Teaching English as a foreign language to large, multilevel classesMANUAL M0046INFORMATION COLLECTION & EXCHANGE
Peace Corps' Information Collection & Exchange (ICE) wasestablished so that the strategies and technologies developed byPeace Corps Volunteers, their co-workers, and their counterpartscould be made available to the wide range of developmentorganizations and individual workers who might find them useful.Training guides, curricula, lesson plans, project reports, manuals andother Peace Corps-generated materials developed in the field arecollected and reviewed. Some are reprinted "as is"; others provide asource of field based information for the production of manuals or forresearch in particular program areas. Materials that you submit to theInformation Collection & Exchange thus become part of the PeaceCorps' larger contribution to development.
Information about ICE publications and services is available through:Peace Corps
Information Collection & Exchange1111 - 20th Street, NWWashington, DC 20526USAWebsite: http://www.peacecorps.govTelephone : 1-202-692-2640Fax : 1-202- 692-2641Add your experience to the ICE Resource Center. Send materials that you've prepared so thatwe can share them with others working in the development field. Your technical insights serve asthe basis for the generation of ICE manuals, reprints and resource packets, and also ensure thatICE is providing the most updated, innovative problem-solving techniques and informationavailable to you and your fellow development workers.This manual may be reproduced and/or translated in part or in full without payment or royalty.Please give standard acknowledgment.
Acknowledgements
This book was produced by a team of experienced teachers, materials developers, and teachertrainers working with the Center for Applied Linguistics (CAL).We are grateful to Vincent Sagart, our graphic artist, for enhancing our work and stretching ourwords with his illustrations. We hope you will enjoy his work as much as we do.We would like to thank Dr. Mary Schleppegrell, the Peace Corps Education Specialist whoinitiated this project. Mary's vision for giving students relevant English language education iswoven into the fabric of this book.We are also grateful to David Wolfe (Director, ICE), Dr. G. Richard Tucker (Carnegie MellonUniversity), Dr. Grace Burkart (Senior Advisor, CAL), Judy Benjamin (Materials Development,ICE), and Sonia Kundert (Production Specialist, CAL) for their contributions and support.
This work is dedicated to family, friends, fellow teachers, and especially you, Peace Corps'remarkable TEFL/TESL Volunteers. As you read this book you will hear your own voices. Wewant to thank you for sharing your ideas with us and for giving us the opportunity to pass on yourenthusiasm and hard-won wisdom.Mary Jo LarsonProject Director and Peace Corps Education SpecialistNovember 1992
Introduction
Since 1961, thousands of Volunteers have joined the Peace Corps to promote globalunderstanding and cooperation through education. Most Peace Corps Volunteers are willing towork under difficult conditions. They expect limited resources and ill-equipped classrooms. Butfew Volunteers are prepared to deal with these serious constraints and large classes ofsecondary school students with varying skill levels.This teacher reference book has been written with an eye to the difficult teaching environmentsthat challenge you as a Volunteer. Produced by a team of TEFL teacher trainers, most withPeace Corps experience, this manual provides practical strategies for coping with huge classes,outdated textbooks, irrelevant curricula, and no duplication equipment.The collection of TEFL teaching suggestions, lessons, and activities in these chapters will giveyou an opportunity to learn from the experiences (and mistakes) of others. The ideas we havecollected in these chapters offer:• current approaches to large, multilevel classes,• helpful management tips collected from experienced teachers,• suggestions to help you assess student needs, appreciate their preferences, and designlessons to meet a variety of learning styles,• information about planning and implementing a content-based, thematic curriculum that isrelevant to the school and community setting,• descriptions and samples of whole class, paired, small group, and individual study activities,• information about ways to assess language skills, and• Iistings of recommended resources and sources of support.As you read through
Teaching English as a Foreign Language (TEFL) to Large, MultilevelClasses
you will find that this information is organized to help you answer four key questions:
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