 359
3. Purposes of assessment …………………………………………………………………. 360
4. Validity, reliability, fairness and flexibility …………………………………………… 365
5. Assessment design and administration ……………………………………………. 368
6. English language proficiency tests ……………………………………………………. 373
Summary ……………………………………………………………………………………………….. 377

CHAPTER 13: Teach English for academic purposes ……………………………… 379
Introduction ……………………………………………………………………………………………. 380
1. Streams within EAP …………………………………………………………………………. 381
2. Develop listening skills for participation in academic contexts …………… 382
3. Develop speaking skills for participation in academic contexts ………….. 390
4. Develop reading skills for participation in academic contexts …………….. 395
5. Develop writing skills for participation in academic contexts ……………… 403
Summary ……………………………………………………………………………………………….. 406

CHAPTER 14: Teach English for specific purposes ………………………………… 407
Introduction ……………………………………………………………………………………………. 408
1. The purpose of ESP Programs ………………………………………………………….. 408
2. ESP programs breakdown ………………………………………………………………… 409
3. Developing a learning program in ESP ………………………………………………. 418
4. Suggested reading …………………………………………………………………………… 423
Summary ……………………………………………………………………………………………….. 423

CHAPTER 15: Teach English to early childhood learners ………………………… 425
Introduction ……………………………………………………………………………………………. 426
1. Language use in the early childhood years ………………………………………… 429
2. Planning a learning program …………………………………………………………….. 434
3. Monitoring and evaluating ESL learning ……………………………………………. 443
Summary ……………………………………………………………………………………………….. 446

CHAPTER 16: Teach English to primary school-aged learners …………………. 447
Introduction ……………………………………………………………………………………………. 448
1. The learning context ………………………………………………………………………… 448
2. General principles for teaching children ……………………………………………. 449
3. Needs analysis ………………………………………………………………………………… 452
4. Responding to language learning needs in planning learning programs 455
5. Planning and implementing lessons …………………………………………………. 463
6. Giving instructions …………………………………………………………………………… 469
7. Tips for behaviour management ………………………………………………………. 470
8. Some further background information ………………………………………………. 471
Summary ……………………………………………………………………………………………….. 472
CHAPTER 17: Teach English to teenage learners…………………………………… 473
Introduction ……………………………………………………………………………………………. 474
1. TESOL with teenagers ……………………………………………………………………… 474
2. Analysing the language use of teenagers ………………………………………….. 478
3. Creating a learning program …………………………………………………………….. 491
Summary ……………………………………………………………………………………………….. 494

CHAPTER 18: Use music, art and drama to teach English ……………………….. 495
Introduction ……………………………………………………………………………………………. 496
1. Music ……………………………………………………………………………………………… 496
2. Art ………………………………………………………………………………………………….. 505
3. Drama …………………………………………………………………………………………….. 509
Summary ……………………………………………………………………………………………….. 518

CHAPTER 19: Work with volunteers in English programs ………………………… 519
Introduction ……………………………………………………………………………………………. 520
1. Recruit volunteers ……………………………………………………………………………. 523
2. Train volunteers ………………………………………………………………………………. 526
3. Including volunteers in your program ………………………………………………… 527
4. Mentoring and monitoring ……………………………………………………………….. 529
5. Avoid volunteer burn-out or abuse ……………………………………………………. 530
Summary ……………………………………………………………………………………………….. 532

CHAPTER 20: Establish community-based English classes ……………………… 533
Introduction ……………………………………………………………………………………………. 534
1. Getting started: evaluating the need………………………………………………….. 534
2. Arrange a suitable venue ………………………………………………………………….. 536
3. Arrange necessary equipment ………………………………………………………….. 537
4. Arrange insurance cover ………………………………………………………………….. 538
5. Apply for funding ……………………………………………………………………………… 538
6. Recruit students ………………………………………………………………………………. 538
7. Recruit volunteers ……………………………………………………………………………. 540
8. Place ESL students into program ……………………………………………………… 543
9. Manage the ESL program …………………………………………………………………. 544
Summary ……………………………………………………………………………………………….. 545

Appendices…………………………………………………………………………………….. 547
Appendix A: Lesson plan pro-forma …………………………………………………………. 548
Appendix B: Verb tenses – examples and formation ………………………………… 549
Appendix C – Summary of verb forms and their uses ………………………………… 550
Appendix D – Irregular verbs …………………………………………………………………… 553
Appendix E – International Phonetic Alphabet chart with key words …………… 554
Appendix F – Key word charts ………………………………………………………………….. 555
Appendix G – International Phonetic Alphabet (IPA) Examples …………………. 557
Glossary ………………………………………………………………………………………… 559
References …………………………………………………………………………………….. 563