TESOL WITH DATIO

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TESOL
WITH DATIO
COURSEBOOK

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Table of Contents

Module 1: Learning & Teaching .......................................................................... 3

Theories .............................................................................................................. 3
Lesson 1: Second Language Acquisition .................................................................... 3
Five hypothesis of language acquisition – Stephen Krashen ............................ 4
Lesson 2: Learning Theories .......................................................................................... 8
Module 2: Teaching Practice ............................................................................ 16
Lesson 3: Teacher’s Roles ............................................................................................. 16
Lesson 4: Warm-up activities ..................................................................................... 18
Lesson 5: Teaching Pronunciation ............................................................................. 21
Lesson 6: Teaching Vocabulary ................................................................................. 25
Lesson 7: Teaching Receptive Skills ......................................................................... 30
Lesson 8: Teaching Speaking Skill ............................................................................. 33
Lesson 9: Teaching Grammar .................................................................................... 38
Lesson 10: Lesson Planning ........................................................................................ 43
Lesson 11: Classroom Management ......................................................................... 52
Classroom management is essential for creating a conducive learning
environment in ESL lessons. In this lesson, we are going to discuss valuable
techniques for managing the class, the learners and the teacher..................... 52
Lesson 12: Teaching Writing ....................................................................................... 58

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Module 1: Learning & Teaching

Theories
Greetings and welcome to TESOL with Datio. We are thrilled to share our expertise and help you
further develop your understanding of the field of teaching English to speakers of other languages. In
this module, we will provide a comprehensive overview of key concepts and theories, aimed at
answering many of the questions you may have as you plan and deliver your lessons.

Lesson 1: Second Language Acquisition

What is “Second Language Acquisition” and why do we need to know?
There are numerous researchers and authors who have defined the term "Second Language
Acquisition" (SLA). While the exact number is difficult to determine, there is a large body of research
and literature in the field of SLA, with new contributions being made all the time. One of the most
widely cited definitions of SLA is from Stephen Krashen, who defines it as "the process by which a
person acquires a second language or additional languages after childhood." This definition highlights
the idea that SLA is a natural process that occurs over time and is not limited to formal language
learning settings. Another commonly used definition is from Rod Ellis, who defines SLA as "the process
by which people learn a second language, as well as the linguistic, psychological, sociolinguistic, and
educational factors that affect this process." This definition takes into account the multiple factors that
impact the process of SLA, including linguistic, psychological, sociolinguistic, and educational factors.

The term "second language acquisition" is preferred over "second language learning" for several
reasons. First, it emphasizes the process of acquiring a new language, rather than just studying or
learning it in a classroom. This process includes both conscious and unconscious aspects of language
development and includes not only language forms and structures, but also the ability to use the
language for communication. Second, "second language acquisition" recognizes that learning a
second language is not just a matter of memorizing rules and vocabulary, but also involves a complex
process of language development that is influenced by many factors, such as the learner's age,
motivation, prior language experience, and the social and cultural context of the language learning
situation.

The term "acquire" has been used in the field of language acquisition to refer to the process of gaining
mastery of a new language. This concept differs from traditional approaches to language learning
where the focus is often on memorization and repetition of rules and vocabulary. To gain a deeper
understanding of how language acquisition occurs, it is important to examine the various theories that
have been proposed. One of these theories is the Five Hypotheses of Krashen, which is widely
recognized as a major contribution to the field of language acquisition.

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Five hypothesis of language acquisition – Stephen Krashen

Stephen Krashen is a well-known linguist and researcher in the field of second language acquisition
(SLA), and he has proposed five hypotheses that are widely discussed and debated in the field. Here
is a simplified explanation of each of Krashen's five hypotheses, along with its implications in the ESL
classroom:

1. The Acquisition-Learning Hypothesis: This hypothesis states that there is a distinction between
acquisition and learning. Acquisition refers to the unconscious process of acquiring language
through exposure and use, while learning refers to the conscious process of memorizing rules and
vocabulary. The implications for the ESL classroom are that teachers should provide students with
opportunities for meaningful and authentic use of the language, rather than simply drilling them
on grammar rules and vocabulary lists.

Table 1.1 Acquisition and Learning - Krashen (1982)

In an ESL classroom, this means that the teacher should focus on creating a natural and engaging
language environment that encourages students to use the language for communication and for
meaning, rather than just memorizing rules and vocabulary. To apply this hypothesis in the
classroom, the teacher can:
● Provide opportunities for students to use the language in real-life situations, such as role-
playing activities, debates, or simulations.
● Encourage student-to-student interaction, to allow students to practice using the
language in a supportive environment.
● Offer tasks and activities that are meaningful and relevant to students' interests, to
increase their motivation to use the language.

2. The Natural Order Hypothesis: This hypothesis

states that the order in which language structures
are acquired is predictable and universal,
regardless of the learner's age, L1, or teaching
method. The implication for the ESL classroom is
that teachers should not try to teach language
structures in a specific order, as the learner's
natural process of acquisition will take care of this.

Figure 1.1 Average order of acquisition of grammatical

morphemes for English as a second language (children and
adults) – Krashen (1982)

In an ESL classroom, this means that the teacher should recognize that different students may
have different rates of language acquisition, and should provide support and resources to help
students progress at their own pace. To apply this hypothesis in the classroom, the teacher can:
● Recognizing that different students will acquire language structures at different times and
in different ways.

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● Provide opportunities for students to practice language structures that they have already
acquired, so they have a chance to consolidate and reinforce their knowledge.
● Should not try to teach language structures out of order, as this can lead to confusion and
frustration for students.

3. The Input Hypothesis: This hypothesis states

that acquisition takes place when the learner
receives "comprehensible input" - language
that is slightly above their current level of
competence but still understandable. The
implications for the ESL classroom is that
teachers should provide students with input
that is both challenging and comprehensible,
allowing them to stretch their language
abilities and make progress. . Figure 1.2 Input Hypothesis – Krashen (1982)

In an ESL classroom, this means that the teacher should aim to provide language input that is
challenging but still understandable for students, so that they can continue to acquire new
language elements and structures. To apply this hypothesis in the classroom, the teacher can:
● Use language that is slightly more complex than what the students already know, but still
within their level of comprehension.
● Provide clear concise explanations with visual aids for language structures and vocabulary,
so that students can understand the language input.
● Offer activities that encourage students to interact with the language and use it for
meaning, such as reading, writing, and speaking tasks.

4. The Affective Filter Hypothesis: This hypothesis states that an individual's affective state
(motivation, self-esteem, anxiety) can influence the success of language acquisition. The
implications for the ESL classroom are that teachers should create a supportive and low-anxiety
environment, fostering positive attitudes towards the target language and the learning process.
In an ESL classroom, this means that the teacher should create a positive and supportive learning
environment that promotes student engagement and motivation. To apply this hypothesis in the
classroom, the teacher can:
● Foster a positive and supportive classroom environment, where students feel safe and
valued.
● Encourage student engagement and participation, and provide opportunities for
students to take risks and express themselves in the language.
● Address students' fears and anxieties about learning a new language, and help them
develop a positive self-image as language learners.

Figure 1.3 Input Hypothesis – Krashen (1982)

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5. The Monitor Hypothesis: This hypothesis states that the learner's acquired language can be
consciously monitored and modified (corrected) by the use of rules learned through formal study.
The implications for the ESL classroom are that teachers should provide opportunities for students
to use the language in a way that is natural and spontaneous, rather than constantly correcting
and monitoring their language use.

Figure 1.4 Monitor Hypothesis – Krashen (1982)

In an ESL classroom, this means that the teacher can provide grammar instruction to help students
become more conscious of their language use, but should not focus on grammar rules at the
expense of meaningful language use and communication. To apply this hypothesis in the
classroom, the teacher can:
● Offer opportunities for students to apply grammar rules in meaningful communicative
situations, such as role-plays, debates, or discussions.
● Provide corrective feedback that is focused on helping students to improve their
language use, rather than just pointing out errors.
● Create an environment where students feel comfortable taking risks and making mistakes,
as these are natural parts of the language acquisition process.

These five hypotheses provide a useful framework for understanding the process of SLA, and they
have important implications for language teaching and assessment practices in the ESL classroom. By
considering Krashen's ideas and incorporating them into their teaching, ESL teachers can help their
students make meaningful progress in their language development and achieve their language
learning goals.

Figure 1.5. The Input Hypothesis Model of

L2 learning and production (adapted from Krashen, 1982)

In conclusion, second language acquisition is a complex and dynamic process that requires a deep
understanding of the cognitive, linguistic, and social factors that influence language development. ESL
teachers who understand SLA can design lessons and activities that support the learner's progress,
address their specific needs, and assess their progress in a meaningful and accurate way. With a solid

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foundation in SLA research and practice, ESL teachers can help their students achieve their language
learning goals and experience the cognitive, linguistic, and cultural benefits of bilingualism.

Reflection
What is the difference between “acquisition” and “learning” in SLA?
Is “acquiring” better than “learning”?
How did you learn/acquire English? At which stages in your life did you learn English
and at which stages in your life did you acquire English?

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Lesson 2: Learning Theories

In the previous lesson, we covered the topic of Second Language Acquisition. In this lesson, we will
dive deeper into the field by exploring the learning theories. It's important to note that there are
numerous theories in the field of language education as you continue further on this career path. This
lesson will focus on three prominent learning theories: behaviorism, cognitivism, and constructivism.

The reason we study learning theories instead of teaching theories is because of the fundamental
understanding that in order to effectively teach, we must first understand how students learn. This is
where learning theories come in - they provide us with valuable insights into how people process,
retain and recall information, allowing us to tailor our teaching methods to the individual needs of our
students. Research has shown that incorporating teaching strategies that align with a student's
preferred learning style can result in better academic performance and improved retention of
information. By studying learning theories, we are equipped with the knowledge to create lessons that
effectively support our students in their language acquisition journey.

Figure 2.1 Second language acquisition and Learning Theories

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1. Behaviorism
Behaviorism is a theory of learning that emphasizes the role of observable behavior and external
rewards and punishments in shaping behavior. It was first proposed by psychologist Ivan Pavlov in the
late 19th century, and later developed by B.F. Skinner in the mid-20th century.

Figure 2.2 – Pavlov’s dog experiment

Pavlov's famous dog experiment demonstrated the power of classical conditioning in shaping
behavior. In the experiment, Pavlov repeatedly paired the sound of a bell with the presentation of food
to dogs. After several repetitions, the dogs began to salivate in response to the sound of the bell
alone, even in the absence of food. This showed that the dogs had learned to associate the sound of
the bell with the presentation of food and that their behavior had been conditioned.

Figure 2.3 – Skinner’s box experiment

Skinner's rat box experiment showed the power of operant conditioning in shaping behavior. In the
experiment, Skinner placed a rat in a box with a lever and food pellets. By pressing the lever, the rat
could obtain food rewards. Over time, the rat learned to press the lever more frequently in order to
obtain the food rewards. This demonstrated the power of positive reinforcement (receiving a reward)
in shaping behavior.

In terms of implications for ESL teaching, behaviorism emphasizes the importance of using external
rewards and punishments to shape language behavior. For example, a teacher might use positive

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reinforcement, such as praise or stickers, to encourage students to use English more frequently. The
teacher might also use negative reinforcement, such as taking away privileges, to discourage incorrect
language use. Behaviorism also emphasizes the importance of repetition and drilling in language
learning. For example, a teacher might use drilling exercises to help students memorize vocabulary or
grammar rules. However, some criticisms of behaviorism suggest that its focus on external rewards
and punishments and rote memorization may not promote deep, meaningful learning or the
development of critical thinking skills.

In conclusion, while behaviorism has some useful implications for ESL teaching, it is important to
consider its limitations and to use a variety of teaching approaches and techniques to provide a well-
rounded language learning experience.

Teaching Practice
Go to “Teaching Vocabulary” and practice different drilling techniques.
Which drilling technique is your favorite? Why? Which age group of students will be
most beneficial to this drilling technique?

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2. Cognitivism

Figure 2.4 – Learners use their existing knowledge to construct new ideas and concepts

In the 1950s and 1960s, linguists created cognitivism as a response to the limitations of behaviorism
in explaining language learning. Behaviorism only looked at what people do and not what's happening
inside their minds during language learning. Cognitivism, however, believes that people build their
own understanding of language by combining new information with what they already know. This
approach puts more focus on how people think, perceive, and remember when learning a language,
and acknowledges that there's more to it than just forming habits or behaviors. Cognitivists see
learning as an internal mental process that involves the transfer of information from short-term to long-
term memory through the process of encoding, storage, and retrieval. They believe that learning is
not just about acquiring new knowledge but also about making sense of it and using it in a meaningful
way. The switch from behaviorism to cognitivism happened as a part of a bigger change in psychology
where researchers started studying human behavior and mental processes in a more cognitive way.
Cognitivism continued to gain prominence in psychology in the latter part of the 20th century.

Figure 2.5 – Information Processing Model

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Implications of cognitivism
The implications of cognitivism for learning are significant. Teachers need to create opportunities for
learners to actively engage with new information and connect it to their prior knowledge. This can be
done through the use of strategies such as scaffolding (see Lesson 2.3), which involves providing
support and guidance to learners as they work towards more complex learning tasks. Teachers also
need to help learners develop effective cognitive strategies for encoding, storing, and retrieving
information, such as mnemonic devices, rehearsal, and elaboration. Finally, teachers should provide
opportunities for learners to reflect on their own learning processes, as this can help them to better
understand how they learn and to develop metacognitive skills that will serve them well in the future.

Key thinkers:
The most well-known model of cognitivism is Piaget's theory of cognitive development. His theory
outlines four stages of development that children go through, each with its own characteristic ways of
thinking and problem-solving.

1. Sensorimotor Stage (birth to 2 years old): In this stage, children learn through their senses and
movements. English teachers can use toys, games, and hands-on activities to engage students
and build their language skills. For example, they can use picture books, rhymes, and songs to
help students understand new vocabulary and sentence structures.

2. Preoperational Stage (2 to 7 years old): In this stage, children are beginning to use symbols to
represent objects and ideas. English teachers can use visual aids such as flashcards, videos, and
props to help students understand new concepts and ideas. For example, they can use gestures
and drawings to help students understand the meaning of words.

3. Concrete Operational Stage (7 to 12 years old): In this stage, children are more capable of logical
thinking and problem-solving. English teachers can use real-life situations and practical activities
to help students understand and apply the language they are learning. For example, they can
use role-plays, simulations, and problem-solving exercises to help students understand how to
use language in real-life situations.

4. Formal Operational Stage (12 years old and above): In this stage, children are able to think
abstractly and logically. English teachers can use more complex texts, debates, and discussions
to help students understand and use language in more sophisticated ways. For example, they
can use critical reading and writing exercises to help students develop their analytical skills.

Teaching practice and reflection

How is teaching English to
children different from teaching
English to adults?
What do teachers need to do
differently when they teach
teenagers?

Figure 4 – Piaget’s 4 stages of Cognitive development

By understanding the cognitive development stages of the students, English teachers can design
lessons that are age-appropriate and effective in helping students acquire the language.

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3. Constructivism
In contrast to Piaget's stage theory of cognitivism, the constructivism theory does not view learning
and development as a linear process. Instead, it suggests that learners construct knowledge in a spiral
process that builds upon their prior knowledge and experiences. This means that active engagement
with the material being learned is essential as learners construct their own understanding of concepts
through active participation and interaction with their environment. Learners are not passive recipients
of information, and they actively construct new knowledge and understanding based on their previous
experiences.

Lev Vygotsky and Jerome Bruner are two psychologists who have contributed to the development of
the constructivist approach to teaching and learning.

Lev Vygotsky's social constructivism theory suggests that cognitive development is shaped by social
interactions, and that learning occurs through collaboration and interaction with more knowledgeable
others. He also emphasized the importance of the zone of proximal development (ZPD in learning.

Figure 5 – Zone of Proximal Development –

Vygotsky (1978)

Figure 6 – Scaffolding in ZPD

Bruner's approach to learning highlights the importance of context and culture in shaping learning
experiences, and he believes that learners construct knowledge in a spiral process that builds on prior
knowledge and experiences. One of Bruner's most influential ideas is the concept of scaffolding.

While zone of Proximal Development (ZPD) refers to the range of tasks that learners cannot accomplish
independently but can complete with the help of a more knowledgeable other, such as a teacher or
peer. Scaffolding is the support provided by the teacher to help the learners accomplish the tasks
within their ZPD, gradually reducing support as learners gain mastery. In essence, scaffolding can be
seen as a means of providing the necessary support to help learners reach the next level of their
learning, and eventually become more independent and competent in their abilities. To illustrate this
concept, think of scaffolding in teaching like a scaffold in building houses, which is put in place
temporarily to support workers as they carry out their tasks, but is removed once the building is
completed and the workers no longer need the extra support to do their jobs. For example, in an

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English class, the teacher can use scaffolding techniques to help students learn a new vocabulary word.
The teacher can provide pictures to express the meaning of the word, the context where the word can
be used, or examples of the word's usage in a sentence and have the students practice using the word
in their own sentences, building on their prior knowledge of the language.

Implication of constructivism
In the constructivist classroom, learning should be authentic and connected to real-world experiences.
Rather than focusing solely on isolated skill exercises, teachers should engage students in meaningful
activities such as operating a class ‘store’ or ‘bank’ or writing and editing a class ‘newspaper’. Below
are some implications of Constructivism in Teaching English:

1. Emphasize the importance of student-centered learning, where learners construct their own
understanding of concepts through active participation and interaction with the material.
Example: Assigning students to read a story and then discussing it in groups to share their
understanding and perspectives.

2. Provide opportunities for collaborative learning, where learners work together to construct
knowledge and solve problems. Example: Group work or peer editing, where students provide
feedback and learn from each other.

3. Use authentic materials and tasks to make learning relevant to students' lives and interests.
Example: Asking students to write a letter or email to a local newspaper about an
environmental issue that they care about.

4. Provide scaffolding and support to help learners build on their prior knowledge and
experiences. Example: Breaking down a complex reading passage into smaller, manageable
parts and guiding students through it step by step.

5. Encourage creativity and critical thinking through open-ended questions that allow for multiple
interpretations and solutions. Example: Asking students to answer higher-order thinking
questions

6. Use technology and multimedia to enhance learning and provide multiple modalities for
students to engage with the material. Example: Creating a digital storytelling project where
students can use video, audio, and images to tell a story or present information.

Overall, the constructivist approach emphasizes the importance of active engagement and
participation in the learning process, providing authentic and meaningful tasks and materials, and
supporting learners as they construct their own understanding of the material.

Teaching practice and reflection

As a teacher, what would you do to support students do the following task: “Write 5
sentences about your daily routine”
Match the teaching steps below with the suitable scaffolding techniques (in-class activity)
Which types of scafolding can be used to help students understand the mearning of the
following words: snatch (v), skip (v), generous (adj), astronaut (n), exaggerate (v), enormous
(adj), address (v) as in ‘address a problem’.

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In-class activity
A possible teaching procedure using a variety of scaffolding techniques to help young learners write
5 sentences about their daily routine:

1. Introduce key vocabulary related to daily routines, such as wake up, brush teeth, have breakfast, go to school,
and go to bed. Use pictures, gestures, and realia to make the vocabulary more concrete and memorable.
2. Write a model sentence on the board that describes a daily routine activity, such as "I wake up at 7 o'clock."
Read the sentence aloud and highlight the key elements (e.g., subject, verb, time). Then, explain the meaning
of the sentence and have students repeat it.
3. Give students sentence frames that they can use to write their own sentences, such as "I ____ at ____ o'clock."
Encourage students to fill in the blanks with their own daily routine activities and times. Provide a few examples
to model how to use the sentence frames.
4. Ask guided questions to help students generate ideas for their sentences, such as "What do you do in the
morning?" or "When do you go to bed?" Give students time to think and respond, and then help them form
their ideas into complete sentences.
5. Once students have written their sentences, give them feedback on their writing. Point out what they did well
and provide constructive feedback on areas where they can improve. For example, you could praise them for
using the correct verb tense or suggest they add more details to make the sentence more interesting.
6. After students have written their sentences, expand their vocabulary by introducing synonyms and related
words. For example, you could introduce "get up" as a synonym for "wake up" or "have dinner" as a related
phrase to "have breakfast."
7. Pair students up and have them share their sentences with each other. Encourage them to give each other
feedback on what they liked about their sentences and how they could improve. This can help students
develop their critical thinking and communication skills.
8. Throughout the writing process, provide ongoing support to students who need extra help. This could include
providing additional sentence frames, modeling how to write a sentence using a specific vocabulary word, or
giving one-on-one feedback on their writing.

Match the types of scaffolding techniques with the teaching steps above:

a. Use guided questions 4

b. Model writing a sentence 2

c. Encourage peer feedback 7

d. Provide feedback 5

e. Pre-teaching vocabulary 1

f. Provide sentence frames 3

g. Expand vocabulary 6

h. Provide ongoing support 8

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Module 2: Teaching Practice

Congratulations on your progress so far! Having covered the learning theories and how the mind
works, it's time to move on to the next module. In this module, you will discover research-based
teaching methods that will help you deliver effective lessons on all aspects of the English language,
such as warm-up, lead-in, pronunciation, vocabulary, grammar, listening, reading, speaking, and
writing.

Lesson 3: Teacher’s Roles

A teacher's role refers to the various responsibilities and duties that a teacher has in their role as an
educator. This includes not only the act of teaching itself, but also responsibilities such as lesson
planning, student assessment, classroom management, and communication with parents and
colleagues. Learning about different teacher's roles helps ESL teachers understand what is expected
of them in their position as an educator. Understanding teacher's roles enables ESL teachers to
develop a clear sense of their responsibilities and helps them to create effective lesson plans and
instructional strategies.

Here are several teacher’s roles in teaching:

1. Planner: Preparing the lesson beforehand to best meet the students’ needs. Organizing and
preparing materials and deciding the best way to use them.
2. Organizer: Telling students what they have to do, giving them information, putting them into
pairs/ groups, managing time & bringing activities to a close.
3. Controller: Taking charge of the class, being at the front, telling students what to do,
maintaining order and keeping discipline if necessary.
4. Participant: Occasionally joining in activities to liven them up or show students what they have
to do and motivate them to do it, or to make up the numbers.
5. Facilitator: Providing opportunities for learning, helps learners to access resources
6. and develop learner autonomy.
7. Prompter: Offer students words or phrases or help when they get stuck or lose the thread of
an activity. Stepping in when communication breaks down.
8. Resource: Being available to act as a walking dictionary or grammar book, providing words
and phrases, answering students’ questions. Checking meaning.
9. Assessor: Monitoring students while they are doing tasks to gauge how well they are doing
the tasks, offering feedback and correction.
10. Rapport builder: Trying to create a good relationship with and between learners.

Teachers need to adopt appropriate roles depending on the teaching context, approach, lesson aims,
stage of the lesson, type of activity, and learners' age, level, and attitude. For example, a
communicative approach requires roles such as facilitator, resource, provider of language, and
prompter, while a PPP approach requires roles like a controller, model, and guide. Effective classroom
management relies on teachers adopting the right roles. Teachers must deal appropriately with
latecomers, misbehaving learners, and dominant learners. Teachers can build rapport and provide a

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supportive learning environment by setting clear classroom routines and codes of conduct. Teachers
must also adapt their roles to different learner needs, such as being a parent or friend to young learners
and a motivator and disciplinarian for teenagers and adults.

Practice tasks and Reflection

A. The teacher has just introduced the first conditional to a group of teenage, pre-intermediate
students through a reading text and wants to find out if they understand what the structure
means. Choose the appropriate teacher’s role:
a. Language resource
b. Assessor
c. Monitor

B. Here are 4 classroom situations. Read and choose which classroom management choice (a,
b or c) is most appropriate in each case. Explain why you think it is the best course of action.

1. The teacher has planned to start the lesson by going over homework set in the previous
lesson. However, only half the class have done it.
a. The teacher starts the lesson by going over homework as he had planned.
b. The teacher puts the students into pairs, one who has done the homework and one
who hasn't and goes over homework with the whole class.
c. The teacher collects the homework from the students who have done it and tells
the other students to bring their completed homework to the next class.

2. The teacher has finished what she planned to do in the lesson but there are still five minutes
of the class left.
a. The teacher tells the students they can leave the class early.
b. The teacher tells students to close their books and to try and remember six of
the new words from the lesson.
c. The teacher plays the listening text from the lesson again and tells students to listen
more carefully.

3. Half the students always arrive late for the lesson because they have gym immediately
beforehand.
a. The teacher gives a workbook exercise to the students who come on time.
b. The teacher punishes the students who come late.
c. The teacher prepares a game on the topic of the lesson for the students who come
on time.

4. The students are passive and always wait for the teacher to tell them the answers and to give
examples. He wants them to participate more actively in the lessons.
a. The teacher lets students check answers and ideas in pairs before eliciting
answers from the class.
b. The teacher tells the students that they must participate more.
c. The teacher asks a question or asks for an example and then waits until a student
answers.

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Lesson 4: Warm-up activities

According to the Affective Filter hypothesis (see lesson 1), a warm-up activity can be an essential
component of a successful language lesson. The affective filter refers to the emotional and
psychological factors that can affect a student's ability to learn. It suggests that learners who are
anxious, stressed, or bored are less likely to absorb and retain new information.

A well-designed warm-up activity can help lower the affective filter, allowing students to relax, focus,
and engage with the lesson material. In other words, it helps learners get ready mentally and
physically. Warm-ups can also serve as a bridge between previous learning and the new lesson
content. By activating prior knowledge and building connections between concepts, learners are more
likely to understand and remember the new information.

Additionally, warm-up activities can help establish a positive classroom atmosphere, build rapport
between the teacher and students, and promote a sense of community and collaboration. This, in turn,
can increase motivation, engagement, and participation, leading to a more effective and enjoyable
learning experience for everyone involved.

Here are the steps an ESL teacher could follow to create a warm-up activity:

1. Determine the lesson objectives: Identify the specific learning objectives for the lesson you are
teaching. This will help you create a warm-up activity that is relevant to the lesson.
2. Choose an appropriate activity: Consider the age, level, and interests of your students when
selecting a warm-up activity. The activity should be engaging, fun, and appropriate for the level
of your students.
3. Introduce the activity: Explain the activity to your students and provide any necessary instructions
or materials. Be sure to model the activity so that students understand what is expected of them.
4. Monitor the activity: During the warm-up activity, move around the classroom and observe
students as they work/play. This will help you gauge their understanding of the material and
identify any areas where they may need additional support.
5. Provide feedback: After the warm-up activity, provide feedback to students on their performance.
This can include positive reinforcement, corrections, or suggestions for improvement.
6. Transition to the lesson: Use the warm-up activity as a springboard to introduce the lesson topic.
Link the warm-up activity to the lesson objectives to help students make connections between
what they just learned and what they will be learning next.

Effective warm-up activities are especially important in ESL (English as a Second Language) lessons, as
they can help students feel more comfortable and confident using the language. Here are some ways
to create engaging warm-up activities for kids, teenagers, and adults in ESL lessons:

For Kids:
1. Singing a song or nursery rhyme in English and having them sing and dance with you
2. Show and Tell, where students bring an object and describe it in English
3. Playing a game of Simon Says or Hangman with vocabulary words they have learned
4. Drawing and labeling pictures of vocabulary words they have learned
5. Telling a short story and having them act it out in English

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For Teenagers:
1. Discussing a current event or a topic in English
2. Playing a gameshow Quiz based on English grammar or vocabulary
3. Doing a vocabulary matching exercise or word scramble in English
4. Watching a short video clip and discussing it in English
5. Doing a role-play exercise in English on a topic of a previous lesson, such as ordering food at
a restaurant or booking a hotel room.

For Adults:
1. Discussing a current event or a topic in English in pairs
2. Sharing personal experiences or stories related to the lesson topic in English
3. Playing a gameshow Quiz based on English grammar or vocabulary
4. Doing a group brainstorming or problem-solving activity related to the lesson topic in
English.

Common Web-based tools and Online resources for warm-up activities:

1. Kahoot - a game-based learning platform that allows teachers to create fun quizzes and
games for students to play.
2. Quizlet - a web-based tool that allows teachers to create flashcards, quizzes, and other
learning activities for students.
3. Quizizz: Game-based learning platform with quizzes and self-paced review activities that can
be used for warm-ups.
4. Wordwall: Collection of interactive activities, games, and quizzes that can be customized for
language learning.
5. Baamboozle: Interactive game-based platform for learning with quizzes and trivia games.

Checklists in teaching:

A checklist is a tool used to keep track of tasks or items that need to be completed. In lesson planning,
a checklist can help ensure that all necessary elements are included in the lesson, such as learning
objectives, materials, and activities. Checklists are important in planning lessons because they provide
a clear and structured approach to lesson planning, help teachers stay organized and focused, and
can help reduce the likelihood of important elements being overlooked or forgotten.

Here is a checklist for a warm-up activity in an ESL (English as a Second Language) lesson:
□ Is the warm-up activity related to the lesson topic?
□ Is the warm-up activity appropriate for the age and learning level of the students?
□ Does the warm-up activity engage all students in class and
□ Does the warm-up activity lower their affective filter?
□ Does the warm-up activity involve the use of English language skills, such as speaking, listening,
reading, or writing? What is the learning objective of the activity?
□ Have the objectives of the warm-up activity been clearly communicated to the students?
□ Have you prepared the materials needed for the activity?

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□ Is there an opportunity for all students to participate in the warm-up activity, regardless of their
language proficiency or learning level?
□ Is there a clear transition from the warm-up activity to the main lesson?
□ Have students been given an opportunity to reflect on the warm-up activity and review any key
concepts or vocabulary introduced?
□ Have students been prepared for the upcoming lesson and know what to expect?
By following this checklist, you can create an effective warm-up activity that prepares students for
learning and sets the stage for a successful lesson in your ESL class.

Teaching practice and reflection

With a partner, retell the warm-up activities you have just learned in the lesson.
Which activities are suitable of kindergarten students (very young learners), young
learners (juniors), teenagers, adult learners.
What are some popular Youtube channels to find:
Songs for kids
ESL warm-up games
ESL warm-up games online
Choose 1 warm-up activity to prepare and demonstrate in front of class in the next
lesson. Students’ level and students’ age are at your choice.

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Lesson 5: Teaching Pronunciation

Teaching pronunciation is a crucial component of ESL teaching, as it can have a significant impact on
learners' ability to communicate effectively in English. One tool that can be particularly helpful for
teaching pronunciation is the International Phonetic Alphabet (IPA) chart, which is a standardized
system for representing sounds in language. The IPA chart contains symbols that represent individual
sounds, including vowels, consonants, and diphthongs, that learners can use to identify and produce
accurate pronunciation.
In the IPA chart, there are a total of 44 phonemes. These phonemes are divided into 24 consonants
and 20 vowels. Each phoneme in the IPA chart represents a specific sound that can be produced by
the human vocaltract. These sounds are universal and are used in various languages around the world.
By using the IPA chart, learners can identify and produce these sounds accurately, which is crucial for
achieving good pronunciation in a second language.

Learning and teaching the IPA chart can have many benefits for both learners and teachers. For
learners, it can help them develop accurate pronunciation skills, which can lead to better
communication and understanding in real-life situations. For teachers, it can help them diagnose and
address specific pronunciation problems that their students may be facing.
Once learners are familiar with the sounds represented in the IPA chart, they can practice producing
the sounds in isolation, as well as in combination with other sounds, in words and phrases. One
effective technique for practicing individual sounds is through minimal pairs, which are pairs of words
that differ by only one sound. For example, the words "bat" and "pat" are a minimal pair because
they differ only by the sounds represented by the letters "b" and "p." By practicing these pairs,
learners can improve their ability to distinguish and produce individual sounds accurately.

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Here are some practical ideas for using the IPA chart and minimal pairs in the ESL classroom:
Presenting sounds:

1. Show the sound: Use the IPA chart to show the specific sound you want to teach. Point out
the symbols that represent the sound and explain how it is pronounced.
2. Articulation: Demonstrate the correct articulation of the sound by using your mouth and
tongue to form the sound. You can also use visual aids like diagrams or videos to illustrate the
articulation process.
3. Isolation: Have students practice the sound in isolation to help them focus on the sound itself,
without the added challenge of pronunciation within a word or sentence.
4. Repetition: Encourage students to repeat the sound several times. Provide feedback and
corrections as needed.
Practicing sounds

1. Have students practice pronouncing sounds in isolation, then move on to syllables and words.
2. Provide students with a list of minimal pairs and have them practice pronouncing each pair
correctly.
3. Use sentence completion exercises that require students to choose the correct word based
on the sound, such as "I ___ my keys on the table" with the options "left" and "lift".
4. Use tongue twisters to practice challenging sounds, such as "She sells seashells by the
seashore" for practicing the /ʃ/ sound.
5. Incorporate games and activities that encourage students to practice sounds, such as "Find
someone who..." or "I spy".
6. Provide listening activities where students have to identify the sound you have just
taught within a word or sentence.
Practice sounds in context:

1. Have students practice pronouncing sounds in words and phrases that are commonly used in
everyday conversations.
2. Use role-playing activities that allow students to practice using correct pronunciation in a
realistic context.

Pronunciation coursebooks
Teaching pronunciation can be a daunting task for ESL teachers. Fortunately, there are various
resources available to make this task more manageable. Two popular series of coursebooks to teach
pronunciation are "Ship or Sheep?" and "Tree or Three?" and "English Pronunciation in Use."

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"Ship or Sheep?" and "Tree or Three?" are two coursebooks by Ann Baker that focus on minimal pairs.
The books contain a variety of exercises to help students distinguish between similar sounds, such as
/ɪ/ and /i:/, and to practice pronouncing them accurately. Each book includes audio recordings of the
minimal pairs being pronounced by a native speaker to help students develop their listening skills. The
exercises are designed to be used in class or for self-study, making them versatile resources for both
classroom and individual use.
"English Pronunciation in Use" is a series of three coursebooks by Mark Hancock that covers all aspects
of English pronunciation, including sounds, word stress, sentence stress, and intonation. The
coursebooks are divided into units, each focusing on a different aspect of pronunciation, and include
exercises for students to practice each skill. The books are accompanied by audio recordings that
include both native and non-native speaker pronunciations to help students develop their listening
and speaking skills. The coursebooks can be used in a classroom setting or for self-study.
Both "Ship or Sheep?" and "Tree or Three?" and "English Pronunciation in Use" are valuable
resources for teaching pronunciation to ESL students. They provide a systematic approach to teaching
pronunciation that is engaging and accessible. The books are well-organized and include clear
explanations, making them easy to use for both students and teachers.
In terms of classroom implications, both series of coursebooks can be used in a variety of ways. They
can be used as a supplement to a coursebook or as the main resource for a pronunciation-focused
course. The exercises can be adapted to suit the needs of different classes and can be used in a variety
of activities, such as pair work, group work, or individual study. The audio recordings provide a valuable
resource for developing students' listening skills, while the exercises focus on developing their
speaking skills. Overall, both series of coursebooks are highly recommended for teachers looking to
improve their students' pronunciation skills.

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Other aspects of pronunciation

Stress & Intonation

Another important aspect of teaching pronunciation is understanding and practicing stress and
intonation. Stress refers to the emphasis placed on certain syllables in a word, while intonation refers
to the rise and fall of pitch in speech. By practicing word stress, learners can improve their ability to
accurately stress syllables in words, which can improve their overall fluency and comprehension.
Similarly, by practicing sentence stress and intonation, learners can improve their ability to convey
meaning and emotion through their speech.
Connected speech
Finally, it is important to understand the concept of connected speech, which refers to the way sounds
in language are naturally linked together in speech. This can include phenomena such as assimilation,
elision, and linking, which can make speech sound more natural and fluent. By practicing connected
speech, learners can improve their ability to produce natural-sounding English speech.
In the ESL classroom, the use of the IPA chart can be a valuable tool for teaching pronunciation. By
familiarizing learners with the sounds represented by the symbols, they can gain a better
understanding of how to produce individual sounds accurately. Additionally, practicing minimal pairs,
word stress, sentence stress and intonation, and connected speech can help learners improve their
overall pronunciation and communication skills in English. By incorporating these techniques into their
lessons, ESL teachers can help their learners develop the skills they need to communicate effectively
and confidently in English.

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Lesson 6: Teaching Vocabulary

Teaching vocabulary is a crucial part of English as a Second Language (ESL) instruction. The ability to
effectively convey the meaning of words and phrases is essential to helping students build their
understanding and fluency in the language. In this guide, you will provided with an overview of the
steps involved in teaching vocabulary, including techniques for eliciting meaning, conducting concept
checks, and presenting new words in a structured format.

Steps in teaching vocabulary

The PPP (Presentation, Practice, Production) framework is a commonly used approach for teaching
vocabulary in ESL/EFL classrooms. Here are the steps for teaching vocabulary using PPP:
1. Lead-in: Elicit the Topic
Before introducing new vocabulary, it's important to establish the context for the lesson. The lead-in
should be designed to generate interest in the topic and help students activate their prior knowledge.
This can be accomplished by asking open-ended questions, showing images, or telling stories related
to the target vocabulary.
2. Present

In the presentation stage, the teacher introduces the new vocabulary to the students.
1. Elicit - Begin by asking students what they know about the target vocabulary. This can be done
in various ways, such as showing pictures, using real objects, or providing examples of the
words in context. This will help you identify any existing knowledge and build connections with
the new material. (don’t ask questions that your students can’t understand)
2. Model - Demonstrate the correct use of the new words or phrases, providing clear examples
of their meaning and context.
3. Drill - Practice the new vocabulary with students, encouraging them to repeat the words and
phrases aloud. This will help reinforce the correct pronunciation and aid in memorization.
4. Concept Check - Conduct a brief quiz or set of questions to ensure that students have
understood the meaning of the new vocabulary. This is a critical step to avoid confusion and
misunderstandings.
5. Write/show and Highlight Phonology - Provide students with written examples of the new
vocabulary, highlighting key features of pronunciation and spelling.

3. Practice (Controlled practice)

During the (controlled) practice phase, learners practice saying or writing the language structure
correctly. Typical practice activities include:
● Drills (practice pronunciation): In a drill, the teacher or a recording will present the target
vocabulary or structure, and students repeat it several times until they can say it accurately and
confidently. For example, the teacher might say "apple" and the students would repeat
"apple" multiple times, focusing on pronunciation.
● Multiple-choice exercises (practice meaning): These exercises provide students with a set of
options to choose from to complete a sentence or answer a question related to the target
vocabulary or structure. For example, the teacher might present a sentence with a missing
word, and give the students a choice of several words to fill in the blank.

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● Gap-and-cue exercises (practice form and meaning): ‘Fill in the blanks with the given words’ is
a common instruction for this type of exercise.
● Matching (practice meaning): Students are asked to match words with meaning or words with
pictures.
● Games (practice meaning, form, pronunciation): Teachers can always organize the above-
mentioned exercises into a game where students will compete with each other. By doing this,
students are encourage to practice the target language while having fun in class.
In this phase which we are focusing on accuracy, the teacher’s role is to direct the activities, to provide
positive feedback to students, correct mistakes and model the correct forms.

4. Produce (freer practice/ meaningful activities)

During the Production phase, learners demonstrate their ability to use the newly acquired language
structure by producing oral or written texts in meaningful contexts. This phase is reached after the
learners have mastered the meaning, form and pronunciation of the language structure through
controlled practice exercises. Examples of production activities include:
● Role-play or dialogue: Students can be paired or grouped to have a conversation or role-play
using the target vocabulary.
● Picture descriptions: Students can describe a picture using the new vocabulary they have
learned.
● Writing tasks: Students can write a paragraph or a short story using the new vocabulary.
● Storytelling: Students can be asked to tell a story using the target vocabulary.
● Presentations: Students can prepare and deliver a short presentation using the target
vocabulary.
The main idea in the production phase is to encourage students to use the new vocabulary in natural
and meaningful contexts, and to focus on developing their fluency and confidence in using the
language.
5. Wrap-up / Lead to next stage

This phase of the lesson should include a brief review of the new vocabulary and a summary of the key
concepts covered in the lesson. This will help students consolidate their learning and reinforce their
understanding of the target vocabulary. Teachers can then introduce the next stage of the lesson.

Key Concepts
Elicit – Elicitation techniques

Elicitation is a key component of the Presentation phase in PPP. It involves asking students questions
or providing prompts to help them arrive at the correct meaning of a new word or phrase. This
technique is particularly effective in engaging students' curiosity and building their critical thinking
skills.
Here are some examples of eliciting vocabulary:
1. Elicit the word “cat”
Teacher: "What animal do you have as a pet in your house?"
Student: "I have a cat."
Teacher: "Great! What's the name of your cat?"
Student: "Her name is Luna."

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Teacher: "Excellent! So, what animal did we talk about just now?"
Student: "A cat."
Or teacher can show a picture of a cat and ask “What’s this?” – Student answers “a cat”.

2. Elicit the word “transportation”

Teacher: "Can anyone tell me how they got to school today?"
Student 1: "I walked to school."
Student 2: "I took the bus."
Teacher: "Great! So, some of you walked to school and others took the bus. What do we call
the different ways we can get from one place to another?"
Student 3: "Transportation!"
Teacher: "Exactly! Transportation refers to all the different ways we can travel from one place
to another, like walking, biking, driving, or taking the bus."

Concept Check Questions (CCQs)

Concept check questions are a way of ensuring that students have understood the meaning of new
vocabulary. These questions should be designed to probe students' understanding of the word or
phrase in different contexts, and to identify any areas of confusion or ambiguity.
Examples:
1. Concept check ‘cat’: pointing to pictures of other animals and ask "is this a cat?
2. Concept check ‘transportation’: Asking questions:
● Is walking a type of transportation?
● Can a bicycle be used for transportation?
● Is a skateboard a type of transportation?
● Is a car a type of transportation?
● Can a boat be used for transportation?
● Can an airplane be used for transportation?

Drilling

Drilling is a technique used in language teaching to practice and reinforce specific language forms or
structures. It involves the repetition of language items to improve accuracy, speed, and fluency.
There are several types of drills that can be used depending on the language vocabulary and structure
being practiced and the level of the learners.
● Repetition drills: This involves the teacher saying a word or sentence, and the students repeating
it after them. This is a simple and effective way to practice pronunciation, intonation, and stress.
Example: Teacher says "I like pizza." Students repeat "I like pizza."
● Substitution drills: This involves the teacher giving a sentence with a missing word, and the
students filling in the blank with a target word or phrase. This is a good way to practice specific
grammar structures and vocabulary.
Example: Teacher says "I like _____." Students respond with "pizza."
● Chain drills: This involves the teacher giving a sentence, and the students repeating it and adding
one more word each time, creating a chain of sentences. This is a good way to practice speaking
fluency and creativity.

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Example: Teacher says "I went to the store." First student responds with "I went to the store and
bought apples." Second student responds with "I went to the store and bought apples and
bananas."
● Back-chaining drills involve the teacher starting with the last word of a sentence and the students
repeating each word in reverse order until the whole sentence is formed. This technique helps
learners focus on pronunciation and intonation, and it can be used to practice longer, more
complex sentences.
Example: The teacher says "I am going to the store today." The students repeat "today," then
"the store today," then "to the store today," and finally "I am going to the store today."
● Key word drilling: This technique involves identifying the key words in a sentence or dialogue and
having learners repeat them while focusing on their pronunciation and intonation.
Example: The teacher provides the sentence "I am going to the store to buy some apples." The
key words are "going," "store," and "apples." The teacher says the sentence emphasizing the
key words, and then the students repeat the sentence while also emphasizing the key words. This
helps learners practice pronunciation and intonation, and also reinforces the meaning and context
of the sentence.
● Transformation drills: This involves the teacher giving a sentence in one form, and the students
transforming it into a different form, such as changing the tense or changing the voice.
Example: Teacher says "She is eating pizza." Students transform the sentence to "She was eating
pizza" or "Pizza is being eaten by her."
Drilling vocabulary
Here are some ways to drill vocabulary:
● Choral drill: The teacher says a vocabulary word, and the whole class repeats it in unison.
Example: Teacher says "apple," class repeats "apple."
● Individual drill: The teacher calls on a random student to say a vocabulary word. Example:
Teacher calls on Sarah, and she says "banana."
● Boy-girl drill: The teacher alternates between boys and girls, with each student saying a different
vocabulary word. Example: Teacher says "boy, orange!" and the boys in the class repeat
"orange." Then, the teacher says "girl, apple!" and the girls in the class repeat "apple."
● Team drill: The class is divided into teams, and each team takes turns saying a vocabulary word.
Example: Teacher says "team 1, grape!" and the members of team 1 repeat "grape."
Drilling can be an effective way to improve language accuracy and fluency. However, it is important to
use it in moderation and to balance it with other types of language practice and activities to keep
learners engaged and motivated.

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In conclusion, teaching vocabulary requires a systematic and structured approach that involves
elicitation, concept checks, and the use of PPP framework. By incorporating these techniques, ESL
teachers can effectively enhance students' vocabulary and language proficiency.

Teaching practice and reflection

1. What vocabulary games or activities can you incorporate into the lesson to make it more
engaging and memorable for students?
2. How will you assess student understanding and use of new vocabulary during and after the
lesson?
3. Planning and demonstrating a 7-minute vocabulary lesson for teaching three words, using
lead-in, presentation, practice, production, and wrap-up stages. The three target words should
be selected from an official ESL textbook.

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Lesson 7: Teaching Receptive Skills

Teaching receptive skills, which are listening and reading, is an essential part of English as a Second
Language (ESL) instruction. These skills enable students to comprehend and interpret spoken and
written language, which are crucial for communication in any language. Without these skills, students
will not be able to respond appropriately in conversations or make sense of written materials.

Steps in teaching receptive skills

● Lead-in ● To get students interested in the topic

● Pre-text discussion ● To prepare sts for the text and activate sts knowledge
of the topic
● T pre-teaches/checks vocabs ● To check/clarify key vocab for the text

● T sets a 1st listening/reading task
● Sts listen/read
● Sts compare answer (peer check)
● OCFB - T checks correct answers
● To give sts a clear reason for listening
● To develop skills for listening/reading for general
ideas/ specific information
● To build students’ confidence/preparation for open
class feedback (OCFB)
● To confirm the correct answers

● T sets a 2nd listening task
● Sts listen/read (T pauses audio if
necessary for listening
● Sts compare answer (peer check)
● OCFB - T checks correct answers
● So sts have a clear reason for listening
● To develop skills for listening for specific information/
detail comprehension
● To build students’ confidence/preparation for open
class feedback (OCFB)
● To confirm the correct answers

● Post text discussion or writing ● To focus on a productive skill: to develop fluency

● Sts read and listen to the tapescript
● T focuses sts on language in the text
(vocab/ grammar)
speaking or writing skills/ respond to the content of
the text
● To provide a further comprehension check
● To provide language input (vocab/grammar)

Remember
● Set task - do task - peer check - feedback
● Give learners time to read/process the tasks before they listen (especially task 2)
● Always let students compare answers before you check/give answers to the whole group
● Keep you texts short - you can break them up by pausing the 2nd listening
● Only pre-teach items that will potentially block comprehension
● Do the tasks yourself before the lesson as part of your planning process

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Developing reading and listening sub-skills

Developing listening and reading subskills in language learners can help them become more proficient
in understanding and comprehending the language they are learning. There are several strategies that
can be employed to develop these subskills:
● Predicting: Teach learners to make predictions based on the title, headings, and other clues in a
text or listening passage. This helps them activate their background knowledge and make
connections to the text. Predicting can be practiced through pre-reading or pre-listening activities
like brainstorming or discussing what they already know about a topic.
● Identifying main ideas and supporting details: Teach learners to identify the main ideas and
supporting details in a text or listening passage. This can be done through activities like
summarizing, note-taking, or graphic organizers.
● Skimming and scanning: Teach learners to skim and scan texts to quickly find important information.
Skimming involves quickly reading through a text to get an overall sense of what it's about, while
scanning involves looking for specific information in a text. These skills can be developed through
activities like timed reading exercises or jigsaw reading.
● Inferring: Teach learners to make inferences based on the information presented in a text or
listening passage. This involves making educated guesses based on what they have read or heard.
Inferring can be practiced through activities like predicting outcomes or drawing conclusions based
on the information presented.
● Practice with authentic materials: Provide learners with opportunities to practice listening and
reading with authentic materials, such as news articles, podcasts, or videos. This helps them
develop their ability to understand real-life language use and exposes them to a variety of accents,
vocabulary, and grammar structures.
● Extensive and intensive listening and reading: Teach learners to engage in extensive and intensive
listening and reading. Extensive listening and reading involves listening to or reading a large
amount of material for pleasure or general understanding. Intensive listening and reading involves
focusing on specific details or aspects of a text or listening passage.

Type of tasks
There are various types of tasks that teachers can use to enhance their students' receptive skills. Three
of the most popular task types include gist tasks, specific information tasks, and detail comprehension
tasks.
Gist tasks involve listening or reading for the main idea or general meaning of a text. They are
designed to help students understand the overall message of a passage or conversation without
focusing on every single detail. Gist tasks may include summarizing the main idea in a sentence or two,
identifying the main point of a conversation or article, or predicting what might happen next based on
the information provided. Gist tasks are useful for developing overall comprehension skills and can
help students to develop strategies for quickly identifying the main idea of a text.
Specific information tasks require students to listen or read for specific pieces of information within a
text. These tasks are often used to help students develop their scanning or skimming skills, as they
require students to quickly locate specific details within a text. Specific information tasks may include
identifying dates, times, names, or other specific details within a text, or answering questions based
on specific pieces of information presented in a passage. These tasks are useful for developing

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students' ability to quickly find and understand specific pieces of information, which is an important
skill for many real-life situations.

Detail comprehension tasks require students to read or listen for underlying details within a text. These
tasks are more in-depth than specific information tasks and require students to understand the context
in which details are presented. Detail comprehension tasks may include answering questions based
on the details presented in a text, identifying supporting evidence for an argument or claim, or filling
in missing details based on the information provided. These tasks focus on identifying the author's
purpose, tone, or attitude, or on summarizing the information presented in the text or audio. These
tasks are useful for developing students' ability to understand and analyze texts in greater depth.
For instance:
If the text states that “Apples are delicious treats because of their sweetness, juiciness, and health
benefits”,
A detail comprehention question might be “Do the author thinks apples taste good?”
A scanning task for specific information be “What are the three adjectives the author used to describe
apples in the text ?”
Overall, these three types of tasks are all important for developing students' listening and reading sub-
skills. Teachers can use a variety of different activities and exercises to help students develop these
skills, including listening and reading comprehension exercises, vocabulary-building exercises, and
discussion-based activities. By using a variety of different task types and exercises, teachers can help
their students to develop a well-rounded set of receptive skills that will serve them well in a variety of
academic and real-world contexts.

Teaching practice and reflection

1. How would you arrange gist task, specific information task and detail comprehention task
in your lesson? Which kind of task would come first, which would come later? Why?
2. Does a lesson always need to have all 3 type of tasks in question 1?
3. Planning and demonstrating a 15-minute reading/ listening lesson. The audio/text must be
selected from an official ESL textbook.

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Lesson 8: Teaching Speaking Skill

Developing speaking skills in ESL learners is crucial for effective communication in real-life situations.
The ability to speak confidently and accurately in a foreign language allows learners to convey their
thoughts, opinions, and ideas, thus fostering better understanding and collaboration with others.
Moreover, speaking skills are essential in the process of language acquisition. Through speaking
activities, learners have the opportunity to practice new vocabulary, grammar structures, and
pronunciation in context, which reinforces their overall language development. In addition, speaking
activities can help improve learners' listening and comprehension skills, as they engage in
conversations and respond to their interlocutors.

The problems
There are several challenges that ESL learners may face when it comes to speaking:
1. Lack of vocabulary: Limited vocabulary may hinder learners' ability to express
themselves accurately and fluently. They may struggle to find the right words or
phrases to convey their thoughts and ideas.
2. Grammar difficulties: ESL learners may have trouble using correct grammar structures
when speaking, leading to misunderstandings or communication breakdowns.
3. Pronunciation issues: Non-native speakers may struggle with pronunciation, which may
affect their intelligibility and cause frustration for both the speaker and the listener.
4. Fear of making mistakes: Many learners may be hesitant to speak out of fear of making
mistakes, being judged, or not being understood. This can result in a lack of confidence
and limited opportunities for practice.
5. Cultural differences: Some learners may face challenges in understanding cultural
nuances or expressing themselves appropriately in different social contexts.

The importance of Input

Input is a crucial component of any speaking lesson, as it provides the foundation upon which students
build their speaking skills. The importance of input in a speaking lesson cannot be overstated for the
following reasons:
1. Language exposure: Input exposes students to the target language, its vocabulary, grammar
structures, and expressions. This exposure allows them to become familiar with the language
and its usage, which is essential for effective communication.
2. Contextual understanding: Input helps students understand the context in which specific
language items are used, enabling them to use the language appropriately and accurately. By
providing authentic examples, teachers can demonstrate how language is used in various
situations and how it can be adapted to suit different contexts.
3. Guided practice: Input provides a framework for students to practice speaking using guided
exercises, role-plays, or simulations. These activities allow learners to practice using the target
language in structured scenarios, which helps them develop confidence in using the language.
4. Comprehensibility: Through input, teachers can ensure that students understand the language
they are learning by carefully selecting and grading the language items. By providing input at
an appropriate level of difficulty, teachers can facilitate student comprehension and learning.
5. Modeling: Input serves as a model for students to emulate when speaking. Teachers can
provide examples of accurate pronunciation, intonation, and rhythm, which students can then
imitate to improve their speaking skills.
6. Scaffolding: Input provides support and scaffolding for students as they learn to speak the
target language. Teachers can build upon prior knowledge, gradually introducing new
language items and increasing the complexity of the input as students become more proficient.

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Teaching Steps for Speaking Skill (With Text)

Step Description

Begin by setting the context and allowing students to personalize

1. Lead-in the topic through discussion questions, brainstorming, or sharing
personal experiences.

2. Gist activity on sample Play an example audio related to the topic, and have students
complete a gist activity to summarize the main ideas or answer
audio/ text
multiple-choice questions.

3. Input on key features Provide input on the key features of the text, such as structure or
useful language, through a teacher-led presentation or guided
in the audio/text
discovery.
Guide students in planning for the speaking task by providing a
4. Planning
handout or outline to help them organize their thoughts and ideas.
Have students produce their own speaking by engaging in pair
5. Production work, group discussions, or presentations, using the target
language and structures.

6. Feedback and Provide feedback and error correction to help students improve
their speaking skills through whole-class feedback, individual error
correction
correction, or peer feedback.

Teaching Steps for Speaking Skill (Without Text)

Step Description

Similar to the with-text approach, begin by setting the context and

1. Lead-in allowing students to personalize the topic through discussions or
brainstorming.

Guide students in generating ideas for the speaking task through

2. Planning brainstorming or note-taking, considering the language and
structures needed.

Provide input on useful language for the task or text, focusing on

3. Input of useful language target vocabulary, expressions, or grammar structures for successful
completion.

Have students engage in the speaking task, producing their own

4. Production speaking in pairs or groups, and changing partners if time allows for
additional practice.

5. Feedback and error Offer feedback and error correction to help students improve their
speaking skills, using methods such as whole-class feedback or
correction
individual correction.

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Focus on key features of an audio/ text

When using a sample audio to help learners focus on useful language and key features from the text,
you can design various activities to engage the students and promote understanding. Some activities
include:
1. Listening for specific information: Create comprehension questions that require students to
listen for specific language items, vocabulary, or grammar structures within the audio. This will
encourage them to focus on the target language and identify its use in context.
2. Cloze listening activity: Provide students with a transcript of the audio with certain words or
phrases removed. Ask them to listen to the audio and fill in the blanks with the missing
language items. This activity helps students pay attention to the target language and practice
using it in context.
3. Sentence or phrase matching: Prepare a list of sentences or phrases from the audio, along
with their meanings or functions. Students must listen to the audio and match the sentences
or phrases to the appropriate meanings or functions. This helps learners focus on the specific
language items and understand their usage.
4. Identifying language functions: Ask students to listen for language functions within the audio,
such as agreeing, disagreeing, making suggestions, or asking for clarification. This will help
them focus on the target language and recognize how it is used in real-life situations.
5. Jigsaw listening: Divide the audio into segments and assign each student or group of students
a different segment. Students should listen to their segment and take notes on the key
language features. Afterwards, students collaborate to reconstruct the entire audio or create
a summary, discussing and sharing the language items they identified.
6. Dictogloss: Play the audio at normal speed and ask students to take notes while listening.
Then, in pairs or groups, students work together to reconstruct the text using their notes and
the target language. This encourages them to focus on key language features and work
collaboratively to understand and use the language items.
7. Pronunciation practice: Select specific language items from the audio that are challenging in
terms of pronunciation, intonation, or stress. Have students practice these items by repeating
them after the speaker, engaging in drills, or participating in pronunciation-focused activities.

Brainstorming
Brainstorming is an essential step in teaching speaking, as it helps students generate ideas, activate
their prior knowledge, and prepare for the speaking task. Here are some ways to conduct brainstorming
in teaching speaking:
1. Mind mapping: Mind mapping is a visual tool that helps students organize and structure their
ideas. Write the main topic in the center of the board or on a piece of paper, and then elicit
ideas from students. Branch out from the central topic and write down the related ideas or
subtopics. Students can use this mind map as a reference during their speaking task.
2. Eliciting ideas from students: Start by presenting the topic or context to the students.
Encourage them to share their thoughts, opinions, and experiences related to the topic. Make
sure to create an inclusive environment where all students feel comfortable sharing their ideas.
3. Guided handouts: Create handouts with prompts, questions, or templates to help students
organize their ideas and prepare for the speaking task. For example, you can provide a fill-in-
the-blank form for a hotel reception context or a template for a plane ticket for a topic related

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to the airport. These handouts serve as a guide for students to generate ideas and structure
their thoughts.
4. Group brainstorming: Divide students into small groups and assign each group a subtopic or
aspect of the main topic. Encourage them to discuss their ideas within the group and take
notes. After the brainstorming session, each group can present their ideas to the class,
fostering collaboration and active learning.
5. Word association: Write a keyword or phrase related to the speaking topic on the board. Ask
students to call out words or phrases that they associate with the keyword. Write down their
responses on the board, creating a web of related vocabulary and ideas that students can use
during their speaking task.
6. Sticky note brainstorming: Provide students with sticky notes and ask them to write down their
ideas, one per note. Then, have them place their notes on the board, organizing them into
categories or themes. This can be a fun and interactive way for students to visualize their ideas
and make connections between them.

Speaking activities – Communicative activities

Communicative activities for ESL classes focus on promoting real-life language use and improving
speaking and listening skills. Here are some engaging communicative activities for your ESL students:
1. Role-plays: Assign students roles and situations (e.g., ordering food at a restaurant, booking
a hotel room, or discussing a problem with a neighbor). Students act out the scenario and
practice using appropriate language and expressions.
2. Information Gap Activities: Pair students and give each a different set of information. They
must ask and answer questions to complete their information without looking at their
partner's sheet.
3. Interview Activity: Have students prepare questions to interview their classmates about a
specific topic, such as hobbies, travel experiences, or future plans. This helps students
practice asking and answering questions.
4. Picture Storytelling: Give each student a different picture, and have them create a story by
connecting their pictures with their classmates' pictures in a logical sequence.
5. 20 Questions: One student thinks of a person, place, or thing, and the other students take
turns asking yes or no questions to guess what the student is thinking.
6. Problem-solving Activities: Present students with a problem or situation they must solve as a
group. They must discuss the issue and come up with a solution using their language skills.
7. Find Someone Who: Create a list of statements or questions, such as "Find someone who
has been to Europe" or "Find someone who likes sushi." Students must ask their classmates
questions to find a person who matches each statement.
8. Surveys and Polls: Have students create and conduct surveys or polls about their classmates'
preferences, habits, or opinions. Afterward, students can present their findings to the class.
9. Story Chain: Students sit in a circle and take turns adding sentences to create a story. Each
student must listen carefully to what the previous student said and continue the story using
their language skills.
These communicative activities help ESL students practice real-life language use, improve their
speaking and listening skills, and build confidence in their language abilities.

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Feedback on speaking
Providing effective feedback on speaking is crucial for language learners to improve their
communication skills. Various techniques can be employed to give constructive feedback, including
the following:
1. Sandwich Technique: Start with a positive comment, followed by a suggestion for improvement,
and end with another positive comment. This approach helps maintain the learner's motivation
while addressing areas that need work.
2. Delayed Feedback: Instead of interrupting the student during the speaking activity, take notes
on their performance and provide feedback afterward. This allows students to focus on fluency
during the activity and then address any errors or issues later.
3. Self-assessment: Encourage students to evaluate their speaking performance by asking them to
reflect on their strengths and weaknesses. This promotes self-awareness and helps students take
ownership of their learning.
4. Peer Feedback: Allow students to give feedback to one another, using clear guidelines and
criteria. This can foster a collaborative learning environment and help students become more
aware of the speaking process.
5. Targeted Feedback: Focus on specific areas of improvement, such as pronunciation, grammar,
vocabulary, or fluency, rather than trying to address every aspect of speaking. This can help
students concentrate on one area at a time and avoid overwhelming them with information.
6. Use of Audio or Video Recordings: Record students' speaking performances and review the
recordings together, identifying areas of strength and areas for improvement. This allows both
the teacher and the student to analyze the performance objectively and provide more accurate
feedback.
7. Questioning Technique: Instead of providing direct feedback, ask questions that guide students
to identify their errors or areas for improvement. For example, "Can you think of another way to
say that?" or "How could you make that sentence more accurate?"
8. Use of Visual Aids: Use symbols, drawing or gestures to help illustrate pronunciation, intonation,
or stress patterns. Visual aids can provide a clear and memorable representation of the concepts
being taught.
9. Scaffolding: Break down complex speaking tasks into smaller, manageable steps, and provide
feedback at each stage. This helps students build their skills gradually and ensures they have a
solid foundation before moving on to more challenging tasks.
When providing feedback on speaking, it is essential to be patient, supportive, and respectful. Tailor
your feedback to the individual needs and learning styles of your students, and always aim to foster
a positive and encouraging learning environment.

Teaching practice and reflection

How to help learners correct their mistakes in speaking?
What would you do if you have a student with a strong regional accent?
Planning and demonstrating a 15-minute speaking lesson. The audio/text must be
selected from an official ESL textbook.

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Lesson 9: Teaching Grammar

Teaching grammar can be approached through two main approach: the inductive approach and the
deductive approach. Both methods have their advantages and disadvantages, and the choice between
them often depends on the context, learning objectives, and the students' needs and preferences.
Here is an overview of both approaches:

Inductive Approach
In the inductive approach, students are exposed to language input containing the target grammar
structure without explicitly being taught the grammar rule. They are encouraged to notice patterns and
make generalizations about the grammar rules themselves.
Key features of the inductive approach:
● Starts with examples: Students are given various examples containing the target grammar
structure, often embedded in a context such as a text, dialogue, or story.
● Encourages discovery: Students are guided to identify patterns and infer the grammar rule
based on the examples provided.
● Focus on meaning: Emphasis is placed on understanding the meaning of the sentences, rather
than memorizing the grammar rules.
● Active learning: Students take an active role in the learning process by engaging in tasks that
require them to use the target grammar structure.
Advantages of the inductive approach:
● Promotes deeper understanding: By discovering the grammar rules themselves, students may
develop a deeper understanding of the structures and how they function in context.
● Engages learners: The process of discovery can be motivating and engaging for students, as it
promotes problem-solving and critical thinking skills.
● Encourages noticing: The inductive approach helps learners develop their ability to notice
language patterns, which can be beneficial for long-term language development.

Deductive Approach
In the deductive approach, the teacher explicitly presents the grammar rule to the students, followed
by examples and practice exercises. This method is more teacher-centered and focuses on the direct
teaching of grammar rules.
Key features of the deductive approach:
● Starts with rules: The teacher presents the grammar rule at the beginning of the lesson, often
with clear explanations and examples.
● Structured learning: The deductive approach follows a more structured, step-by-step process,
moving from the presentation of the rule to examples and practice exercises.
● Focus on form: Emphasis is placed on understanding the grammar rule and applying it correctly
in various contexts.
● Guided practice: Students practice the target grammar structure through controlled exercises,
followed by more open-ended activities.

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Advantages of the deductive approach:

● Time-efficient: Presenting the grammar rule directly can save time, allowing for more practice
and application of the rule in different contexts.
● Clarity: The deductive approach offers clear and straightforward explanations of grammar rules,
which can be helpful for students who prefer explicit instruction.
● Reinforces rules: By emphasizing the correct application of grammar rules, the deductive
approach can help reinforce students' understanding of the target structure.

Step in teaching Grammar

I. Present:

1. Provide context: Introduce a context or topic that naturally incorporates the target grammar
structure. This could be through a text, dialogue, video, or real-life situation.
2. Highlight target language: Draw attention to examples of the target grammar structure within the
context. Make sure to include a variety of examples to showcase different forms or tenses, as
appropriate.
3. Clarify Grammar point:
● Timeline: Visually represent the tense or aspect of the grammar point on a timeline to help
students understand its usage in relation to other tenses. (Meaning)
● Example: Provide clear examples of the target grammar structure in sentences or short texts.
● Structure: Break down the components of the grammar point, explaining its structure, and any
associated rules or patterns. (Form)
● Usage: Explain when and why the target grammar structure is used, including any exceptions
or variations. (Meaning)
● CCQs (Concept Checking Questions): Ask questions to ensure students have understood the
grammar point and can differentiate it from other similar structures. (Meaning)
● Drilling: Practice pronunciation and reinforce the structure by drilling the target language.
(Pronunciation)
II. Practice:

Grammar exercise:
1. Controlled-practice: Provide structured activities, such as gap-fill exercises or sentence
transformations, allowing students to practice the target grammar structure in a controlled setting.
2. Less-controlled practice: Move on to activities that give students more freedom to use the
target grammar structure, like sentence completions or short paragraph writing.
III. Produce:

Follow-up communicative activities: Encourage students to apply the target grammar structure in real-
life, communicative situations through activities like role-plays, group discussions, debates, or problem-
solving tasks. This step allows students to internalize the grammar point and use it fluently in their
everyday communication.

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Timelines & Concept Check Questions in teaching Grammar

Timelines
Drawing a timeline is a useful way to visually represent the relationship between different tenses and
aspects in teaching grammar. Timelines can help students understand when certain actions or events
occur, as well as their duration or sequence. Here's how to draw a timeline for teaching grammar:

1. Draw a horizontal line, which represents the passage of time.

2. Use a vertical line to indicate the present moment, typically labeled "Now."
3. Mark specific points or periods on the timeline to represent the tense or aspect being taught.
4. Use arrows or lines to show the direction or duration of an action or event.
5. Include labels for different tenses or aspects to help students understand their meaning and
usage.
For example, when teaching the difference between the simple past and present perfect, you could
draw two timelines: one for the simple past with a point before the present moment and another for
the present perfect with an arrow starting from a past point and extending up to the present moment.

Concept Check Questions

● Present Continuous:
"Is the action happening now?"
"Is the action temporary or permanent?"
● Present Perfect:
"Has the action finished or is it still happening?"
"Are we talking about a specific time in the past or a general period?"
● Past Simple:
"Did the action happen in the past?"
"Is there a specific time mentioned when the action took place?"
● Future Simple (will):
"Are we talking about a prediction or a plan?"
"Is the decision made at the time of speaking or planned beforehand?"

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For educators looking to enhance their grammar teaching skills, two highly recommended books are
"Concept Questions and Time Lines" by Graham Workman and "Teaching Grammar" by Jim Scrivener.
Workman's book provides a comprehensive resource for understanding and applying concept
questions, as well as visually representing grammar structures through the use of timelines. This
approach helps students grasp the relationship between different tenses and aspects more effectively.
On the other hand, Scrivener's book offers a practical guide to teaching grammar, including various
techniques, activities, and tips to make grammar lessons engaging and effective. Both books are
invaluable for ESL teachers seeking to improve their ability to teach grammar in a clear and
communicative manner.

Grammar exercises and follow-up communicative activities

Controlled practice, semi-controlled (less-controlled) practice, and communicative follow-up activities
are different stages of practicing grammar in ESL teaching. These stages progressively move students
from a highly structured environment to more natural and spontaneous language use.

Controlled Practice: This stage focuses on accuracy and is characterized by teacher-guided activities
where students practice the target grammar structure in a highly controlled environment. The purpose
is to help students become familiar with the new grammar rules and reinforce correct usage. Examples
of controlled practice activities include:
● Gap-fill exercises: Students complete sentences by filling in the blanks with the correct form of the
target structure.
● Sentence transformation: Students rewrite sentences using the target grammar structure without
changing the meaning.
● Matching exercises: Students match sentence halves or phrases that demonstrate the target.

Communicative Follow-Up Activities: The final stage focuses on fluency and aims to encourage
students to use the target grammar structure in more natural and authentic contexts. These activities
allow students to practice the target language in real-life situations and help to develop their overall
communicative competence. Examples of communicative follow-up activities include:
● Information gap activities: Students work in pairs or small groups to exchange information using
the target grammar structure to complete a task (e.g., finding out a partner's daily routine using
the present simple tense).
● Guided storytelling: Students create a story using prompts that require them to use the target
grammar structure.
● Role-plays: Students engage in scripted or semi-scripted dialogues that incorporate the target
grammar structure (e.g., a conversation between a customer and a shop assistant using the past
simple tense to discuss a past purchase).
● Debates or discussions: Students discuss a topic or debate an issue using the target grammar
structure (e.g., expressing opinions and agreeing or disagreeing using modal verbs).
● Problem-solving tasks: Students work in groups to solve a problem or complete a project,
incorporating the target grammar structure as they communicate (e.g., planning a vacation using
the future tense to discuss arrangements).

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● Simulations: Students participate in real-life scenarios (e.g., job interviews, making reservations, or
giving directions) using the target grammar structure in context.
These stages of practice help students gradually internalize the new grammar rules and become more
confident and fluent in using them in real-life communication.

Teaching practice and reflection

Draw timlines for the following tense: present simple (habits), present continous (action
in progress at now time), present perfect with for and since.
Write concept check questions for the following sentences:
She goes to school at 7am.
He is running.
He has lived in Saigon for 3 months
Planning and demonstrating a 15-minute speaking lesson. The audio/text must be
selected from an official ESL textbook. (Using teacher books and workbook is highly
recommended.)

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Lesson 10: Lesson Planning

Creating effective lesson plans is a crucial aspect of teaching in ESL classrooms. Well-structured lesson
plans ensure that the teacher is prepared to guide students through the learning process while
addressing their diverse needs and abilities. A comprehensive lesson plan can also help maintain a
consistent and focused classroom environment, promoting student engagement and progress. In this
lesson, we will discuss how to write lesson plans for ESL classrooms, including essential components,
strategies for differentiation, and practical tips for successful implementation.

Essential Components of ESL Lesson Plans

1. Teacher's Information: Include the teacher's full name and email address for effective
communication and organization.
Example: Ms. Jane Smith, jane.smith@email.com
2. Class Information: Provide information about the class, such as the class name, school name, and
any other relevant details.
Example: Class 4A, Sunshine Language Academy
3. Lesson Overview: Specify the lesson's title, unit, target language, and skill focus, which provides
context and consistency within the curriculum.
Example: Lesson 5, Unit 2, Target Language: Present Continuous Tense, Skill Focus: Speaking
4. Learning Objectives: Clearly define specific, measurable learning objectives for the lesson,
focusing on language skills and language systems.
Example: By the end of the lesson, students will be able to use the Present Continuous tense to
describe ongoing actions and events.
5. Materials and Resources: List the required materials and resources for the lesson, such as textbook
names, page numbers, lesson titles, and any additional resources.
Example: Textbook: "New English Adventure 4," Pages 34-35, Lesson: "What are they doing?"
6. Language Analysis: Conduct a thorough analysis of the target language, focusing on its form,
function, and meaning to help anticipate potential misconceptions.
Example: Present Continuous tense structure: Subject + am/is/are + verb + -ing, Function: describing
ongoing actions or events, Meaning: actions or events happening at the moment of speaking.
7. Anticipated Problems: Identify potential challenges students may face during the lesson and plan
strategies to address these issues.
Example: Students may confuse the Present Continuous tense with the Simple Present tense. The
teacher will provide clear explanations and examples to differentiate between the two tenses.
8. Stages and Activities: Design structured lesson stages and activities using a teaching framework
such as Presentation-Practice-Production (PPP) or Pre-While-Post.
9. Homework and Assignments: Assign relevant and purposeful homework or assignments to help
students consolidate their learning and practice the target language outside of the classroom.
Example: Students write a short paragraph describing their family members' activities during a typical
=
10.Back-Up Activities: Prepare additional activities or materials that can be used if the planned lesson
runs shorter than expected or students struggle with the content.
Example: A matching activity where students match sentences in the Present Continuous tense with
corresponding pictures, or a board game that requires students to ask and answer questions using
the Present Continuous tense.

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Learning Objectives – Bloom’s taxonomy

Bloom's Taxonomy is a hierarchical classification system that categorizes learning objectives into six
levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. ESL teachers can
use Bloom's Taxonomy to create clear, specific, and measurable learning objectives for their lessons,
ensuring that students progress through the different levels of cognitive skills as they learn English.

Creating Learning Objectives for ESL Lessons:

1. Identify the skill focus and context: Determine the primary skill (listening, speaking, reading, or
writing) and the context in which the skill will be practiced (e.g., informal email writing, WH-
questions in interviews, or discussing holiday tours). This will guide you in creating relevant and
meaningful objectives.
2. Consider Bloom's Taxonomy levels: For each learning objective, consider which level of
Bloom's Taxonomy it falls under. The six levels are:
● Knowledge: Recall or recognition of facts, terminology, and basic concepts.
● Comprehension: Understanding the meaning, translation, or interpretation of information.
● Application: Using information in a new situation or context.
● Analysis: Breaking down information into parts to understand its structure and relationships.
● Synthesis: Combining parts to form a new whole or create something new.
● Evaluation: Making judgments about the value or quality of information, ideas, or products.
3. Write clear and measurable objectives: Using the skill focus, context, and Bloom's Taxonomy
level as guides, create learning objectives that are specific, measurable, and achievable.

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Here are some examples for learning objectives:

Example 1: Writing Lesson
● Main Lesson Aim: Students will develop the ability to write an informal email to a family
member or friend.
● Subsidiary Aims: Students will develop the sub-skills of reading for gist and specific information.

Example 2: Grammar Lesson - WH-Questions

● Main Lesson Aim: Students will develop their understanding of the meaning, form, and
pronunciation of basic question forms in the context of interviews.
● Subsidiary Aim: Students will develop oral fluency in the same context.

Example 3: Grammar Lesson - Possessives

● Main Lesson Aim: Students will develop their understanding of the meaning, form, and
pronunciation of possessives and the contracted form of 'to be' (is) in the context of 'Family'.
● Subsidiary Aim: Students will develop oral fluency in the same context.

Example 4: Speaking Lesson - Choosing a Holiday Tour

● Main Lesson Aim: Students will develop the ability to verbally convey suggestions, as well as
agreeing/disagreeing with the suggestions within the context of "Choosing a holiday tour".
● Subsidiary Aim: Students will develop the ability to listen for gist and specific information within
the same context.

Example 5: Listening Lesson - Sports

● Main Lesson Aim: Students will develop the sub-skills of listening for gist, specific information,
and detailed comprehension in the context of talking about sports.
● Subsidiary Aim: Students will develop oral fluency in the same context.

Example 6: Reading Lesson - People's Eating and Cooking Habits

● Main Lesson Aim: Students will develop the sub-skills of reading for gist and detailed
comprehension, and inferring the meaning of unknown vocabulary in the context of an article
about people's eating and cooking habits.
● Subsidiary Aim: Students will develop oral fluency in the same context.

Using Bloom's Taxonomy as a framework for writing learning objectives in ESL lessons helps teachers
ensure that their lessons are well-structured and promote the development of a range of cognitive
skills.

Language analysis
Language analysis is a crucial component in the development of an ESL lesson plan. It involves breaking
down the language items into their constituent parts to enable effective teaching and learning of the
language. In an ESL lesson plan, language analysis may involve examining the form, meaning, and
pronunciation of a language item.

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For instance, let's take the language items "popular" and "gastropub". The language analysis of these
items could be as follows:

Language Item and Meaning:

● Popular: Liked, admired, or enjoyed by many people or by a particular person or group.
● Gastropub: A bar where high-quality food is served.
How Meaning will be Initially Conveyed:
The meaning of the language items can be initially conveyed through the use of real-life examples,
pictures, or videos that provide context for the language items. For instance, pictures can be used to
show the contrast between popular and unpopular things or to illustrate a gastropub and the type of
food served there.

How Meaning will be Subsequently Checked:

The teacher can check the understanding of the students through various techniques such as asking
questions, using concept checking questions (CCQs), eliciting responses, or engaging students in
activities that require them to use the language items. For example, CCQs can be used to check the
understanding of the students on whether the language items convey the intended meaning or not.

Form:
The form of a language item refers to its grammatical structure, such as its part of speech, word order,
and morphology. In our example, "popular" is an adjective, while "gastropub" is a noun.

Analysis of Phonology:
Phonology refers to the study of sounds in a language. It involves examining the pronunciation, stress,
and intonation patterns of a language item. For example, in the case of "popular", the stress is on the
second syllable, while in "gastropub", the stress is on the first syllable.

Language analysis is a vital component in the development of an effective ESL lesson plan. It helps the
teacher to identify the essential components of a language item and to design appropriate activities
to enhance the understanding and use of the language item by the students.

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Here is an example of Language Analysis Sheet for a grammar lesson on WH-questions:

How meaning will be initially

Language item and conveyed
Form Analysis of Phonology
meaning How meaning will be
subsequently checked

Questions with question Meaning will be conveyed Questions with question /wɒtzhɜ:sɜ:neɪm/
words: through examples from different words: Contraction of:
Example questions: texts. /wɒtɪz/ /wɒtz/

What’s his/her/your Meaning will be checked through Question word + verb ‘to be’ /wɒtzɪzfɜ:sneɪm/
surname? CCQs (base form) + subject? Contraction of:
What’s his/her/your first /wɒtɪz/ /wɒtz/
name? “Are these questions about the The question word and to be Elision:
What’s his/her/your job? past, present, or future?” All three are often contracted in the /wɒtzhɪz/ /wɒtzɪz/
What’s his/her/your third person: And
address? “Will her name be Lisa in the /fɜ:stneɪm/ /fɜ:sneɪm/
What’s his/her/your future?” What + is = What’s
phone number? Yes /wɒtzjɪʤɑb/
Where’s he/she from? Contraction as above
Where are you from? “Are these questions about facts
How old is he/she? or feelings?” Facts /wɒtzhɜ:ədres/
How old are you? Contraction as above

All of the example /wɒtzjɪfəʊnʌmbɜ:/

questions are in the Contraction as above
present simple form. They
are asking about: facts /weərɜ:ju:frɒm/
(names, nationality) that
are true in the past, now
and in the future. States /haʊwəʊldɪzi:/
(age) that are seen as Catenation of:
constant How old /haʊw/ +
Yes/No Questions: /əʊld/ /haʊ wəʊld/
Yes/No Questions: Verb ‘To be’ (base form) +
subject + …? /ɪzʃi:mæri:d/
Is he/she single? Am + I + …?
Are you single? Is + he/she/it + …? /ɪzhɜ:rsɜ:rneɪmsmɪθ/
Is her surname Smith? Are + you/they/we + …?
/jesɪtɪz/
Short form answers: Short form answers: /nəʊwɪtɪznt/
Contraction of is and
Yes, he/she/it is. Yes, subject + verb ‘to be’ not:
No, he/she/it isn’t. (base form) /ɪzɪnt/
Yes, I am. . Intrusive w: /nəʊwɪt/
No, I’m not. No, subject + verb ‘to be’
(base form)+ not.
All of the example
questions are in the To be and not are usually
present simple form. They contracted in the third
are asking about: facts person:
(names, nationality) that Is not isn’t
are true in the past, now And in singular you and
and in the future and plurals:
States (age) that are seen Are not /aren’t
as constant.
In first person positives, I and
There is no change in am are not contracted.
meaning between the In negatives, I and am are
various question types. contracted:
No, I am not. /No, I’m not.

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Vocabulary
Meaning will be elicited with Noun (countable) singular /’sɜ:neɪm/
Surname: examples. If it is impossible to O o
Last name elicit the answers, then a brief,
graded, written definition will be
provided on the whiteboard.

Meaning will be checked with

CCQs:
My full name is: xX,
CCQ: What is my surname? X
CCQ: Did this name come from
my father? Yes

What do we call the number and Noun (countable) singular /’ædres/

Address: street where we live? Address O o
The place where you live Meaning will be checked by
eliciting some examples:
CCQ: What is the address of ILA?
51 Nguyen Cu Trinh
CCQ: What is your address?
(various)

Show a photo of a TV Noun (countable) singular /’ʤɜ:rnəlɪst/

Journalist journalist>This person writes for a O o o
A person who writes for a newspaper. What is his / her job?
newspaper, magazine or A journalist
televeision news program
CCQ: Can a journalist work for a
magazine? Yes
CCQ: Can a journalist work for
the TV news? Yes

Anticipated Problems

Anticipated problems in ESL lessons refer to the potential issues that may arise during a lesson due to
language-related challenges, receptive skills, tasks, or learner-related factors. Identifying these
potential problems beforehand allows teachers to prepare solutions and strategies to address them,
ensuring a smooth learning experience for students.
1. Anticipated problems with language:

Meaning, form, and pronunciation are three aspects of language where students may face challenges.
Anticipating these problems helps teachers provide targeted support and resources.
a. Meaning: Students may struggle with understanding the meaning of new vocabulary or grammatical
structures. This can hinder their ability to use the target language effectively.
b. Form: Students may have difficulties with the grammatical structure, word order, or spelling of the
target language, which may lead to errors in their written and spoken output.
c. Pronunciation: Students may struggle with the correct pronunciation of words, sounds, or intonation
patterns, affecting their oral communication skills.
2. Anticipated problems with receptive skills:

Receptive skills, such as listening and reading, may pose challenges for students due to unfamiliar
vocabulary, complex sentence structures, or cultural references. Potential problems include:

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a. Unfamiliar vocabulary: Students may struggle to understand the text or audio materials due to
unknown words or phrases.
b. Detailed comprehension: Students may find it difficult to answer detailed comprehension questions
or extract specific information from the text or audio materials.
c. Cultural knowledge: Students may lack the cultural background knowledge necessary to understand
certain aspects of the text or audio materials.
3. Anticipated problems with tasks and learners:

Tasks and learner-related factors can also impact the learning process. Examples of potential problems
include:
a. Group dynamics: Students may be shy or reluctant to work together, particularly if they are new to
the class or unfamiliar with one another.
b. Lack of ideas: Students may struggle to generate ideas for speaking or writing tasks, resulting in
limited participation or output.
c. Time management: Students may arrive late to class or struggle to complete tasks within the allotted
time, affecting the overall lesson flow and progress.
To address these anticipated problems, teachers can prepare solutions such as:
● Pre-teaching vocabulary or grammar points
● Providing additional examples or explanations
● Offering targeted pronunciation practice
● Encouraging peer checks and group work
● Allowing time for students to think and prepare before tasks
● Adapting tasks or materials to better suit the learners' needs or cultural backgrounds
● Integrating latecomers into existing activities seamlessly
By anticipating potential problems and preparing solutions, teachers can create a more effective and
supportive learning environment for their ESL students.

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TESOL LESSON PLAN FORM

Teacher’s
information
Age & Level Date

Lesson Duration

Textbooks &
Materials

Outcome

Language Analysis

How meaning will be

Language item and initially conveyed Analysis of
Form
meaning How meaning will be Phonology
subsequently checked

Anticipated problems and solution

Anticipated problems with language: Anticipated solutions:

Anticipated problems with skills: Anticipated solutions:

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Anticipated problems with tasks and learners: Anticipated solutions:

Stages and Activities

Stages Activities

Homework

Back up activities

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Lesson 11: Classroom Management

Classroom management is essential for creating a conducive learning environment in ESL lessons. In
this lesson, we are going to discuss valuable techniques for managing the class, the learners and the
teacher.

1. Managing the Class

1.1 Different Classroom Layouts
Different classroom layouts serve different purposes and affect the dynamics of the class. Some
common layouts include:
● Traditional rows: Students sit in rows facing the front of the room. This arrangement
facilitates focus and is suitable for individual work and teacher-led instruction.
● Semi-circles or horseshoes: Students sit in a U-shape, with the teacher in the center. This
layout encourages interaction and allows the teacher to monitor and address the class easily.
● Clusters or groups: Students sit in small groups, facing each other. This layout promotes
collaboration and discussion among students.

1.2 Setting Up the Room for Specific Activities

The physical arrangement of the classroom should reflect the objectives and activities of the lesson.
Some examples include:
● Whole-class discussions: Arrange the seating in a circle or semi-circle to promote interaction
and participation.
● Group work: Arrange the furniture into clusters or pods to facilitate collaboration and
communication among group members.
● Individual work: Space the desks apart to give students privacy and minimize distractions.

1.3 Avoiding Chaos When Rearranging the Room

When rearranging the classroom, implement strategies to minimize disruption and maintain order:
● Plan the changes in advance, so the transition is smooth and purposeful.
● Clearly communicate the purpose and process of rearranging the room.
● Assign specific roles or tasks to students, such as moving furniture or organizing materials.
● Use a timer or countdown to ensure the rearrangement is completed quickly and efficiently.

1.4 Effective Seating Arrangements

Seating arrangements can impact student behavior, engagement, and learning. Consider the
following when creating seating plans:
● Balance the needs and dynamics of the class, taking into account individual learning styles,
personalities, and social dynamics.
● Rotate seating arrangements periodically to encourage interaction among different students.
● Strategically place students with special needs, learning challenges, or behavioral issues to
maximize support and minimize disruptions.

1.5 Varying Teacher Position

The teacher's position in the classroom can impact student engagement and classroom dynamics.
Vary your position to:
● Model tasks or provide direct instruction from the front of the room.
● Circulate the room to monitor student progress, provide feedback, and address individual
needs.
● Join small groups or pairs to facilitate discussion and collaboration.

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1.6 Using Limited Space

When working with limited space, use creative strategies to maximize the available area:
● Utilize vertical surfaces, such as walls and bulletin boards, for displaying materials and
resources.
● Stack or fold furniture when not in use to create more floor space.
● Encourage students to use personal storage solutions, such as backpacks or folders, to keep
materials organized and accessible.

1.7 Sharing Classrooms

When sharing a classroom with other teachers, establish routines and expectations for collaboration
and communication:
● Develop a schedule for shared resources, such as technology, materials, and storage.
● Exchange ideas with the other teachers about lesson plans, materials, and classroom
arrangements to minimize disruptions and maintain consistency for students.
● Create a shared responsibility for maintaining the cleanliness, organization, and functionality
of the classroom.

1.8 Improving the Classroom Environment

A well-organized and inviting classroom environment can positively impact student engagement,
motivation, and learning. Consider the following strategies to improve the environment:
● Display student work, posters, and other visuals to create a sense of ownership and pride.
● Use natural lighting, soft colors, and comfortable seating to create a welcoming atmosphere.
● Organize materials and resources in a way that is accessible, labeled, and easy for students
to navigate.
● Incorporate plants, soft furnishings, and other elements to create a sense of warmth and
comfort.

1.9 Designing and Purchasing Decisions

When designing the classroom layout and purchasing furniture or resources, consider the following
factors:
● Flexibility: Choose furniture and resources that can be easily rearranged or repurposed to
accommodate different activities, group sizes, and learning objectives.
● Durability: Invest in high-quality materials that will withstand daily use and minimize the need
for frequent replacements or repairs.
● Accessibility: Ensure that the classroom layout and materials are accessible to all students,
including those with special needs or physical limitations.
● Aesthetics: Create a visually appealing and cohesive classroom environment that reflects the
teacher's personality, teaching style, and subject matter.

Effective classroom management in ESL lessons requires attention to the physical space, student
dynamics, and teacher presence. By carefully considering classroom layouts, seating arrangements,
and environmental factors, teachers can create an engaging and supportive learning environment
that fosters student success.

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2. Managing the Learners

Effective classroom management in ESL lessons also involves managing the students, ensuring
that they are engaged, motivated, and working well together. This section explores various
strategies for managing students in the ESL classroom:

2.1 Learning Names

Learning and using students' names is essential for building rapport and fostering a positive
classroom environment. Some strategies for learning names include:
● Name tags: Have students create name tags to wear during the first few classes.
● Seating chart: Use a seating chart to help remember students' names and their
corresponding seats.
● Memory games: Play games or icebreakers that involve learning and repeating names.
● Practice: Use students' names frequently during class, both when addressing them
directly and when giving examples or discussing their work.

2.2 Helping the Group Work Together

Encourage collaboration and group cohesion by:
● Establishing clear expectations for group work, including roles, responsibilities, and
desired outcomes.
● Building trust among group members through icebreakers, team-building activities, and
cooperative tasks.
● Providing opportunities for students to work with different peers, rotating groups or
partners regularly.
● Monitoring group dynamics and intervening as necessary to ensure that all students are
participating and contributing.

2.3 Mixed-Level Classes

In mixed-level classes, it's essential to provide differentiated instruction and support to meet the
diverse needs of all students. Some strategies for managing mixed-level classes include:
● Flexible grouping: Group students according to their level, interests, or learning styles
for specific tasks or activities.
● Differentiated tasks: Design tasks with multiple levels of difficulty or complexity to
accommodate different abilities.
● Peer support: Pair higher-level students with lower-level students to provide support and
scaffolding during collaborative tasks.
● Individualized support: Provide targeted support and feedback to students based on
their specific needs and progress.

2.4 Large Classes

Managing large classes can be challenging, but there are strategies to help maintain order and
ensure that all students receive the support they need:
● Establish clear routines and expectations for behavior, participation, and transitions.
● Divide the class into smaller groups or teams for collaborative tasks and activities.
● Implement a variety of teaching strategies, including whole-class instruction, small group
work, and individual tasks, to engage all students and provide differentiated support.
● Monitor student progress and participation through regular formative assessments and
observations.

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2.5 Individuals
To effectively manage individual students:
● Get to know their learning styles, interests, and needs.
● Provide opportunities for one-on-one conferences or check-ins to discuss progress,
address concerns, and offer targeted support.
● Differentiate instruction and tasks to meet individual needs and preferences.
● Encourage self-monitoring and reflection, guiding students in setting and working
toward personal learning goals.

2.6 A Learner-Centered Approach

A learner-centered approach to classroom management emphasizes students' active
involvement in their learning process, fostering autonomy, motivation, and engagement. To
implement a learner-centered approach:
● Encourage students to take responsibility for their learning by setting goals, monitoring
progress, and reflecting on their learning experiences.
● Provide opportunities for choice, allowing students to select topics, tasks, or materials
that align with their interests and needs.
● Facilitate collaboration and peer support, encouraging students to work together and
learn from each other.
● Act as a guide and facilitator, providing support, feedback, and scaffolding as needed,
while empowering students to take ownership of their learning.

Managing students in the ESL classroom requires a range of strategies tailored to individual and
group needs. By adopting a learner-centered approach and fostering a positive, collaborative
learning environment, teachers can effectively manage diverse groups of students and support
their success.

3. Managing the Teacher

Effective classroom management for ESL lessons requires teachers to manage not only the class and
the students but also themselves. The following parts delve into specific strategies for managing
oneself as an ESL teacher.

3.1 Being Yourself

It is essential for teachers to embrace their unique teaching style and personality, as this authenticity
helps to create a more comfortable learning environment. Students can sense when a teacher is
genuine and are more likely to trust and engage with them. Avoid trying to imitate other teachers
and focus on developing your strengths, while being open to learning and growth.

3.2 Establishing and Maintaining Rapport

Building rapport with students is crucial for creating a positive and supportive learning environment.
To establish rapport, consider the following strategies:
● Learn and use students' names consistently.
● Show genuine interest in students' lives, asking about their hobbies, interests, and
experiences.
● Be approachable and open to students' questions and concerns.
● Share relevant personal experiences to help humanize yourself and create connections with
students.
Maintaining rapport requires ongoing effort. Check in with students regularly, provide individualized
feedback, and cultivate a welcoming classroom atmosphere.

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3.3 Ways of Listening

Active listening is a vital skill for any teacher, as it helps to understand students' needs and concerns
more effectively. To practice active listening, consider these strategies:
● Maintain eye contact and use non-verbal cues (e.g., nodding) to show you are engaged.
● Avoid interrupting or finishing students' sentences.
● Paraphrase what students say to confirm understanding.
● Ask follow-up questions to encourage deeper thinking or clarify points.
By demonstrating genuine interest in students' perspectives, you can foster a more collaborative and
supportive learning environment.

3.4 Turning the Volume Up and Down

Modulating your voice is essential for keeping students engaged and maintaining their attention.
Experiment with different volumes to find the most effective approach:
● Speak more softly to encourage focus and draw students in.
● Raise your voice to emphasize important points or regain control of the class.
● Adjust your volume based on the size of the room and the number of students.

3.5 Finding the Right Voice Tone

The tone you use can significantly impact how your message is received. Be mindful of your tone and
adapt it to the situation:
● Use a warm and friendly tone during casual conversations.
● Adopt a more authoritative tone when giving instructions or addressing misbehavior.
● Adjust your tone based on students' ages, cultural backgrounds, and proficiency levels.

3.6 Varying the Quantity of Your Control

Striking the right balance between control and flexibility is crucial for effective classroom
management. Consider the following strategies for adapting your level of control:
● Provide more guidance during complex tasks or when introducing new material.
● Allow for more independence during collaborative activities or when students demonstrate
competence.
● Encourage students to take on leadership roles or assist their peers when appropriate.

3.7 Gestures and Facial Expressions

Non-verbal communication plays a significant role in the classroom. Use gestures and facial
expressions to convey meaning, emphasize key points, and establish rapport with your students:
● Use gestures to clarify instructions, indicate spatial relationships, or show approval.
● Smile to create a welcoming atmosphere and express encouragement.
● Be aware of unintentional facial expressions that may convey frustration or impatience.

3.8 The Teacher's Language

As an ESL teacher, your language use is critical for both modeling and facilitating learning. Keep the
following guidelines in mind:
● Ensure that your language is clear, concise, and appropriate for your students' level.
● Be mindful of cultural differences and idiomatic expressions that may be confusing for your
students.
● Use language scaffolding techniques, such as restating, paraphrasing, or providing
examples, to support students' comprehension.

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3.9 Using Intuition

Developing and trusting your intuition as a teacher can be invaluable for making decisions in the
classroom. Intuition can help you identify when to intervene, provide support, or modify your
teaching approach. To strengthen your intuition, consider the following:
● Reflect on past experiences and identify patterns in students' behavior, responses, or
learning styles.
● Pay attention to your instincts, even if they contradict conventional wisdom or planned
strategies.
● Be open to adapting your lesson plans or trying new approaches based on your intuition.
● Engage in professional development and discussions with colleagues to expand your
understanding of different teaching strategies and techniques.

3.10 The Teacher as Researcher

Adopting a mindset of continuous learning and improvement can help you become a more effective
teacher. By treating your classroom as a site for research, you can gain insights into your teaching
practices and identify areas for growth. Consider the following strategies:
● Observe your own teaching through video recordings, self-assessments, or peer
observations.
● Collect data on students' progress and achievement, using it to inform your instructional
practices.
● Reflect on your lessons, identifying what went well, what didn't, and potential areas for
improvement.
● Engage in ongoing professional development and stay current with research on teaching
strategies and best practices.

In conclusion, classroom management for ESL lessons involves not only managing the class and the
students but also managing yourself as a teacher. By focusing on personal authenticity, rapport
building, active listening, voice modulation, non-verbal communication, language use, intuition, and
continuous learning, you can create a more effective and engaging learning environment for your
students.

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Lesson 12: Teaching Writing

Writing is an essential skill that empowers individuals to communicate their thoughts, ideas, and
emotions effectively across various contexts. As a cornerstone of academic, professional, and personal
success, the ability to write well is invaluable in today's interconnected world. The journey of teaching
writing requires understanding the challenges learners face and devising strategies that cater to
diverse needs and learning styles. In this process, educators play a vital role in fostering a supportive
environment that encourages creativity, critical thinking, and self-reflection. By employing a range of
techniques, such as using sample texts, focusing on key text features, providing constructive feedback,
and implementing effective error correction methods, teachers can nurture students' writing skills and
pave the way for their future accomplishments.

The problems
Learners often face several challenges when it comes to writing. These problems can hinder their ability
to express themselves effectively and impact their overall writing quality. Some common issues
learners encounter include:

1. Limited vocabulary: A restricted vocabulary can result in repetitive or unclear writing. Students
may struggle to find the right words to convey their thoughts, making it difficult for readers to
understand their intended message.

2. Grammatical errors: Mistakes in grammar, such as tense usage, subject-verb agreement,

punctuation, and sentence structure, can affect the clarity and coherence of a piece of writing.
These errors can create confusion for readers and detract from the overall quality of the work.

3. Poor organization: Organizing thoughts logically and presenting them coherently can be
challenging for learners. They may have difficulty structuring their writing, leading to
disorganized paragraphs, unclear topic sentences, and weak transitions between ideas.

4. Lack of clarity and coherence: Students may struggle to maintain a consistent focus throughout
their written work. They might have difficulty connecting ideas and presenting them in a way
that flows smoothly, making their writing hard to follow.

5. Difficulty with writing conventions: Learners may be unfamiliar with specific writing
conventions, such as formatting, citation styles, and genre-specific requirements. This lack of
knowledge can result in writing that does not adhere to expected norms, impacting the overall
effectiveness and credibility of the work.

6. Writer's block: Many learners experience writer's block, where they find it difficult to begin or
continue writing. This mental block can stem from various factors, including self-doubt,
anxiety, or a lack of motivation.

7. Inadequate planning and prewriting: Some students may not invest enough time in the
planning and prewriting stages of the writing process. This can result in a weak foundation for
their writing, leading to underdeveloped ideas and superficial analysis.

8. Insufficient revision and editing: Learners may not allocate enough time for revising and
editing their work, which can lead to persistent errors and a lack of refinement in their writing.

Addressing these challenges in the writing classroom is crucial for helping students develop the skills
and confidence needed to become effective and proficient writers.

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What students can learn from a sample text

Sample texts serve as valuable tools for teaching writing, as they provide students with concrete
examples of effective writing techniques, language usage, and organization. By analyzing and
emulating these examples, learners can enhance their own writing skills. Some key lessons students
can learn from a sample text include:

1. Organization and structure: Sample texts can demonstrate how to effectively organize ideas
and present them in a logical order. Students can learn the importance of using paragraphs,
topic sentences, supporting sentences, and conclusions to create a coherent and well-
structured piece of writing.

2. Vocabulary and expressions: By studying sample texts, students can expand their vocabulary
and familiarize themselves with various expressions, idiomatic language, and phrasal verbs.
This exposure to a diverse range of language can enrich their writing and help them convey
their ideas more effectively.

3. Grammar and sentence structure: Sample texts can serve as models for correct grammar usage
and appropriate sentence structures. By analyzing well-written texts, students can learn how
to construct complex sentences, use appropriate verb tenses, and maintain subject-verb
agreement, among other grammatical skills.

4. Writing conventions: Sample texts can introduce students to the specific conventions and
requirements of various writing genres, such as essays, reports, or research papers. They can
learn about formatting, citation styles, and tone, allowing them to adapt their writing to meet
the expectations of different audiences and contexts.

5. Cohesion and coherence: Analyzing sample texts can help students understand how to use
cohesive devices, such as transition words, pronouns, and conjunctions, to link ideas and
create a seamless flow in their writing. This focus on cohesion and coherence enables students
to develop writing that is easy to follow and understand.

6. Writing style and voice: Sample texts can expose students to different writing styles and
authorial voices, helping them develop an appreciation for varied approaches to writing. By
examining these examples, students can begin to cultivate their own unique writing voice and
style.

7. Argumentation and persuasion: In the case of argumentative or persuasive texts, students can
learn how to construct a compelling argument, provide supporting evidence, and address
counterarguments. This skill is crucial for developing persuasive and well-reasoned writing.

8. Critical reading and analysis: Studying sample texts encourages students to read critically and
analyze the author's choices in language, organization, and style. This analytical mindset can,
in turn, be applied to their own writing, fostering a more reflective and intentional approach
to the writing process.

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Teaching Steps for Writing Skill (With Text)

Step Description

Begin by setting the context and allowing students to personalize

1. Lead-in the topic through discussion questions, brainstorming, or sharing
personal experiences related to writing.

2. Gist activity on sample Provide a sample text related to the topic, and have students
complete a gist activity to identify the main ideas or answer
audio/ text
multiple-choice questions about the text.

3. Input on key features Provide input on the key features of the text, such as structure,
organization, or useful language, through a teacher-led
in the text
presentation or guided discovery.
Guide students in planning for the writing task by providing a
4. Planning handout, graphic organizer, or outline to help them structure their
thoughts and ideas.
Have students produce their own written work, using the target
5. Production
language and structures learned from the sample text.

6. Feedback and Provide feedback and error correction to help students improve
their writing skills through whole-class feedback, individual error
correction
correction, or peer feedback.

Teaching Steps for Writing Skill (Without Text)

Step Description

Similar to the with-text approach, begin by setting the context and

1. Lead-in allowing students to personalize the topic through discussions,
brainstorming, or sharing personal experiences related to writing.
Guide students in generating ideas for the writing task through
2. Planning brainstorming or note-taking, considering the language and
structures needed for a well-organized and coherent piece.
Provide input on useful language for the task, focusing on target
3. Input of useful language vocabulary, expressions, grammar structures, and cohesive devices
for successful completion.

4. Organization and Teach students how to organize their writing effectively, introducing
the concept of paragraphs, topic sentences, supporting sentences,
structure
and conclusions as needed.

Have students engage in the writing task, producing their own

5. Production
written work using the language and structures taught.

6. Feedback and error Offer feedback and error correction to help students improve their
writing skills, using methods such as whole-class feedback,
correction
individual correction, or peer feedback.

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Focus on key features of a text

Focusing on key features of a text is essential for teaching writing effectively. By introducing activities
that highlight these features, students can develop a deeper understanding of what makes a piece of
writing successful. The following activities can help students identify and apply these key features in
their own writing:
● Text analysis: Provide students with sample texts and have them analyze the organization,
vocabulary, grammar, and writing conventions used. Encourage them to make notes on what
they observe and discuss their findings with their peers.
● Guided discovery: Create worksheets or guided questions that lead students to discover the
key features of a text, such as the use of topic sentences, cohesive devices, or specific
language functions. These guided activities can help students actively engage with the text
and internalize the writing techniques being demonstrated.
● Group work: Assign students to work in groups to identify and discuss key features of a given
text. This collaborative approach encourages peer-to-peer learning and allows students to
benefit from the insights and perspectives of their classmates.
● Text reconstruction: Remove certain key elements from a text (e.g., topic sentences,
transitional phrases, or main arguments) and have students reconstruct the text by adding
appropriate language. This activity challenges students to apply their understanding of the
key features in a hands-on and creative manner.
● Compare and contrast: Provide students with two or more texts that differ in quality,
organization, or style. Have them compare and contrast the texts to identify the key features
that contribute to the effectiveness of the stronger text. This activity can help students develop
their critical analysis skills and gain a clearer understanding of what makes a piece of writing
successful.
● Jigsaw reading: Divide a text into sections, and assign each section to a different group of
students. Each group is responsible for analyzing their assigned section for key features and
then presenting their findings to the class. This activity encourages collaboration and helps
students develop a comprehensive understanding of the text as a whole.

Types of feedback for written work

Providing constructive feedback on written work is an essential part of the writing process, helping
students identify areas for improvement and develop their skills. As a teacher, it's important to use
various types of feedback to address students' diverse needs and learning styles. Here are some
common types of feedback on written work and suggestions for conducting them effectively:
1. Written feedback: Provide comments directly on the students' written work, highlighting
strengths, areas for improvement, and specific suggestions for revision. To conduct this
effectively, use clear and concise language, focus on the most significant issues, and balance
positive and negative feedback.
2. Whole-class feedback: After reviewing students' work, provide general feedback to the entire
class, addressing common patterns or issues observed in the assignments. This approach can
save time and help students learn from each other's mistakes. When conducting whole-class
feedback, be sensitive to individual feelings and avoid singling out specific students.
3. Peer feedback: Encourage students to exchange their written work and provide feedback to
one another. This collaborative approach can help students develop critical thinking skills and

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learn from their peers' perspectives. To facilitate effective peer feedback, provide guidelines
and criteria for assessing the work, and model constructive feedback during class discussions.
4. Conferencing: Schedule individual conferences with students to discuss their written work,
address errors, and provide guidance for improvement. This personalized approach allows for
in-depth discussions and tailored feedback. During the conference, ask open-ended
questions, listen actively, and encourage students to reflect on their writing process.
5. Audio or video feedback: Record your feedback on students' written work using audio or
video, and share it with them. This approach can provide more detailed and nuanced feedback
while also giving students the opportunity to listen or watch multiple times. Be sure to speak
clearly and maintain a positive tone, focusing on specific areas for improvement and offering
actionable suggestions.
6. Focused feedback: Instead of correcting every error, focus on specific aspects of writing (e.g.,
verb tense, punctuation) in each feedback session, allowing students to concentrate on
improving one area at a time. Clearly communicate the focus of your feedback and provide
examples to help students understand the issue and how to address it.
7. Rubrics and checklists: Provide students with a rubric or checklist outlining the criteria for
evaluating their written work. This tool can help guide students' self-assessment and offer a
structured way to provide feedback on specific aspects of their writing. Review the rubric or
checklist with students and clarify any questions they may have about the evaluation criteria.
8. Error logs: Encourage students to maintain an error log, noting the mistakes they make in their
writing, the corrections provided, and any patterns they observe. By reviewing these logs
during feedback sessions, you can help students become more aware of their weaknesses and
track their progress over time.
Using a combination of these feedback methods can help you cater to different learning preferences
and provide comprehensive support for your students' writing development.

Error correction

Error correction is a crucial aspect of providing feedback on students' written work, helping them
identify and rectify mistakes to improve their writing skills. Using various tools and approaches can
make the error correction process more efficient and effective. Here's how to use these tools for error
correction:
● Track changes in Word: Microsoft Word's "Track Changes" feature allows you to make edits
and suggestions directly on the document, while maintaining a record of the original text. To
use this feature, click on the "Review" tab, and then select "Track Changes." As you make
corrections and suggestions, they will be highlighted, and the original text will be crossed out
or underlined. Students can then review the changes, accept or reject them, and make
revisions based on your feedback.
● Editing format in Google Docs: Google Docs offers a similar feature called "Suggesting
mode," which allows you to make corrections and suggestions directly on the document. To
use this feature, click on the pencil icon in the top-right corner of the document and select
"Suggesting." Your edits will appear as colored text with a comment box, indicating the
changes you've made. Students can review the suggestions, accept or reject them, and make
revisions based on your feedback.
● Correction code: Develop a correction code that highlights various error types (e.g., grammar,
punctuation, organization) and use this code to annotate students' written work. This

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encourages students to identify and correct their own mistakes, promoting autonomy and self-
reflection. Some common correction code symbols include:
● SP: Spelling
● P: Punctuation
● G: Grammar
● T: Tense
● WO: Word order
● R: Repetition
● ^: Insertion (e.g., a missing word)
● //: New paragraph needed
● ?: Unclear or confusing

Introduce the correction code to your students and provide examples to ensure they understand how
to interpret the symbols. When marking their work, use the code to indicate errors, and encourage
students to use the code when conducting peer feedback as well.

By utilizing these tools and approaches for error correction, you can provide clear and actionable
feedback that helps students improve their writing skills and fosters a growth mindset. Additionally,
these methods promote student autonomy and self-reflection, essential components of the learning
process.

Tools to improve Writing Skills

Online tools can be valuable resources to help learners improve their writing skills. These tools offer a
variety of features, from grammar and punctuation checks to AI-driven suggestions and paraphrasing.
Here are five online tools, including Quillbot, ChatGPT, Grammarly, and two additional options, along
with guidance on how to use them:
1. Quillbot: Quillbot is an AI-driven paraphrasing tool that helps users rephrase sentences while
maintaining the original meaning. It can be useful for students who want to improve their
writing style, avoid repetition, or rephrase complex sentences. To use Quillbot, go to their
website (https://quillbot.com/), paste the text you want to paraphrase, select the desired
rephrasing mode, and click "Paraphrase." The tool will generate a rephrased version of your
text.
2. ChatGPT: ChatGPT, powered by OpenAI, is an AI language model that can help students
generate ideas, draft content, or provide writing suggestions. To use ChatGPT, visit the
OpenAI website (https://platform.openai.com/) and sign up for an API key. Once you have
access, input a prompt or question, and ChatGPT will generate relevant and coherent
responses. You can then use these suggestions to improve your writing or expand your ideas.
3. Grammarly: Grammarly is a popular online writing assistant that checks grammar, punctuation,
spelling, and style. It also offers suggestions for improving clarity, tone, and conciseness. To
use Grammarly, sign up for an account on their website (https://www.grammarly.com/) and
either paste your text into the online editor or install the browser extension or Microsoft Word
add-in. As you write or edit, Grammarly will provide real-time feedback and suggestions for
improvement.
4. Hemingway Editor: The Hemingway Editor (https://hemingwayapp.com/) is an online tool that
helps users improve the readability and clarity of their writing. It highlights complex sentences,
passive voice, adverbs, and other issues that can detract from the quality of writing. To use
Hemingway Editor, visit the website and paste your text into the editor. The tool will provide

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color-coded feedback, highlighting areas for improvement and offering suggestions on how
to revise your writing.
5. ProWritingAid: ProWritingAid (https://prowritingaid.com/) is an online writing editor that
checks grammar, style, and offers in-depth writing reports. It provides suggestions for
improving sentence structure, readability, and consistency. To use ProWritingAid, sign up for
an account, and either paste your text into the online editor or install the browser extension
or Microsoft Word add-in. ProWritingAid will analyze your writing and provide detailed
feedback and suggestions for improvement.
By incorporating these online tools into their writing practice, learners can receive immediate
feedback, suggestions, and insights to help them refine their skills and become more confident writers.
However, it's important to remember that these tools should be used as supplementary resources, and
students should also develop their understanding of writing principles and rely on their critical thinking
skills.

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