120 Hour

MASTERCLASS TESOL
Online Certification Program

Course Designer: Alberto Mulles | Graphic Design: Olivier Duong

WELCOME!
 Welcome!
Thank You for choosing Masterclass TESOL from Career Coach Academy for your TESOL certificate. You’ve made a
terrific choice. Why? Because:

● The course you are about to go through has been trusted by hundreds of students all around the world from
American to Hungarian.

● You are in good hands as your instructor has been training and teaching ESL teachers for 14 years in multiple
countries. That means you have 14 years of experience backing you when you first step in a classroom.

● Moreover, once your course is completed, you get a Teacher’s success pack worth more than the value of this
course itself so that you can shine as a teacher, wherever you want to teach.

● You will get your license that is recognized all over the world

So, congrats, you are about to start an exciting adventure with your ESL certificate!
Before getting into the course proper, here’s an introduction on what you can expect and what is expected of you...
Course requirements
In order to maximize the effectiveness of the TESOL course, we will be requiring
each of our students to agree to our Terms and Condition and Privacy Policy
Statement during the sign-up process.

This will help us guarantee that students and the academy meet the required
outcomes of the program. Career Coach Academy and the students will be
responsible for meeting those learning objectives by the conclusion of the program.

In addition to our online learning platform for delivering TESOL course materials,
students’ personal PCs or tablets must meet the minimum system operating
requirements to maximize best learning results.

Minimum system requirement (Most modern devices):

✔ Dual core processor
✔ WiFi or internet LAN connectivity
✔ Latest Firefox or Google Chrome installed browser
Helping you succeed
Here are some best practices for you to succeed:

● Immerse yourself. Download the slides on your tablet and put them on
fullscreen and read them. This helps focus on the matter at hand.

● Don’t try to do too much, too quickly. It’s not about flipping slides but
mastering the content.

● The easiest way to retain information is to write. Have a notebook by your

side but do not write what you see on the screen, instead reword in your
own way to increase retention.

● Dedicate a certain set of hours that you will dedicate to getting your ESL
license and commit to it every day.

● Periodically during your day, ask yourself to recall what you have learned.
Recall and Rewording are two of the proven best ways to increase
retention.
Course Description
Masterclass TESOL (by Career Coach). This is a Masterclass TESOL course
(with License) for International English Teaching which is aimed at providing
the fundamental aspects of English teaching leading to advance methodologies
and theories in ESL teaching.

The course is designed for aspirants who want to become an English

teacher for all levels of ESL language learners.

The aim of this program is to produce good, practical classroom teachers who
are able to teach the various lessons required by the EFL/ESL/ESOL classroom.
 Course Objective

The field of TESOL involves a professional activity that requires specialized training. The fact that someone speaks
English does not by itself qualify that person to teach it, especially to those who are learning English as an
additional language. Being able to do something and being able to teach it are two different skills.

TESOL focuses on how to use English as a world language and how to understand and become comfortable with the
various cultural practices of English-speaking people.

TESOL also refers to any of the following:

✔ English language teaching and learning: language, education, psychology

✔ Theoretical Underpinning: First language education, second language acquisition
✔ Research methodology
✔ Linguistics
 Course contents
✔ Lesson planning ✔ Drama techniques/role-play/music
✔ Staging a lesson: presentation/practice/production ✔ Course books
✔ Communicative skills ✔ Error analysis and correction
✔ Teaching speaking ✔ Listening comprehension
✔ Teaching grammar ✔ Reading comprehension
✔ Teaching vocabulary ✔ Drills and dialogues
✔ Teaching pronunciation ✔ Alternative methodologies
✔ Individualized learning ✔ Business English
✔ Class management ✔ Guided writing
✔ One-to-one teaching ✔ Testing in ESL/EFL/ESOL
✔ International job market ✔ Using multimedia in language teaching

Feeling a bit overwhelmed? Don’t be. We will go through these in an easy-to-digest step-by-step fashion. And
remember you can go at your own pace, so you set your own speed.
 4 Steps to get your TESOL Certificate

Write about
Go Through Prepare a Record a your
the Course Lesson Plan video Demo teaching
philosophy

Go through the Prepare a lesson plan Based on the lesson Write an essay about
complete course and based on the template plan, prepare a self- your teaching
pass the final test. 40 provided. Choose a made video teaching philosophy. Minimum
points. lesson theme. 20 points demo between 5 to 15 of 2,000 words. Be
minutes. 20 points original, we check for
Plagiarism. 20 points
Grading System
Final Test = 40 points
Lesson plan = 20 points
Video Demo = 20 points
Teaching Philosophy= 20 points
Total Possible Points = 100 points

You need at least 50 points to receive your ESL Certificate.

What happens if you fail? You will need to re-submit either your Lesson Plan,
Video demo or teaching Philosophy.

If you need your grade transcript, you can request it at our help desk.
contact@careercoachacademy.org
About The Video Demo
For your Video Demo, here is what we are looking for and what you will need to
be conscious of:
- Smiles
- Age Appropriateness (Are you talking to adults like kids?)
- Gestures (Are you animated?)
- Modeling (Are you showing how it’s done?)
- Drills (Are you using repetition enough?)
- Talking Speed (Are you talking slow enough for the appropriate english
level?)
- Enthusiasm
- Organization (Are the different stages flowing smoothly? Are you
prepared?)
- Praises (Are you encouraging to your (imaginary) students)
Upon completion you will receive:

Teacher
TESOL Transcript Success Pack
Certificate

Let’s look at what you get in more detail….

Your Masterclass TESOL Certificate
Upon Successfully completing the course you will receive your certificate by email. Printed certificates upon
request.

The background image shows thrilled students holding theirs!

Online
Verification
Upon completion you will also receive details to
Access Online Verification. It is an easy way for
Your new potential employers to verify your
credentials with the school.

You will also receive your transcripts all by email.

Teacher Success Pack

Upon completing your course you will gain access to the course extras:
- Downloadable books
- Done-for-you lesson plans
- Other extras
Your TESOL Certificate is recognized
Your TESOL Certificate is backed by C.P.D U.K, one of the highest Continuing Professional
Development Accrediting Authority in the world with no less than Oxford and popular
academic institutions who have sought its accreditation.
If you Need help
If you ever need help, don’t be afraid to contact us!

90 Church St, FL 1 #3514

New York, NY 10008
contact@careercoachacademy.org

by
WHAT IS
TEACHING?
What is teaching?

• Teaching is the process of transferring information from one individual to another

• It is the art of communicating a message with impact to an audience
• Pedagogy is the art or profession of teaching

Purpose of teaching

• To bring behavioral change. True learning has occurred when behavior has changed.
THE TEACHING
LEARNING
PROCESS
❖ Teaching-learning process is the heart of
education.

❖ It is the most powerful tool at your disposal to

bring about desired changes in the students.

❖ In order for learning to occur, you need to consider

the factors at hand. Like the learner: His or her skill
level, etc.

❖ In the teaching - learning process, the teacher, the

learner, the curriculum & other variables are
organized in a systematic way to attain some pre-
determined goal.
❖ Learning can be defined as the relatively permanent change in an individual's behavior or
behavior potential (or capability) as a result of experience or practice

❖ This can be compared with the other primary process producing relatively permanent change--
maturation--that results from biological growth and development.

❖ As educators, there is nothing we can do to alter an individual’s biology; the only influence open
to use is to provide an opportunity for students to engage in experiences that will lead to relatively
permanent change.

❖ In other words, change is either done biologically by natural means, organically through
experience, or provoked trough teaching.

❖ Let’s get deeper. Please read the required reading (PDF In next Lesson):
Teaching-Learning Process: Characteristics and Limitations
QUALITIES
OF A GOOD
TEACHER
 Teacher Qualities
Quality education can be achieved through two things: good teachers and
innovative teaching. Both are necessary for the improvement of education
system.

You need to become a teacher possessing certain qualities and become capable
of innovative teaching.

What qualities? For example: Being a good motivator, being able to spot
individual differences between each student.

We will get deeper into what these qualities are.

Innovative teaching consists of following: subject matter, psychological law,

biological law, good environment, classroom management.

Innovative teaching is a necessity for all teachers in order to meet the

educational needs of the new generations. Today’s student has a shorter attention
span than the student 30 years ago.
 Teacher Qualities
Remember The fact that someone speaks
English does not by itself qualify that person to teach it, so education is not a
Cup of Tea for everybody.

John Dewey, undoubtedly the world's most renowned living educator defines
education as follows':

"....education is a constant reorganizing or reconstructing of experience. It has all

the time an immediate end, and so far as activity is educative, it reaches that end-
the direct transformation of the quality of experience. Infancy, youth, adult life, -
all stand on the same educative level in the sense that what is really learned at
any and every stage of experience constitutes the value of that experience, and in
the sense that it is the chief business of life at every point to make living thus
contribute to an enrichment of its own perceptive meaning. "

John Dewey
Technical Definition of education

In short, Education is that reconstruction or

reorganization of experience which adds to the
meaning of experience, and which increases ability to
direct the course of subsequent experience.

Innovative teaching and good teacher are necessary

for the improvement of education standard.
Teacher Qualities Pyramid
Interest in subject

Interest in pupil
Good Motivator
Attention to differences
Teamwork
Teaching Methods
Knowledgeable
Use of new technology
Flexible

Respectable
Teacher Qualities

Your most important qualities as a teacher are:

- Being interested in what you are teaching
- Being interested in the person you are teaching
- Being able to motivate them

Let’s look at all of the qualities in more detail...

 Interest in subject
Interest always show. You’ve probably had a teacher who you could “feel” was not
interested in what they were doing. Alternatively you probably had a teacher who
was ecstatic to teach. Since excitement and interest is contagious, your own interest
will be passed unto students.

My graphic designer friend told me of his dad, a Chemistry and Physics teacher. All
of his friends still tell him that his dad was the very best teacher they ever had, even
after a decade. His secret? We has genuinely interested in Chemistry and Physics
and teaching it.

Moreover it’s asking a lot of students to be interested in something that you yourself
are not interested in. It’s like it’s a bluff. And your students will pick up on it.
 Interest in pupil
One of the most famous motivational speakers of all time, Zig Ziglar said:
“People don't care how much you know until they know how much you care”

You could rephrase that into

“Students won’t care how much you can teach them until they know how
much you care”

Just like students can pick up if you are interested in teaching, they also can pick
up on if you are interested in them. Winner of the 2005 teacher’s award, Trevelyan
May said:

"This feels amazing, I am very flattered. Teaching enables you to be forever

young. When you teach children, you share their interests and their problems.
For someone like me, who is a child at heart, it's an absolute pleasure."

He just pointed out what earned him his award: Interest in his students
 Interest in pupil
As a teacher, especially to young children you hold tremendous power.
Like uncle Ben from Spiderman said “With great power comes great
responsibility”

I know of adults who are stills scared from their teachers who called them
“stupid”, 20 years later!

But there’s good teachers too. When you watch the Oscars, the recipients
are always giving thanks to their teachers. Justin Paul said “I'm so grateful
to all my teachers who taught so much and gave so much to us"

What does it say to students if you ignore them? Children look up to you
as an important figure. And adults defer to you for guidance. So be
interested in them!
Interest in pupil
Being interested in your students not only allows learning to take place, it
also allows you to find out their strengths and weaknesses but also
uncover their interests, a crucial piece for motivation.

So show interest in your students. Make a mental note of what they are
good at and where they aren’t. Also note their differences, for example
one is interested in drawing, another math.

This will help you become a more effective teacher that is liked at the
same time.
 Good motivator
You must see things from the point of view of the student. Most of them did not ask to be there. So motivation is necessary
for them to make the effort of learning. How do you motivate? Here’s some ways…

Your own energy

Your own state of being is transferrable and is often transferred to the students. Meaning your students will reflect your own
attitude like a mirror. There is something inherently motivating being with someone who is enthusiastic. So in order to be
motivating, you must first be motivated.

But this is easier said then done. Somedays are bad days. How do you stay motivated when it’s been raining, your bus
was late, you forgot to rince your face and a dog bit you on the way?

That’s where a mental technique comes in. Here’s how to “clean your slate” in 3 seconds. First, in your mind, see all of the
things that are aggravating you. The rain, the stress, you slept late. Everything, just see all of this negativity in your mind.
Then imagine putting all of this negativity in a ball. Then see in your mind’s eye this ball getting
small...smaller..tiny...minuscule. And then exhale physically, pushing that little speck of negativity out of your mind.

Take a few deep breaths and remember of a time when you were excited. Make that image bigger and bigger. Feel the
energy of this past moment coming back. Congrats, you’ve just changed your attitude and you are ready for the class.
 Good motivator
Their own interests
There’s nothing more interesting than your own interests. As one man recalls, he
asked a gentleman about what he does for a living. That man talked for 3 hours
straight. Getting incredibly sleepy, the talker looked straight at his listener and
told him “you are the most interesting person I have ever me”.

If you like something you can talk to it for hours on end. You can use this fact to
your advantage and motivate your students. In the beginning classes, ask “what
do you like?”.

You can use their interest to motivate them in two ways. Either by incorporating
them into a lesson, for example showing a screenshot of text in video games.
You can also teach them interest-specific vocabulary.

Or you can keep refreshing how english will help them in their interests. If you
know english, you can play many games. Or you can move up in your company,
etc. It all depends on the learner.
 Different Ages, Different Motivations
here’s nothing more interesting than your own interests. As one man recalls, he asked a gentleman about what he does for a
living. That man talked for 3 hours straight. Getting incredibly sleepy, the talker looked straight at his listener and told him “you
are the most interesting person I have ever me”.

If you like something you can talk to it for hours on end. You can use this fact to your advantage and motivate your students. In
the beginning classes, ask “what do you like?”.

You can use their interest to motivate them in two ways. Either by incorporating them into a lesson, for example showing a
screenshot of text in video games. You can also teach them interest-specific vocabulary.

Or you can keep refreshing how english will help them in their interests. If you know english, you can play many games. Or you
can move up in your company, etc. It all depends on the learner.
Different Ages, Different Motivations
Depending on the age of your pupil, their motivation will change
and so does your approach.

The prospect of getting a nice lollipop might be fine with toddlers,

but not so much middle age women.

Here are some of the overall best practices for the different age
groups you might encounter
Children Motivations

Children have short attention span, even more in this day and
age. They will not learn the language on a conscious level but
they will put in the effort if presented as a game.

With children make sure you use many fun and fast paced
activities, use songs (more on that later) and multimedia like
videos.
Teenager Motivations

Teenagers are extremely self conscious and worry about how

they appear as part of the class. So focus more on
encouragement rather than criticism.

They will appreciate if you give them independence, and allow

them to choose from a variety of topics to choose from.

Insert “cool” activities in your lessons. Like popular songs that are
clean and appropriate.

Lastly, don’t take their attitude personally. Remember when YOU

were a teenager, there’s a host of things happening in their lives
that you have no idea about. So the occasional moodyness is to
be expected
Adult Motivations

Adults are probably already self motivated. Because they are

probably the one paying themselves. Find out why they are taking
the classes and offer them lessons based around those answers.

For example, some adults might be picking up english as a

hobby. The lessons need to be different if they are picking up
english for better job prospects.
Motivation in a Nutshell
In a nutshell, while your students will mirror your attitude,
motivation is largely a matter of finding what they really want, and
linking it to your lessons.

In this way, it immediately makes the lessons interesting because

it’s something they are interested in.

That is true for all age groups.

Differences in Pupil
As a teacher, you will need to notice the differences in your
pupils. Motivation is only one factor, others include academic
level, attitude, strengths and weaknesses, etc.

Every pupil is different and when you see their differences you
can better prepare to teach them. For example if you know one
pupil struggles with numbers, you can have him participate more
when numbers come up for more practice.
 Teamwork
As a teacher you will not be an island unto yourself. Teamwork is
an important part of the vocation.

Teamwork between you and your peers, but also between you
and your students.
Teaching Methods
You will need to be aware of different teaching methods. More on this
later in the course. Teaching methods are like a swiss army knife.
Different situations require different blades.

Having a good grasp of what teaching method to use for what age
group, and what type of student is crucial. One thing is for sure, one
teaching method will not work for every student, part of being a teacher
is being able to know what will work best for the pupils you have under
you.
 Knowledgeable
The painter has his canvas. The sculptor his clay. The teacher
has their knowledge of how people function. How they react,
what motivates them forward, their psychology.
This is a lifelong task of learning how people are so that you
know exactly what to do depending on the students. You will
pick this up with experience, but it is beneficial to every
teacher to learn about psychology.
 Use of new technology
Once upon a time, all students needed was a pen an paper, and
teachers a chalk and a board. Not today. Today is the age of
technology and you must integrate it into your lessons.

As a teacher, you must be familiar with technology and use it to

your advantage. It does not need to be complicated...it could just
be to show a video or presentation. Or you could ask you students
to search something online by themselves as homework.

If you remember my graphic designer friend, one of the biggest

reasons his dad was so liked as a physics and chemistry teacher,
besides his energy was because of his presentations. He would
show the molecules bonding, etc.
 Flexible
You must be flexible. That means being able to adapt. That means
multiple things, from the ability to adapt depending on the
different students presented to you, to adapt to different work
environments, adapt to your host country’s way of doing business,
etc.

Being flexible means you must keep an open mind and “go with
the flow” and be able to “surf” wherever needed. This comes
easier to you if you are prepared for the situation, so before taking
on a job do you research on the age groups, levels, country, etc.
 Respectable
This goes without saying, a teacher must be respectable. A decent
human being. Work hard, be polite, respectful of others.

This is not only for your own well being, but also for your
students. They look up to you. If your behavior does not match
your teaching, your students will learn more from your behavior
than whatever you are teaching.

In this day and age, you must be extremely careful of what you
post on your social media accounts as this can influence your
students you might have friended, or even get you fired.
Innovative teaching

Innovative teaching consists of following: subject matter,

psychological law, biological law, good environment,
classroom management.

❖ Subject Matter
❖ Psychological law
❖ Biological law
❖ Good environment
❖ Classroom management
Subject Matter
The subject matter is the “cargo” of instruction.

Just like it would be absurd to load a semi-truck with worthless cargo,it is equally
absurd to use efficient methods in the teaching of worthless subject matter.

In other words, there’s HOW you teach, but there is also WHAT you teach.

WHAT you teach is the subject matter. And you must becareful to meed the
needs of pupils and of adults in a complex and rapidly changing civilization.

The recent slogan, "Teach children rather than subject-matter," is as fallacious as

would be the opposite slogan, "Teach subject-matter rather than children". The
truth is this: both subject-matter and children must be taught. Both the HOW and
WHAT are important.
Psychology
The Learning process is very complex that it is one of the most
baffling things in the world.

Although experimentation and other types of investigation have

provided much information regarding the way in which the human
mind works, even the Solomon's of the profession (the wisest ones)
are still far from knowing the exact way in which it works and the
(stimuli) which make it work best.

Probably the most valuable discovery of psychological investigations

has been concerning the nature and extent of individual differences.

In any case it will be beneficial to you to learn psychology on your

own in order to become a more effective teacher
 Biological Law
Not only must you know how the
human mind work, you also need
to know that your pupils have a
body with needs, that in turn affect
the mind.

What does this mean for you as a

teacher? Here are some best
practices...
 Biological Law
If you have morning classes
Chances are your students didn’t “wake up” yet and need some warming up. Start with easier concepts and
go from there

After lunch
After eating, people are usually in a better mood but also more sluggish. A good physical exercise is to
have everyone stand up, put their hands on their hips and move their spines around, it helps “wake up”
after eating

Slouching
The body language of the student usually indicates their state of mind. If you see anyone slouching, have
them stand straight. If everyone is slouching it might be time to have everyone do the exercise above.
Good environment

The most effective learning can take place only in the most
optimal environment.
This means, among other things, that the school building and
equipment must be adequate, safe, sanitary, comfortable,
and attractive. Unfortunately school officials rather than
teachers have control over this.

But you can always suggest that shades be secured for the
windows, that desks be placed so that the light will enter
from the left side of the room, that an adequate and
wholesome water supply be made available, and that desks
be secured which fit or are adjustable to the size of the
pupils.
Good environment
Whenever you can, make sure your students are as
comfortable as possible, and have plenty of light entering the
class.

Light has a tremendous effect on mood.

If you are able to, decorate your class depending on the age
group. Make it inviting to them.
Classroom Management
Closely related to proper school and classroom environment is effective
classroom management. The teacher is almost wholly responsible for this. More
details further down the course, but here are what you will be responsible for:

- Providing for the proper seating of the pupils

- Arranging for the pupils to pass to and from the classroom and the
building at noon, recesses, and other school intermissions
- Checking of attendance
- Providing for the distribution, administration, and supervision of
educational supplies and equipment
- Arranging for fire drills
- And in general, making certain that everything in the classroom proceeds
without confusion, friction, and other waste.
Anticipating problems

When it comes to classroom management, you must be able to

anticipate problems. Before setting foot in class, rehearse in your
mind how you can anticipate problems.
What will you do when the computer you needed for a lesson
doesn’t work?
Anticipating problems is like a safety belt. You hope you never
use it but you are glad it’s there when you need it.
TESOL
Introduction
You want to be an ESL Teacher. We have
just seen the details about the “Teacher”
part, now let’s get into more details about
the “ESL” part.

We will go through definitions and also

dispel some myths about the profession,
it’s perks and other relevant information.
Let’s get into it...
TESOL:
“Teaching English to Speakers of Other Languages”

An acronym for teaching English to speakers of other languages, used particularly in the
USA.
TEFL:
“Teaching English as a Foreign Language”

An acronym for teaching English as a foreign language, used to describe the teaching of
English in situations where it is a foreign language.
TESL:
“Teaching English as a Second Language”

An acronym for teaching English as a second language in situations where it is a second

language.
ESL:
“English as a Second Language”
An abbreviation for English as a second language
such as in Singapore.

EFL:
“English as a Foreign Language”
An abbreviation for English as a foreign language
such as Japan.
In a nutshell, TEFL, TESOL, ESL, TESL, EFL
refer to the same thing, the teaching of English
as a language beyond the . Different places use
different acronyms.

Let’s look at some perks of having an ESL...

ESL= Passport to Travel the World
 A passport to travel the world
Even if you chose not to travel, and
just stay in one country, an ESL offers Even if you chose not to travel, and just stay
a steady job, and there is even a market in one country, an ESL offers a steady job,
in English speaking countries, like the and there is even a market in English
U.S.A where you teach people of speaking countries, like the U.S.A where you
immigrant backgrounds the language. teach people of immigrant backgrounds the
language.
 Job Security
While no one can guarantee job security, an ESL can provide
you with security.

It’s one skill that you can use to travel the world and be sure you
will find a job (in countries where english is in demand)

It is also one of the easiest ways to stay in a country legally,

provided your employer will procure your visa.

Let’s get into certain questions most ESL teachers have...

So, what do ESL teachers actually DO?
Burning questions and answers
Can I teach English
without knowing
the students’
language?
❖ In a word, yes! The only language you really need to know well
is English.

❖ Some schools use the students’ language in the classroom but

this is by no means typical of the TEFL industry as a whole, and
it’s positively discouraged in most cases. Most schools
encourage immersion.
Do I have to
translate?
❖ Even though your students inevitably speak to you in their
mother tongue from time to time, you can respond in simple
English, with gestures or pictures.

❖ You may not understand what they’re saying anyway but a

gesture of affirmation is enough.

❖ If you do translate in the classroom, you have to be absolutely

certain that what you’re saying is literally correct.
Will The Students
be children?
❖ Youngsters in many countries need English lessons, but the state
takes care of this by using primary and secondary school
teachers.

❖ TEFL teachers sometimes give support to the state education

system but do most of their work in the private sector.

❖ However, many adults and teenagers preparing for work abroad

or in an international environment have a great desire to learn
English. They are well-motivated and behaved.
Do I have to know
all the Grammar in
the English
language?
❖ You don’t need to know every last bit of English grammar, but
you should aim to have a good working knowledge of all the
tenses and be able to identify and explain all the parts of speech
(more on this further in the course)

❖ The aim of TEFL is to produce students who can speak the

language almost as well as you can, at the most.

❖ In reality, very few students have the time and resources to stay
in the classroom setting beyond upper-intermediate or advanced
level
Can I teach without
a degree and
formal qualifications?
❖ You CAN find jobs without a 4 year degree.

❖ But finding work is easier if you have a Bachelor's degree or

four-years equivalent of college education.

❖ Most schools advertise vacancies for graduates in any discipline

who have a TEFL certificate comprising about 100 hours of
training.

❖ However, if you want to have a Visa in a host country, certain

countries legally require you to have a 4 year degree in order to
give you one.
Are there lots of
books and
exercises
for students?
❖ You do not have to come up with the material yourself!

❖ You can make use of the stacks of course books, work books and
resource books on the market but most schools encourage
teachers to use their own ideas too.

❖ Depending on the country and the employer, you probably have

a book and syllabus but a fair amount of latitude as well.

❖ Scour the internet for free English teaching resources, there are
many!
Does it matter that
I’m not a
native speaker?
❖ The answer to this depends on your level of English, who you’re
teaching and in what situation. Most employers expect you to be
proficient in English and have excellent, native pronunciation.

❖ You may get away with fewer skills if you’re teaching young
children or if you’re teaching in a country where native English
speakers are in short supply.

❖ Many countries in Asia now accept non-native English speakers

to teach in public schools.
Philosophy
Of Education
 Why study philosophy?

Welcome to this refreshing section about philosophy.

Before getting into the philosophy of education, why study Philosophy
in the first place?
Simple: You act upon your philosophy. It is your philosophy that color
your actions. If one person’s philosophy is “Carpe Diem”, live for the
day, you can be sure that their actions will be more focused on
enjoying the present moment.
But the more immediate and practical reason to study philosophy is
because of the clarity and confidence it will give you as a teacher. If
you are clear and know what you stand for, teaching becomes easier.
Hakuna Matata is one philosophy!
What is Philosophy of Education?

Look at the two paintings on the left. They both

depict the same subject: A woman sitting down. The
difference between the two is the artist.

If the mind of your pupils is your canvas, your

philosophy of education is your “style”.

All teachers have a personal philosophy that colors

the way they teach, even if they are not aware of it
Engaging in philosophy helps clarify what they do or
intend to do, justify or explain why they do what they
do in a logical, systematic manner
 Understanding 3 important notions

• Who they are or intend to be

• Why they do or propose to do what they do
• Eric Berne’s three important questions:
• Who am I?
• Why am I here?
• Who are all these other people, and what do they want of me?
 The meaning of Philosophical Inquiry

• When you are asking questions about the nature of truth, like how do we know something
is true, it is epistemology. Epistemology is concerned with the nature of knowledge
• When you are asking about value, like what do we know is important, it is axiology.
Axiology is concerned with the nature of values
• When you are asking about questions of reality, like does God exist, it is metaphysics.
Metaphysics is concerned with questions about the nature of reality
• “Whatever people choose to embrace, if their choices are made in a logical, rational
manner, they are engaged in the process of ‘doing philosophy.’”
 Particular Philosophies of Education

• Idealism, the first systematic philosophy in Western thought…Socrates and Plato, the
Socratic method was dialogue
• Generic notions: Philosophers often pose abstract questions that are not easily answered
but are concerned with the search for truth
• World of matter in constant state of flux, senses are not to be trusted, continually deceive
us
• Truth is perfect and eternal, but not found in the world of matter, only through the mind
 Idealism

• Plato believed education helped move individuals collectively

toward achieving the good.
• The State should be involved in education, moving brighter
students toward abstract ideas and the less able toward
collecting data…a gender free tracking system
• Those who were brighter should rule, others should assume
roles to maintain the state
• The philosopher-king would lead the State to the ultimate good

Plato
 Idealism

• Evil comes through ignorance, education will lead to the

obliteration of evil
• More modern idealists: St. Augustine, Descartes, Kant, Hegel
• Goal of Education: interested in the search for truth through
ideas
• …with truth comes responsibility to enlighten others,
“education is transformation: Ideas can change lives.”

St. Augustine
 Idealism

• Role of the Teacher: to analyze and discuss ideas with students

so that students can move to new levels of awareness so that
they can ultimately be transformed, abstractions dealt with
through the dialectic, but should aim to connect analysis with
action
• Role of the teacher is to bring out what is already in student’s
mind: reminiscence
 Idealism Methods of Instruction

• Lecture from time to time, but primary method of teaching is the dialectic…discuss,
analyze, synthesize, and apply what they have read to contemporary society
• Curriculum…importance of the study of the classics…many support a back to the basics
approach to education
 Realism

• Aristotle (student of Plato) was the leading proponent of

realism, started the Lyceum, the first philosopher to develop a
systematic theory of logic
• Generic Notions…only through studying the material world
is it possible to clarify or develop ideas…matter is real
independent of ideas

Aristotle
 Aristotle’s Systematic Theory of Logic

• Begin with empirical research, speculate or use dialectic

reasoning, and culminate in a syllogism
• A syllogism is a system of logic that consists of three parts:
(1) a major premise, (2) a minor premise, and (3) a conclusion
• For a syllogism to work, all the parts must be correct

Aristotle
 Modern Realism

• From the Renaissance, Francis Bacon developed induction,

the scientific method…based on Aristotle, developed a
method starting with observations, culminating in
generalization, tested in specific instances for the purpose
of verification
• John Locke and tabula rasa, things known from experience…
ordered sense data and then reflected on them

Francis Bacon
Contemporary Realism

• Tend to focus on philosophy and science…Alfred North

Whitehead, concerned with the search for “universal patterns”
• Bertrand Russell with Whitehead, Principia Mathematica…
universal patterns could be verified and classified through
mathematics
 Goal of Education for Realists

• Notions of the good life, truth, beauty could be answered through the study of ideas,
using the dialectical method…for contemporary realists, the goal of education is to help
individuals understand and apply the principles of science to help solve the problems
plaguing the modern world
• Teachers should be steeped in the basic academic disciplines
 Pragmatism

• An American philosophy from the 19th century…Peirce, James, Dewey

• “By their fruits, ye shall know them.” Pragmatism encourages people to find processes
that work in order to achieve their desired ends…action oriented, experientially grounded
• Rousseau… “back to nature”, environment and experience…Emile, little regard for the
education of women other than to be Emile’s companion
 John Dewey

• Intellectual heir to Charles Darwin, constant interaction

between organism and environment, dynamic and developing
world…child centered progressivism and social
reconstructionism
• Instrumentalism and experimentalism, pragmatic relationship
between school and society and applying ideas of education
on an experimental basis

John Dewey
 John Dewey’s Philosphy

• Education starts with the needs and interests of the child,

allows the child to participate in planning her course of study,
employ project method or group learning, depend heavily or
experiential learning
• Children are active, organic beings…needing both freedom
and responsibility
• Ideas are not separate from social conditions, philosophy has
a responsibility to society

John Dewey
 John Dewey’s Role of the Teacher

• Not the authoritarian but the facilitator…encourages, offers

suggestions, questions and helps plan and implement courses
of study…has command of several disciplines
• Inquiry method, problem solving, integrated curriculum

John Dewey
 Existentialism

• Education should focus on the needs of individuals, include the non-rational as well as
rational, the notion of possibility
• Teachers should understand their own “lived world” and help students to understand their
world
• The need to be “wide awake”…the role of the teacher is intensely personal
 Neo-Marxism

• Radical critique of capitalism

• The role of education should be to give students the insight to
demystify capitalism and become agents of radical change
• Marx believed the history of civilization was defined by
class struggle
• General conflict theory…the teacher is a “transformative
intellectual”

Carl Marx
Classroom
Management
And Student
Motivation
What is classroom
management?
 Classroom Mangement

Being a teacher is not just about the passing on of information. You must also be a
manager, you must ensure that the class runs smoothly and that the students make
progress. Here is an overview of what it requires:

● Effective Discipline
● Being prepared for class
● Motivating your students
● Providing a safe, comfortable learning environment
● Building your students’ self-esteem
● Being creative and imaginative in lessons
 Classroom management is different
Classroom management is different for everyone.
Why? Because of:

● Personal teaching style

● Your attitude / Students’ attitude
● Not all management strategies
are effective for every learner
Some teachers prefer a more rigid structure, others
like a more relaxed environment. Some students
NEED the rigid structure or the class will derail.

In short, there is no one strategy that works 100%

of the time. We will give you many, but it’s up to
you to find something that fits you and the
situation.
 Your students
Your approach will be different depending on who you teach. There are 3 big factors to consider when planning your
approach:

- Student age and motivation (Toddlers vs Working Adults)

- English Level (Beginners vs Advanced)
- Learning Style (Auditory vs Visual)
- Class Size (One on one vs many)

Do not underestimate the importance of these factors. The question of WHO you teach will determine WHAT and HOW
you need to teach. It’s like you are a company’s boss... Knowing about your employees helps you manage them better and
insure things go smoothly.
Let us look at these factors in more detail, starting with a refresher on age groups.
Children

Children have short attention span, even more in this day and
age. They will not learn the language on a conscious level but
they will put in the effort if presented as a game.

With children make sure you use many fun and fast paced
activities, use songs (more on that later) and multimedia like
videos.
Teenagers

Teenagers are extremely self conscious and worry about how

they appear as part of the class. So focus more on
encouragement rather than criticism.

They will appreciate if you give them independence, and allow

them to choose from a variety of topics to choose from.

Insert “cool” activities in your lessons. Like popular songs that are
clean and appropriate.

Lastly, don’t take their attitude personally. Remember when YOU

were a teenager, there’s a host of things happening in their lives
that you have no idea about. So the occasional moodyness is to
be expected
 Adults

Adults are probably already self motivated. Because they are

probably the one paying themselves. Find out why they are taking
the classes and offer them lessons based around those answers.

For example, some adults might be picking up english as a

hobby. The lessons need to be different if they are picking up
english for better job prospects.
English Level

It goes without saying that the level of your students will affect what and
how you teach them.
As a teacher you will need to also gauge the levels within the levels. Some
beginners are better than other beginners at speaking, writing, etc.

When teaching beginners, keep in mind that no one wants to make a

mistake, and because of pride of culture (especially in honor-based Asian
countries) many would rather NOT participate rather than make a mistake.
Make sure you make you class a safe environment to fail.

You will need less hand-holding with more advanced speakers

Learning Style

There are 3 core learning styles you need to be aware of:

- Visual learners
- Auditory learners
- Kinaesthetic learners

Let’s take a look at each in detail

Visual Learners

Visual learners learn best by seeing and looking at things.

That can be maps, charts, diagrams, role-play, etc.

There are two sub-categories to this learning style:

Visual-Spatial: Learns better with visual aids but not text

Visual-Linguistic: Responds better when reading and taking
notes

Needs: Illustrations, maps, text

Auditory Learners

These learners learn best through audio means, that can be

reading out loud, listening to a recording and even music.

Needs: Speaking and Listening

Kinaesthetic Learners

These learners learn best by tactile means or doing. In other

words they need physical stimulus in order to learn best.

They might appear to be visual learners taking notes, but

they do it for the sake of having physical stimuli writing
with their pen.

Needs: Hands on activities, demonstrations, involvement

 Figuring out your students

Most students are not aware of their own inclinations. In your beginning classes, make mental
notes of you pupils inclinations so that you can better cater to their needs. If you have a more
predominantly visual learners class, more visual lessons will be necessary.

You will probably never have a class made up of one class of learners, so you must include a
variety of lesson types.
Class Size

The last factor we will look at is Class size.

This varies greatly depending on your job, but each class will require a
different approach.

Here are the main class sizes:

- 1 to 1
- Small group
- Large groups

Let’s look at how you will manage each

1 to 1

When planning for a 1 to 1 lesson, plan it around your pupil. Their level,
their interests and their needs.

You will need more material than you would for a group because the
activities will go faster when dealing with one person.

Use the first session to discover these and also to build trust.
Small Groups

Students feel safer in a small group where everyone can know each other
easely.

With a small group you can give more attention to each student

You will need to prepare lots of activities because the pace of the students
will be faster than a large group.
Large Groups

Make sure students in the back can hear you well. It takes some practice
because you might be use to talk at a normal volume.

Try to give each student some attention no matter how small. It can be
asking a simple question, or giving a positive comment.

Periodically make sure that everyone is on the same page and

understands the question.

One simple strategy is to make activities and strategies that divide the
large group into smaller groups.
 TASK
Your learning style
Think of you as a student, what do you do? Are you primarily a Visual learner? Write that down
and make a mental note of it. Because you will tend to default to your learning style, but that
might not be what students need most.

So an Auditory learner turned teacher must be careful to include a variety of other lessons styles
for the non-auditory learners in his or her class.

Your teaching style

Remember when you were a student. What kind of teachers did you like most? What did they do?
Write those down, as they will give you a clue at what your teaching style is.

Also remember the teachers you didn’t like. What did they do that you did NOT like? Write them
down, this will point to the opposite of your teaching style.

Write down ways in which you can design a lesson for students with a variety of learning styles.

What strategies can you implement to take classroom management into consideration?
Why is Classroom Management Important?

We’ve taken a look a your students, now let’s look at

classroom management proper. First, why is it important?

On a basic level it helps both students and teachers have a

good time. Nothing is worse than dreading going to class
as a student or teacher.

On a more practical, it makes for effective learning. The

teacher teaches better and the student learns better because
of the environment.
 Principles for Successful Classroom Management

● Show confidence / positive attitude

● Your physicality
● Variety is the spice of life
● Give everyone attention
● (Over)Plan your lessons
● Prepare the class
● Set expectations of discipline early
● Work to engage all students

Let’s look at each of these in details

 Attitude and confidence

One of the first principles of classroom management is...you.

To be more specific, your ATTITUDE. Because it is you attitude of confidence and
enthusiasm that sets the tone for the class.

So make a good first impression and remember that your attitude comes first.

What is the most important part of

Classroom management?
In short: There is something
incredibly attractive about someone
who is confident, enthusiastic and
charismatic. It is one of your biggest
assets as a teacher.
 Your physicality

Ever had a teacher, or heard a talk where all you wanted to do was dozeee off? It’s probably
because the teacher did not have enough presence to shine through. Or it’s also because that
teacher did not use his or her physicality, another principle of classroom management.

● Be aware of your tone of voice. Vary your tone! Too many teachers speak as if they were
reading a dry list of groceries. This comes naturally if you are enthusiastic.
● If you have a desk, don’t sit too much on it, it creates a psychological barrier between you and
students
● Always move around, right to left or left to right. This is a trick from the world’s greatest
speakers to keep attention, like Steve Jobs
● Also use your hands for gestures. Just don’t keep still for too long
 TASK
Watch this video:
https://www.youtube.com/watch?v=x7qPAY9JqE4

Please MUTE the video. The point is not what Steve Jobs said but to observe
his physicality. He does not stand in place, he moves around a lot and uses
his hands for gestures.
 Giving everyone attention

You know one of the worst feelings in the world? The feeling of being left out. Human
beings are hardwired for relationships so the feeling of being ignored hurts.

You must give attention to your students. Learn about them, their lives and interest. Even
teaching a large group, try your best to interact with everyone, no matter how small. It
can be as simple as telling your student “Hey, Mike, are you understanding this?”
Variety is the spice of life

Nowadays, things get boring very quickly, so your best bet as a teacher is to
VARY your activities and lessons as to keep them fresh.

My friend told me his mother once made Paella, a seafood dish. He was
raving about it so much that his mom did it a second time, and then a third
time, until he was sick of it.

Don’t let your students tell themselves “I’ve got this all figured out!”, while
there are “stages” to a lesson (more on that later), you need to keep things
fresh by keeping things varied.
(Over) Plan your lessons

Don’t wing it. Your student can easily pick up if you have not
prepared and will take full advantage of it.

How to plan your lessons is covered in a PDF handout. You will

also get as part of your completion a set of ready made lesson
plans.

The principle for classroom management is to always have a

gameplan (depending on class size, age, etc) and have a few extra
activities planned just in case there is more time left.
 Prepare the class
Before your class and make sure the tools you will need for the lessons are
prepared. Cooking Chefs have a concept, “Mis-en-place”, where everything
has it’s place.

They already have all the ingredients and pots right at hand ready to cook
when the time is needed.

Make sure your class looks neat and clean, with the board wiped clean, etc.

Make sure your slides, the class computer works, etc

Once your students set foot in the class, everything must have been prepared
and ready to go.
Discipline

This is a hard subject, so

let’s start with some humor
 Discipline

Set your guidelines about what is acceptable and

expected in your first class. No talking to students, no
chatter, etc.

This will probably be provided by your school but it’s

always important to make sure your students know
your guidelines.

It might be useful to print out a sheet outlining the

rules and guidelines. So that students have a sense
that the rules are something external to you.
 Discipline

There will be the tendency to focus on the negative behavior of an unruly student. It is more
productive to focus on the positive behavior instead.

Look for ways to praise the student if they do something good instead, they usually straighten
themselves out.
 Discipline

It is rare. But you might encounter some difficult students. Remain

focused and calm (Use the 3 second trick in the “Qualities of a good
teacher” section)

● It rarely comes to that but if you need to discipline, you have

to. For example, you tell the students that if they don’t focus,
they won’t have time for that fun activity or video you had
planned for the end.
● You might need to have a private discussion at the end of the
class if the student is still unrully
● It’s very rare to come to this, but if everything else fails,
follow the school’s policy and procedures and avoid
confrontation
Engage your students

In order to engage your students there are two big schools of thought:

The old way (Teacher centered)

● Teacher speaks most of the time
● Students expect the teacher to lead activities
● Teachers constantly pass judgement on student performance
● This strategy may work but it's exhausting

The new way (Learner centered)

● Students are more involved and have a more active role
● They work individually or in pairs/small groups. Maybe even on distinct
tasks and projects!
 Why use the new way?

● Students pay more attention and learn better from each

other when their performances and processes of
negotiation of meaning are more closely adapted to one
another’s level of ability

● Group work is especially effective because ESL students

are often hesitant to speak in a large settings
Motivation: How do
we get our students
excited?
 Motivation in the Classroom
● Motivation has long been a major problem for
most teachers of English as a Second Language
(ESL) or as a foreign language .

● Motivation in the ESL/EFL classroom is easily

one of the most important factors as most of
our students have low motivation to learn
English. In addition to that, while most of them
have a vague sense that "English will be useful
for my future," they don't have a clear idea of
what that means, nor is that a very strong
motivator; it's too vague and too far off.
First step in tackling motivation problem: teachers
need to understand and appreciate the role of
motivation in language learning. According to
William Littlewood (1987:53):

“…motivation is the critical force which determines

whether a learner embarks on a task at all, how
much energy he devotes to it, and how long he
perseveres. It is a complex phenomenon and includes
many components: the individual’s drive, need for
achievement and success, curiosity, desire for
stimulation and new experience, and so on. These
factors play a role in every kind of learning
situation.”
 Principles of Motivating Students
We have already seen the specifics of age-related motivation for
children, teens and adults. Here are more general principles of
motivating students.

● Your own attitude. Again, there’s something motivating

about being close to someone motivational

● Use Pair-Work or Group-Work appropriately. Language is

best learned through close collaboration and
communication among learners. Learners can assist each
other during tasks such as writing, dialogues, role plays
etc…

● Some students find it less stressful to learn from their

peers than their teacher. Communicative language
teaching requires a sense of community and an environment
of trust and mutual confidence which “pair work” or “group
work” can provide.
 Principles of Motivating Students
● Keep things fresh and varied

● Use videos and audios. You can find many on Youtube

● Provide some “friendly” competition. Adults like to

compete as much as teenagers (sometimes more!!). You can
use: Quizzes, Games (Stop The
Bus/Pictionary/Taboo/Charades)
● Use interest related topics. If an appropriate song is popular,
you might teach the lyrics and what they mean.
● Use technology: Have them seek information about a topic
at home and produce a report in english
 Using Apps
Some apps provide perfect entertainment and teaching at the same
time. The app “Heads up” is a good example.

The teacher puts up the phone screen up to their heads and the
students must act / mimic what is said on the screen. This provides
both fun and learning at the same time.

Since many of your students will own smartphone, you can require
them to compete on their own time, like with the game “Wordbrain”
or guess the word emoji. At the start of the class, you ask everyone’s
score to see who wins.

You will have to check with your school for this.

Principles of Motivating Students
The Seating Of The Students determine the dynamics of the
lesson – a simple change in seating pattern can make an
incredible difference to group coherence. Keep the following
in mind:

- Maximise eye contact (teacher to student and student to student)

- Ensure students are seated at a comfortable distance between
each other but also ensure that no students are isolated
- Think in advance about how you will organise changing
partners or changing groups
 Principles of Motivating Students
● Role-Play: Teachers are advised to use the role- play because his helps
model real conversations and also helps motivate uninterested students
into a fun activity.
You can dramatize an interview of customer and shop assistant, a taxi ride,
a doctor and patient conversation, etc..

● Use Realia and Flash Cards: Realia is something real used in the
classroom. For example Postcards, Movie advertisements, newspapers, etc.

● Songs: An excellent medium to heighten motivation in the classroom – Magazines are great Realia
grammar, vocabulary, pronunciation and community building can all be
taught. This is so powerful as a motivator, a further section is dedicated to
it
 Strategies for Success
As a recap of motivation strategies:

● Little compliments along the way (“Doing great!”)

● Reinforce accomplishments (“That was well done!”)
● Make it a game
○ “How many can you get done in 5 minutes?
○ Play games / activities
○ Role play
● Focus on variety
● What is the student’s goal?
● Attach your lessons to that goal
“If you want to build a ship, don’t drum up the people to gather
wood, divide
the work and give orders. Instead teach them to yearn for the
endless immensity of the sea”
— Antoine de Saint-
Exupery
METHODS AND
APPROACHES IN
TEACHING ENGLISH
AS A FOREIGN
LANGUAGE
 Approaches, methods, procedures, and techniques

● Approach : this refers to “theories about the nature of language and language learning that serve as the source of
practices and principles in language teaching”. It offers a model of language competence. An approach describes
how people acquire their knowledge of the language and makes statements about conditions which will promote
successful language learning.

● Method : a method is the practical realization of an approach. Methods include various procedures and techniques
as part of their standard fare.

● Procedure : a procedure is an ordered sequence of techniques. A procedure is a sequence which can be described
in terms such as first you do this, then you do that… Smaller than a method and bigger than technique.
 Approaches, methods, procedures, and techniques

● Technique: a common technique when using video material is called “silent viewing”. This is where the teacher
plays the video with no sound. Silent viewing is a single activity rather than a sequence, and as such is a technique
rather than a whole procedure.

● A term that is also used in discussions about teaching is “model” – used to describe typical procedures, usually for
teachers in training. Such models offer abstractions of these procedures, designed to guide teaching practice.
 Grammar-Translation Method
● This is a method that has been used by language teachers for many years.

● At one time it was called Classical Method,since it was first used in the teaching of the classical
languages,Latin and Greek.

● Earlier in this century,it was used for the purpose of helping students read and appreciate foreign
language literature.
 Grammar-Translation Method
● Classes are taught in the students mother tongue,with little active use of the target language;

● Vocabulary is taught in the form of isolated word lists

● Elaborate explanations of grammar are always provided

● Reading of difficult text is begun early in the course of study

● Little attention is paid to the content of text,which are treated as exercises in grammatical analysis.
 Audio Lingualism
● Audio-lingual methodology owes its existence to the
Behaviourist models of learning using the Stimulus-Response-
Reinforcement model, it attempted, through a continuous
process of such positive reinforcement, to engender good habits
in language learners.

● Audio-lingualism relied heavily on drills like substitution to

form these habits.

● Habit-forming drills have remained popular among teachers

and students, and teachers who feel confident with the
linguistic restriction of such procedures
Presentation - Practice - Production
● A variation on Audio-lingualism in British based teaching and
elsewhere is the procedure most often referred to as PPP, which
stands for Presentation, Practice, and Production.

In this procedure the teacher introduces a situation which

contextualises the language to be taught. The students now
practice the language using accurate reproduction techniques
such as choral repetition, individual repetition, and cue-
response drills
PPP And Alternatives to PPP
● The PPP procedure came under a sustained attack in the 1990s.

● Michael Lewis suggested that PPP was inadequate because it

reflected neither the nature of language nor the nature of learning.

● Jim Scrivener advanced what is perhaps the most worrying aspect

of PPP,the fact that it only describes one kind of lesson; it is
inadequate as a general proposal concerning approaches to
language in the classroom.

● In response to these criticism many people have offered variations

on PPP and alternative to it: ARC, OHE/III, ESA.
 ARC
● Put forward by Jim Scrivener

● Stands for Authentic use, Restricted use and Clarification and

focus

● Communicative activity will demonstrate authentic use; elicited

dialogue or guided writing will provoke restricted use of language
by students; finally clarification language is that which the teacher
and students use to explain grammar,give examples,analyse
errors,elicit or repeat things
 OHE /III
● Michael Lewis claims that students should be allowed to Observe
(read or listen to language) which will then provoke them to
Hypothesise about how the language works before going on to the
Experiment on the basis of that hypothesis.
 ESA
● In the ESA model three components will usually be present in any
teaching sequence,whether of five,fifty or a hundred minutes

● E stands for Engage - students have to be engaged emotionally

● S stands for Study

● A stands for Activate - any stage at which students are encouraged

to use all and/or any of the language they know
The communicative approach
● The communicative approach or Communicative Language
Teaching (CLT) is the name which was given to a set of beliefs
which included not only a reexamination of what aspects of
language to teach but also a shift in emphasis on how to teach!
The communication continuum

Non-communicative activities Communicative activities

No communicative desire A desire to communicate

No communicative purpose A communicative purpose

Form not content Content not form

One language item only Variety of language

Teacher intervention No teacher intervention

Materials control No materials control

Tasked Based Learning
● Popularised by prof. Prabhu, who speculated that students were
likely to learn language if they were thinking about a non-
linguistic problem.

● Three basic stages of TBL according to Jane Willis:

1. Pre task (introduction to topic and task)

2. Task cycle (task, planning and report)
3. Language focus (analysis, practice).
 Four Methods
● These methods developed in the 1970s and 1980s as humanistic
approaches to remove psychological barriers to learning.

1. Community Language Learning

- students sitting in a circle
- a counsellor or a knower
- making the utterance
 2 The Silent Way
● The teacher says as little as possible
● Interacting with physical objects, especially with
Cuisenaire rods
● Pointing to a phonemic chart
 3 Suggestopedia
● Georgi Lozanov
● Physical surroundings and atmosphere of the classroom are of a vital importance;
● The reason for our inefficiency is that we set up psychological barriers to learning: we fear that we will
be unable to perform, that we will be limited in our ability to learn, that we will fail;
● One result is that we do not use the full mental powers that we have and according to Lozanov, we may
be using only 5 – 10% of our mental capacity
● In order to make better use of our reserved capacity, the limitations we think we have need to be
‘desuggested’
● Parent-children (teacher-student) relationship
● Three main parts: oral review, presentation and discussion, concert session (listening to classic music)
 3 Suggestopedia
● Desuggestopedia/suggestopedia, the application of suggestion to pedagogy, has been developed to help
students eliminate the feeling that they cannot be successful or the negative association they may have
toward studying and, thus, help them overcome the barriers to learning.
● One of the ways the students’ mental capacities are stimulated is through integration of the fine arts
 Techniques
● CLASSROOM SET-UP – the challenge for the teacher is to create a classroom environment which is
bright and cheerful. (The teacher should try to provide as positive environment as possible.)

● PERIPHERAL LEARNING – this technique is based upon that we perceive much more in our
environment than that to which we consciously attend. It is claimed that, by putting poster containing
grammatical information about the target language on the classroom walls, students will absorb the
necessary facts effortlessly.

● POSITIVE SUGGESTION – it’s the teacher responsibility to orchestrate the suggestive factors in a
learning situation, thereby helping students break down the barriers to learning that they bring with
them. Teachers can do this through direct and indirect means.
 Techniques
● BAROQUE MUSIC – it has a specific rhythm and a pattern of 60 beats per minute, and Lozanov
believed it created a level of relaxed concentration that facilitated the intake and retention of huge
quantities of material.
 4 Total Physical Response
● The originator of TPR, James Asher, worked from the premise that adult second language learning
could have similar developmental patterns to that of child acquisition.

● Children learn language from their speech through the forms of commands, then adults will learn best
in that way too.

● In responding to commands students get a lot of comprehensible input, and in performing physical
actions they seem to echo the claims of Neurolinguistic programming that certain people benefit
greatly from kinaesthetic activity.
 4 Total Physical Response
● This method is developed to reduce stress people feel while studying foreign languages. Learners are
allowed to speak when they are ready.

1. Using commands to direct behaviour

2. Role reversal
3. Action sequence
 Principles
1. The students' understanding of the target language should be developed before speaking.

2. Students can initially learn one part of the language rapidly by moving their bodies.

3. Feelings of success and low anxiety facilitate learning.

4. Language learning is more effective when it is fun.

5. Students are expected to make errors when they first begin speaking. Teachers should be tolerant of them.
Work on the fine details of the language should be postponed until students have become somewhat proficient
 Humanistic Teaching

● Humanistic teaching has found a greater acceptance at the level of procedures and activities, in which students are
encouraged to make use of their own lives and feelings in the classroom.

● Such exercises have a long history and owe much to a work from 1970s called Caring and Sharing in the Foreign
Language Classroom by Gertrude Moscowitz in which many activities are designed to make students feel good and
remember happy times while, at the same time, they practise grammar items.

● When I was a child my favourite food was hamburger, or When I was a child my favourite relative was my uncle. I
was shown how to crawl. I pushed out of my mother’s womb.
 The Lexical Approach

● The lexical approach, discussed by Dave Willis and popularised by the writer Michael Lewis is based on the
assertion that language doesn't consist of traditional grammar and vocabulary, but also of phrases, collocations, and
idioms.

● A lexical approach would steer us towards the teaching of phrases which show words in combination. Thus, instead
of teaching will for the future, we might instead have students focus on its use in a series of archetypical utterances
such as I'll give you a ring.
 Methods and Culture

● A mismatch between „teacher intention and learner interpretation“. Our attitudes to the language, and to the way it
is taught, reflect cultural biases and beliefs about how we should communicate and how we should educate each
other.

● Many of the approaches and teaching methods are based on a very western idea of what constitutes “good
learning“. For example, American teachers working in other countries sometimes complain that their students have
nothing to say when in fact it is not an issue of the student's intelligence, knowledge, or creativity which makes
them reluctant to communicate, but their educational culture. Teachers need to understand student wants and
expectations just as much as they are determined to push their own methodological beliefs. DISCUSSION!
 Making Choices
Exposure to language: students need constant exposure to language since this is a key component of
language acquisition

Input: students need comprehensible input but this is not enough in itself, they need some opportunity for
noticing or consciousness–raising to help students remember language facts.

CLT: communicative activities and task-based teaching offer real learning benefits

The affective variable: anxiety needs to be lowered for learning to take place.

Discovery: where culturally appropriate, students should be encouraged to discover things for themselves.
 Making Choices
Grammar and lexis: showing how words combine together and behave both semantically and grammatically
is an important part of any language learning programme.

Methodology and culture: teaching methodology is rooted in popular culture. Therefore, compromise may
be necessary.

Pragmatic eclecticism does not just mean that “anything goes“. On the contrary, students have a right to
expect that they are being asked to do things for a reason, and that their teacher has some aim in mind which
he or she can, if asked, articulate clearly. Teaching plans should always be designed to meet an aim or aims.
 Making it work for you
There is no one best way of teaching, there are always multiple
factors.

As a beginner use the PPP method (See PDF handout), and keep
referring to these slides to mix and match to make your own style of
teaching from the various schools of thought.
USING MUSIC
IN THE ESL
CLASSROOM
 Music is said...

To be history, it’s an indication of the time and environment in which it was created.

To be a foreign language, it has its own language and uses symbols to represent ideas

To be the universal language that everyone understands

To be a tie that binds all cultures and languages

To be one of the best ways, to make learning English fun, interesting and enjoyable
 Music makes language learning interesting, and
makes english more memorable for students of all
levels
Why use Songs and Music?
● Music can help promote a relaxed, stress-free
atmosphere in the classroom

● Songs often contain authentic, natural language -not the

sometimes artificial language found in many student
textbooks

● New vocabulary can be introduced through songs

contain contemporary vocabulary, idioms, expressions
and useful phrases
Why use Songs and Music?
● Songs are usually easily available - just search Youtube

● Songs can be selected to suit the needs and interests of

the students

● Students can experience a wide range of accents such as

British English, American English, Australian English
Using Songs and Music
How to use songs in your teaching?
First you must find some. Don’t reinvent the wheel. You will have probably heard some english song
being played over and over again, that means this song is popular in the country.
If you can’t find a popular song (it’s usually a guaranteed interest boost in your lesson) use songs you
know.

However make sure:

● The songs are age appropriate. No profanities for kids, etc.
● Make sure that these songs have vocabulary your students probably know. You might need to
create a vocabulary list beforehand
● Songs should have an appropriate theme, makes it easier for memorisation
● Speaking of memorisation, catchy songs work best
● Songs must be clear and easy to understand
● Be clear on what you want to teach out of the song (it’s not for entertainment sake, learning
must take place) and the activities you will create around it. Example in the following slides

Let students listen to the songs at least once, it "wakes up" the class and ensure everyone’s attention
 Song Activity: Gap Fills

● Write out the song lyrics but leave gaps instead of some
words. For example, gap all the verbs or adjectives.
● Students listen and fill in the missing words. They may
need to listen two or three times.
● If you feel the students will find it difficult, the missing
words can be written in phonetics or give some letters
Song Activity: Jumbled Lines / Sentences

● Write out the song lyrics, but this time jumble the lines
and students have to put them into the correct order
while listening to the song.
● Write the middle words of the sentence on the board
then give the other words
● The students' task is to decide which words go in front
and which ones go behind
 Song Activity: Spot the mistakes

● Write out the lyrics of the song, but make mistakes e.g.
change the tense, write an opposite or synonym instead
of the correct word
● The first time the students have to underline the words
that are different
● The second (or third) time actually write the correct
form what they hear above the word or phrase that is
wrong.
Song Activity: Translation

● In pairs or small groups, students choose a popular song

in their Mother Tongue and translate it into English
● They could also do it the other way round choosing a
(pop) song in English and translate it into their own
language
● Translation in groups can encourage learners to discuss
the meaning and use of language, to compare
similarities and differences in another language
Surefire choices

You will always make a hit in class if you can chose a song
that is popular. A friend of mine was invited to a Vietnamese
home, Karaoke came into play with Vietnamese songs galore.
However when Adele’s “Hello” came to be played, everyone
was singing.

So select popular english songs, but also timeless stars. When

in doubt, Michael Jackson, he is well liked, popular
everywhere, lyrics are clean, etc
 Example: Children

The song “Baby Shark” is popular, catchy, easy to remember

and fun.
Perfect for complete beginners, introduces family members
and few key words like “to run”.

You can print a picture of the shark family and ask your
students to write the appropriate shar names. Is this Mommy
shark? Etc.

You can also use tried and true nursery rhymes like “The
Wheels on the bus”
https://www.youtube.com/watch?v=XqZsoesa55w
Discussion of Themes
● Choose a song that deals with theme
● Do a few song-related activities
● Follow up with a careful reading of the song and a
discussion on its theme(s)
● Adele’s Hello for example, what is the song about?
What clues provide the meaning?
 Song Activity: Presentation

● Students can work individually, in pairs or small groups

● They choose a favorite singer, group, musician, composer
● They can research and collect information (internet, magazines
etc)
● They produce presentation about biography/style/career…etc. It
can be a talk, a role play, interview or sketch
● They can do it in written form – producing poster, booklet,
magazine article
 Example
Exercice 1: listen to the first and fill the gaps

Smile, though your _______is aching

Smile, even though it's breaking
When there are ______in the sky
You'll get by...
If you smile
With your ________and ________
Smile and maybe ___________
You'll find that _________is still ____________
If you just...
https://www.youtube.com/watch?v=qFk_OxpMm9o
Example
Exercice 2: listen to the second part and fill gap

Light up your face/trace with sadness/gladness

Hide every face/trace of sadness/gladness
Although a near/tear may be ever so near/tear
That's the time you must keep on crying/trying
Smile, what's the use of crying/trying
You'll find that life is still worthwhile
If you just...
Example
Exercice 3
Find all the words you can relate to good or bad feelings.
Write them in separate columns. Use the dictionary when
necessary.

Exercice 4
Listen to the song again and underline the "-ing" forms. Do
you know why these verbs are in this "-ing" form?
 Songs to get you started
Children:
- Baby shark
- Happy and you know it
- Itsy Bitsy Spider
Children (advanced):
- Any disney song
Teens
- Happy (Pharrel)
- ABC (Jackson 5)
- Somewhere over the rainbow
Adults/Advanced
- See you again (Whiz Khalifa)
- Rude (Magic!)
- Zombie (Wild Cranberries)
- My favorite game (Cardigans)
 Useful Links

Nursery Rhymes on Youtube

https://www.google.com/search?q=youtube+nursery+rhymes&rlz=1C1CHBF_enVN819
VN819&oq=youtube+nurse&aqs=chrome.0.0j69i57j69i60j0l3.5123j1j9&sourceid=chro
me&ie=UTF-8

Disney songs
https://www.youtube.com/watch?v=GibiNy4d4gc&list=PL4BrNFx1j7E6a6IKg8N0Ignko
amHlCHWa

Most viewed songs on Youtube:

https://www.youtube.com/playlist?list=PL15B1E77BB5708555

Gap fills
https://busyteacher.org/classroom_activities-listening/songs_and_lyrics/
TEACHING
PITFALLS
(And how to avoid them)
What are Pitfalls?

Being an ESL teacher is great. However

there are occasional issues that might arise.
This section is all about how to protect you
from common pitfalls ESL teachers fall into.

This section is not to scare you, only to help

you have a great experience as a teacher.
Not doing your research
These are not common, but you need to be on your toes. Some people will not pay you
for your work, before embarking with a school, do a quick Facebook and Google search
and ask around to see if there are any issues.
Both of these screenshots talk about the same person. Again, this is not to scare you, but
to tell you to wear your seatbelt and avoid this situation
 Lack of communication

You might be frustrated as a foreigner to the ways things work in certain countries

With other teachers

Many times you will be the last to know something you should have probably been contacted
about. Change of plans, etc. Make sure you stay on top of things and ask for confirmations…”Are
we still doing XYZ next friday, etc.”

With students
Especially in Asia, Yes is a default answer. Asking
A student if they understand, they will probably say yes when they have no clue what you said.
It’s a huge deal to lose face here, so you must really try to find out what the real answer is. This
also goes for communicating with your peers.
Clueless of Host Language

You don’t need to know the host language. But bare basics like Hello, thanks, etc. go a
long way. It shows you are doing an effort on your part.

Honorifics
Mostly in Asia, your social position and age is a big deal. You do not address your boss in
the same way for example. Mind your honorifics, in Korea, you say “Anyeong” to
children, “Anyeong hashimnikka?” to someone who is of a higher social rank than you.

It might be a weird concept for foreigners who treat everyone the same, but very different
in Asia and other countries.
 Clueless about culture

As an english teacher you might be thrown in a country that has it’s laws,
traditions and “ways things have always been done.”

Make your research and find out the “best practices” for example…
- In Thailand when the Royal Anthem is being played you must stop what
you are doing
- Don’t stick your chopsticks straight into the rice in China because it looks
like the incense burned to the dead
- You bow down to your superior in Japan
- You take business cards with two hands and the utmost respect in Japan
- Younger serve the older at bars in Korea, etc
Jokes and Friendly banter

● Please think twice about the light-hearted comments you make in

certain company, like teachers and students. You don’t know how
certain people can take a comment
● There are certain sensitive subjects that are better left out of the
conversation. Even if every native is giving their opinion, better
leave yours out of it.
● Sensitive subjects include relationships with other countries, the
state of the country, the government, etc.
 Not preparing

Even if you speak english fluently, don’t wing it. Prepare your lessons, always.
Students can pick up the difference between something that is well organized or if
you have nothing planned up.

Over plan and have some “backup activities” in case there is still time. Not only
will your students notice, this lack of professionalism might get you in hot water
with your employer.
Students too passive

Remember it’s not about you teaching, it’s about the student learning. A
pitfall is teaching too much and not making sure students are actually
learning.

This happens when there is very little activity to involve the students. So
ask questions, don’t let the students fall back on just listening to you talk.

Your class is probably the only time they will have to practice the
language so push them to get their hands dirty.
 How we present ourselves
It goes without saying, be presentable. Don’t show up with your breath
stinking beer.

Take care of yourself, be well groomed. Not only when you take care of
yourself, you perform better, your students also feel better.

Take your time to rest to actually rest. Try not to take “school” when you
go home.

Make friends and go out with them (there’s usually an ESL community
everywhere)

Have fun, because if you don’t take time for yourself, in comes the
biggest pitfall...
 Burnout

If you don’t take care of yourself….

If you let yourself be stressed too much…
If you let things get to you too easily…
If you let the ways of your host countries get to you…
If you overstretch yourself…

You will burnout...

Sometimes it’s going to feel like you are in over your head.
But You need to remember one thing...
 You can do it!

Once hard, now easy is a great motto

Teaching might be hard at first, because you are learning as you go, but afterwards
you will find your groove. Everything worth doing is worth doing poorly at first.

Focus on the positives of your host country rather than the negatives. Make the
most of where you are!

You are making a difference in the world, one student at a time, so it’s an incredible
privilege to teach english.

Even when you feel you want to give up, you can do it!
NOUNS
Nouns
A noun is a word for a person, place, or thing.
Everything we can see or talk about is represented
by a word that names it. That “naming” word is called
a noun.
Uses of Nouns
In a sentence, nouns can play the role of subject,
direct object, indirect object, subject complement,
object complement, appositive, or adjective.
Plural Nouns
Plural Noun in –s
Plural Noun in –es
Plural Noun in –y
Plural Noun in –en
Internal Change
Non Countable
Types of Nouns

Common noun
Proper noun
Concrete noun
Abstract noun
Collective noun
Count and mass noun
 Non Countable Nouns
Non-countable nouns usually fall into one of the following categories:

Category Example
Concept Bravery, honesty, information, intelligence, patience
Activity Homework, playing, reading, sleeping
Food Bread, butter, cheese, fish , milk
Gas Air, helium, hydrogen, nitrogen, oxygen,smoke
Liquid Coffee, petrol, water, wine, beer
Material Chalk, cloth, concrete, lumber, wood, metal
Item Category Clothing, furniture, luggage, mail, money, software
Natural Phenomenon Gravity, heat, humidity, rain, snow, sunshine, thunder
Particles Dust, flour, rice, salt, sugar
Making Non Countable Nouns Plural
● Method 1: Precede it with a [countable noun] + “of”
Five loaves of Bread
● Method 2: Make the non-countable noun an adjective
to a countable noun.
Five Bread loaves

Non-countable Nouns cannot be pluralized. However, some

can be pluralized when talking about categories of that
Noun.

- France is famous for its Cheeses.

- Multiple Intelligences
ADJECTIVES
Types of Adjectives
● Color
● Descriptive (people)
● Ordinal
● Quantity
● Possessive
● Property
 Adjective Order

● In English, we sometimes use more than one

adjective to describe a noun. We cannot just
put them wherever we want.

● We need to remember that there is a proper

way of putting them in order.
 Adjective Order

Example:
A big black wolf
A black big wolf

Here is an acronym for you to remember the correct

adjective order.
N-O-S-A-S-C-O-M-P

Number Size Shape Origin Purpose

Opinion Age Color Material
 Adjectives

Number Describes the number of nouns one, two, three, four

Describes your judgment or what you think about something Horrible, ugly, beautiful, fantastic
Opinion
Describes how big or small something is
Size Huge, tiny, long, tall
Describes how old or young something is Old, new, young, ancient, antique
Age
Circular, square, triangular
Shape Describes the shape of something
Black, red, pinkish, blue
Color Describes the color of something
Chinese, Italian, American, African
Origin Describes where the noun is from
Describes what the noun is made of Wooden, leather, plastic, metallic
Material
Describe where the noun is used for Fishing, cooking, sleeping, sports
Purpose
 Adjectives

Number Opinion Size Age Shape Color Origin Material Purpose Noun

Three Beautiful Short old Asian Women

two new red cotton night Dresses

five ugly big circular black Moles

 Adjective Tips
● Usually, we don’t use more than three adjectives in a sentence. The
examples given above are just used to show how adjectives are
properly put in order.

● We sometimes disarrange the adjectives when we want to emphasize

something.

Ex: She has a big hideous scar.

 TASK

Rearrange the following adjectives to make a good sentence.

My friend gave me a silk, blue, soft scarf.

Soft, blue, silk

I found a rectangular, small, wooden box in my sister’s room

Small, rectangular, wooden

I met a vietnamese, young, funny girl last week.

Funny, young, vietnamese

These are used to compare two things. These words usually end in ‘r’ or ‘er’. We have 4 rules for making adjective to comparative:
If the adjective ends in a
vowel, we only add ‘r’.
Examples:
ripe – riper brave – braver
tame – tamer
Comparative adjectives
If the adjective ends in a If the adjective ends in ‘y’, If the adjective has two or
consonant, it’s either we add drop the ‘y’ and put ‘ier’. more syllables, we add
‘er’ or double the last ‘more’ before the word.
consonant of the word and add Examples:
‘er’ Examples:
pretty – prettier happy –
happier heavy - heavier beautiful – more beautiful delicious
Examples: – more delicious energetic – more
energetic
high – higher
fat – fatter
young – younger
big – bigger
tall – taller
Comparative Adjectives
In making sentences, the comparative adjective is always
followed with ‘than’.

Examples:

- Paul’s dog is tamer than mine.

- Her little sister is prettier than her.
- Mom’s sandwich is more delicious than the sandwich
made by that chef.
 Superlative adjectives
These are used when we talk about three or more objects. They usually end in ‘st’ or ‘est’. We have 4 rules for making adjective to superlative.

If the adjective ends in a If the adjective ends in a If the adjective ends in ‘y’, If the adjective has two or
vowel, we only add ‘st’. consonant, it’s either we add drop the ‘y’ and put ‘iest’. more syllables, we add ‘most’
‘est’ or double the last before the word.
Examples: consonant of the word and add Examples:
ripe – ripest ‘est’. pretty - prettiest Examples:
brave – bravest happy - happiest beautiful – most beautiful
Examples: delicious – most delicious
high – highest
fat – fattest
TO BE
 “To Be” In the present tense

POSITIVE NEGATIVE QUESTION

I am late I am not late Am I late?

He is Tired He is not tired Is he tired?

She is a teacher She is not a teacher Is she a teacher

It is easy It is not easy Is it easy?

They are expensive They are not expensive Is it expensive?

Contractions
I am – I’m
You are – You’re
He is – He’s

She is – She’s
It is – It’s
We are – We’re

They are – They’re

Am not – x (no contraction)
Is not – Isn’t
Are not – aren’t
 “To Be” In the past tense

POSITIVE NEGATIVE QUESTION

I was late I was not late Was I late?

He was tired He was not tired Was he tired?

They were expensive They were not expensive Were they expensive?
Contractions
I / He / She / It was – x (no contraction)

You / We / They were - x (no contraction)

Was not – wasn’t

Were not – weren’t
 “To Be” In the future tense

POSITIVE NEGATIVE QUESTION

I will be late I will not be late Will I be late?

It will be easy It will not be easy Will it be easy?

We will be ready We will not be ready Will we be ready?

Contractions
I will – I’ll
You will – You’ll
He will – He’ll

She will – She’ll

It will – It’ll
You will – You’ll

We will – We’ll
They will – They’ll
Will not – won’t
THERE IS
THERE ARE
 There is / There are

When you first mention someone or something, use there is

(singular) or there are (Plural), Then, if you want to give more
information, use he is / she is / it is (singular) or they are (plural):

There is a man in the car. He is blond.

There is a letter for you. It is on your desk.
There is a lot of Information. It is Interesting

There are two men in the car. They are blond.

There are many letters for you. They are on your desk.
There are a lot of facts. They are interesting.
 There is / There are

POSITIVE NEGATIVE QUESTION

There is There is not (Isn’t) Is there? Are there?

Present Tense
(There’s) There are There are not (aren’t)

There was There was not (wasn’t) Was there?

Past Tense Are there?
There were There were not (weren’t)

Future Tense There will be There will not be (won’t be) Will there be?
PRONOUNS
 PRONOUNS

SUBJECT POSSESSIVE OBJECT

I My Me

You (one person) your you

He (man) his him

She (woman) her her

It (object) its it

You (2 people or more) Your You

We our us

The (people / objects) Their them

 Pronouns

I have my key with me.

You have your key with you.
He has his key with him.
She has her key with her.
It has its key with it.
You have your keys with you.
We have our keys with us.
They have their keys with them.
 PRONOUNS

POSSESSIVE
ADJECTIVE PRONOUNS POSSESSIVE
My Mine

Your Yours

His His

Her Hers

Its ---

Your Yours

Our Ours

Their Theirs
 PRONOUNS

These are my glasses. These glasses are mine.

This is your book. This book is yours.
That is his coat. That coat is his.
These are her shoes. These shoes are hers.
Those are our bags. Those bags are ours.
Those are our bags. Those bags are ours.
This is their house. This house is theirs.
PRONOUNS
Note:
‘This’ is used for a person or object near you. The plural form is
‘these’.
This book here is mine. – These books here are mine.

‘That’ is used for a person or object not near you. The plural form is
‘these’
That book there is yours. – Those books there are yours.
PRESENT
VERB
TENSES
Verb Tenses
Verb Tenses
Time
Present Simple
Present Simple
Present Simple
Present Simple
Present Simple
Present Simple
Present Progressive
Present Progressive
Present Progressive
Present Progressive
 Present Progressive
Formula: Be + verb + ing
Example: He is walking
Present Perfect
Present Perfect
Present Perfect
Present Perfect
Present Perfect
 Present Perfect
Formula: Have+past participle (3rd form)
Example: He has exercised
 Present Perfect
Formula: Have+past participle (3rd form)
Example: He has slept
Present Perfect Progressive
Present Perfect Progressive
 Present Perfect Progressive
Formula: Have+past participle (3rd form)
Example: He has slept
Present Perfect Progressive
Present Perfect Progressive
Present Perfect Progressive
Present Perfect Progressive
Formula: Have or Has + been + verb+ ing
Example: He has been walking
Present Perfect Progressive
Present Simple vs Continuous
 Common Mistakes

I live in Spain
I am living in Spain

Our company is producing glass (only at the moment)

Our company produces glass

The economy is growing again this year

The economy grows again this year (mistake)

They build a house next to mine (Really, every year?)

They are building a house next to Mine

Look, it snows (mistake)

Look, it is snowing
 TASK
Choose between Present Simple and Present Continuous.

Example:
John (go) shopping every Saturday.
John goes shopping every Saturday.

1. Sally (not begin) early every day.

2. It generally (get) cold at night.
3. Look there! What those people (do)?
4. It usually (rain) a lot in this area.
5. Jack always (drive) carefully.
6. They currently (build) a new car park.
7. Ann Oen (not write) to me.
8. May I call you back? We (have) dinner now.
9. What he (do)? He is an engineer.
10. What he (do) now? He (sleep).
Present Continuous VS Present Perfect Continuous

Formulation:
Present Continuous vs PP Continuous
 XXXX

COMMON
MISTAKES?
 TASK

Choose between Present Continuous and Present Perfect Continuous.

Example:
I (play) the piano since I was 8.
I have been playing the piano since I was 8.

1. John (learn) English for 2 years.

2. Why that boy (look) at us?
3. Let’s go inside. It (begin) to rain.
4. We (wait) here since 9 o’clock.
5. How long you (live) here?
6. Wait for me! I (come).
7. Tim (look) for a job since August.
8. They (not recruit) at the moment.
9. I (try) to reach you all day.
10. Some people still (dance).
PAST
VERB
TENSES
Past Simple
Past Simple
Past Simple
Past Simple
Past Simple
Past Perfect
Present Perfect vs Past Simple
Present Perfect vs Past Simple
 XXXX

COMMON
MISTAKES?
 TASK
Choose between Past Simple and Present Perfect.
Example:
I already (speak) to him.
I have already spoken to him.

1. John recently (publish) several books.

2. We (meet) when we were at college.
3. The police (not yet arrest) him.
4. Prices (double) in the last 3 years.
5. Prices (rise) 3 years ago.
6. Ann (not have) any problems today.
7. How much money you (save) so far?
8. They just (build) a new hospital.
9. You (ever) hear of this actor?
10. When you (arrive)?
State Verb and Action Verb
Types of Verbs
 State Verbs
State verbs don’t take continuous tenses, only simple tenses
4 Tricky verbs
 TASK
Choose between Past Simple and Present Perfect.
Example:
I already (speak) to him.
I have already spoken to him

1.John recently (publish) several books

2.We (meet) when we were at college.
3.The police (not yet arrest) him.
4.Prices (double) in the last 3 years.
5.Prices (rise) 3 years ago.
6.Ann (not have) any problems today.
7.How much money you (save) so far?
8.They just (build) a new hospital.
9.You (ever) hear of this actor?
10.When you (arrive)?
 TASK
Choose between one of these tenses: Present Simple (I do), Present Continuous (I’m doing), Present Perfect
(I’ve done) or Present Perfect Continuous (I’ve been doing).
Example:
I (know) him since I was 12.
I have known him since I was 12.

1. Dave (have) dinner now.

2. We (have) this television for many years.
3. They (discuss) it for several weeks.
4. She (be) here since two o’clock.
5. She (wait) here since two o’clock.
6. We (belong) to this club for many years.
7. How long you (live) in the UK?
8. He (work) here since 1995.
9. She currently (think) of selling her house.
10. What you (think) of this proposal?
FUTURE
VERB
TENSES
Future Simple
Future Simple
Future Simple
 Future simple
Formula: Will + verb
Example: Will Walk
Future Simple
Future Simple vs “Going to” Future
Future Simple Usage
Future Simple Usage
“Going to” Future Usage
“Going to” Future Usage
Comparison
Comparison
Use of Shall and Gonna
Use of Shall and Gonna
Task
Task
 TASK
Choose between Present Continuous & ‘be going to’
Example: She (start) a new job next week. -> She is starting a new job next week.

1. He (arrive) at 2 p.m. tomorrow.

2. I am too tired. I (not study) tonight.
3. I am sure you (pass) your test.
4. They (get) married on 15th May.
a. -­‐Has she planned what to wear?
b. -­‐Yes, she (wear) her blue dress.
5. Are you free tomorrow morning?
a. -­‐No, I (play)
tennis with Lisa.
6. Have you booked your holidays?
a. -­‐Yes, we (go) to Spain in June.
7. We (open) the new shop next Tuesday.
8. What time is your appointment with John?
a. -­‐I (see) him at 3:30.
9. They (redecorate) their house soon.
 TASK
Choose between ‘will’ & ‘be going to’
Example: She probably (buy) a new car. -> She will probably buy a new car.

1. Has she decided on a colour for her room?

a. Yes, she (paint) it blue.
2. If I finish my work early, I (join) you.
3. What she (study) at university?
4. I don’t think it (rain) tonight.
5. I cannot understand this sentence.
a. Alright. I (explain) it to you.
6. Look! That plane (land) any moment.
7. Are they planning to walk home?
a. No, they (take) a taxi.
8. Maybe they (return) next year.
9. How many people you (invite)?
10. He isn’t here at the moment. May I take a message?
a. No, thank you. I (call) back later.
“Going to” Future vs Present Continuous + Future time marker

Formulation
Usage: “Going to” Future
Usage: Present Continuous + Future Time Marker
Comparison
In Dialogue
Timetables
Task
Task
Summary
PERFECT
VERB
TENSES
Discussion of Themes
● 1. Present perfect tense
● 2. Past perfect tense
● 3. Future perfect tense
● 4. Perfect Progressive Tense
1 Present Perfect Tense Structure
Have/has + past participle of the main verb
 How do we know

• experience

• change

• continuing situation
 How to use the Present Perfect Tense
There is always a connection with the past and with the present. There are basically three uses for the present perfect tense:

FOR EXPERIENCE FOR CHANGE FOR CONTINUATION

We often use the present perfect tense to
talk about experience from the past. We
are not interested in when you did
something. We only want to know if you
did it:
Examples :
• He has lived in China.
• Have you been there?
We also use the present perfect tense to
talk about a change or new information:
Examples:
• I have bought a car.
• Joanne has broken her leg.
• The police have arrested the killer.
This is a state that started in the past
and continues in the present (and
will probably continue into the
future). This is a state (not an
action). We usually use for or since
with this structure.
Examples:
• I have worked here since June.
• He has been ill for 2 days.
• How long have you known Siti
Sahara?
 TASK
Fill in the gaps with the right forms of the verbs in brackets to complete
the following English sentences in Present Perfect Tense.

1. They ___ London this month. (leave)

2. He ___ a lot of English papers. (bring)
3. She ___ me about it. (tell)
4. I ___ a long letter from father this week. (get)
5. She (just) ___; she will speak to you in a minute. (come)

Correct the following sentence using Present perfect tense.

6. I been to Radio City. (be)
7. I think the director have leave the town. (leave)
8. I paint my office. (paint)
9. We know her since she arrived to our city. (know)
10. I have forget your name. (forget)
2 Past Perfect Tense Structure
had + past participle of the main verb
 How to use the Past Perfect Tense

PAST IN THE FUTURE REPORTED SPEECH

The past perfect tense expresses action in the past We often use the past perfect tense in reported speech
before another action in the past. This is the past in after verbs like said, told, asked, thought, wondered:
the past.
Examples:
Examples:
• He told us that the train had left.
• The train left at 9am. We arrived at 9:15am. When • I thought I had met her before, but I was wrong.
we arrived, the train had left. • He explained that he had closed the window because
• I wasn't hungry. I had just eaten. of the rain.
• They were hungry. They had not eaten for five • I wondered if I had been there before.
hours.
• I didn't know who he was. I had never seen him
before.
• “Rakina wasn't at home when I arrived." "Really?
 TASK
Fill in the gaps with the right forms of the verbs in brackets to complete the
following English sentences in Past Perfect Tense.
1. It ___ to rain after we ___ to the station. (start / get)
2. We ___ the village where we ___ as children. (visit / live)
3. By the time we ___ the inn all the guests ___ . (reach / leave)
4. We ___ him just after he ___ news of his dismissal. (meet / get)
5. I said I ___ that play before. (see)

Correct the following sentence using Past perfect tense.

6. Nobody knew where she have gone. (know / go)
7. They had finish dinner when we arrived. (finish / arrive)
8. He said that he already twice visit our town. (visit)
9. We wanted to know which novels he have read. (want / read)
10. They told us that the children eat all the cake. (eat)
3 Future Perfect Tense Structure
Will + have + past participle of the main verb
 How to use the future perfect tense
PAST IN THE FUTURE
The future perfect tense expresses
action in the future before another
action in the future. This is the
past in the future.
Examples:
• The train will leave the station at 9am. You
will arrive at the station at 9.15am. When you
arrive, the train will have left.
• You can call me at work at 8am. I will have
arrived at the office by 8.
• They will be tired when they arrive. They
will not have slept for a long time.
• “Yana won't be at home when you arrive."
"Really? Where will she have gone?"
 TASK
Fill in the gaps with the right forms of the verbs in brackets to complete the
following English sentences in Future Perfect Tense.
1. When you arrive I probably ___ the job. (start)
2. They ___ dinner by the time we get there. (have)
3. A few centuries from now wars, I hope, ___ a thing of the past. (become)
4. In a year's time he ___ to some more serious sort of job. (take)
5. You ___ a lot of your work by the end of this month. (do)

Correct the following sentence using Future perfect tense.

6. By November all the leaves will had falled. (fall) 7.
If he doesn't hurry, they left before he comes. (leave)
8. I am sure that tomorrow you have forget all these rules. (forget)
9. Be quick! The child drown before you rescue it. (drown)
10. She had grew old before she learns the use of prepositions. (grow)
4 Perfect Progressive Tense Structure
have/has + been + ing
 How to use the Perfect Progressive
Examples

• Maria has been writing her dissertation for

REPEATED the last six years[, but she finished yesterday].

• The Redsox have been losing games since

The perfect progressive tense
the All-Star break [and they continue to do
describes actions that repeated
over a period of time in the past, so].
are continuing in the present,
and/or will continue in the future. • Have we been telling the truth to consumers
The action is usually of limited about tobacco?
duration and has some current
relevance
 TASK
Fill in the gaps with the right forms of the verbs in brackets to complete
the following English sentences in Past Perfect Tense.
1. It ___ to rain after we ___ to the station. (start / get)
2. We ___ the village where we ___ as children. (visit / live)
3. By the time we ___ the inn all the guests ___ . (reach / leave)
4. We ___ him just after he ___ news of his dismissal. (meet / get)
5. I said I ___ that play before. (see)
Correct the following sentence using Past perfect tense.
6. Nobody knew where she have gone. (know / go)
7. They had finish dinner when we arrived. (finish / arrive)
8. He said that he already twice visit our town. (visit)
9. We wanted to know which novels he have read. (want / read)
10. They told us that the children eat all the cake. (eat)
INTONATION
Intonation
An 'intonation unit' is a piece of
utterance, a continuous stream of
sounds, bounded by a fairly
perceptible pause. Pausing in some
sense is a way of packaging the
Information.

The rise and fall in the

sound of your voice
when you speak.
Stress
This section addresses the notion of stress in words as
perceived in connected speech.
Four major types of stress are identified:

o unmarked tonic stress

o emphatic stress
o contrastive stress
o new information stress

‘Stress' applies to individual syllables, and involves, most

commonly, loudness, length, and higher pitch.
Usually, two levels of stress appear to be perceptible; stressed
and unstressed.
Stress
Normally, words that carry higher
information content in the utterance are
given higher stress than those carrying
lower input (information) and those that are
predictable in the context.

It is generally the case that one word is stressed more

than any other since it possesses the highest information
content for the discourse utterance, that is, it informs the
hearer most.
 Stress

Content/StressedWords Function/UnstressedWords

o verbs o modal auxiliaries

o nouns o Articles
o adjectives o Conjunctions
o adverbs o Prepositions
o question words o Pronouns
o prepositional adverbs
o negatives
Tonic Stress
The term tonic stress is usually preferred to refer to this kind
of stress in referring, proclaiming, and reporting utterances.
Tonic stress is almost always found in a content word in
utterance final position.
Example:
I'm going.
I'm going to London.
I'm going to London for a holiday.
I'm going to London for HOliday.
Emphatic Stress
One reason to move the tonic stress from its utterance final
position is to assign an emphasis to a content word, which is
usually a modal auxiliary, an intensifier, an adverb, etc.
Example:
i. It was very BOring.(unmarked)
ii.It was VEry boring.(emphatic)

i.You mustn't talk so LOUDly. (unmarked)

ii.You MUSTN'T talk so loudly.(emphatic)
Emphatic Stress
Some intensifying adverbs and modifiers that are
emphatic by nature:

- indeed, utterly, absolute, terrific, tremendous,

awfully, terribly, great, grand, really, definitely, truly,
literally, extremely, surely, completely, barely,
entirely, very (adverb), very (adjective), quite, too,
enough, pretty, far, especially, alone, only, own,-self.
 Contrastive Stress

No distinction exists between content and function

words regarding this.

The contrasted item receives the tonic stress provided

that it is contrastive in the stimulus utterance.

Example:
a) Do you like this one or THAT one?
b) I like THIS one.
Contrastive Stress
Many other larger contrastive contexts (dialogues) can be found or worked
out, or even selected from literary works for a study of contrastive stress.

Example:
She played the piano yesterday. (It was her who...)
She played the piano yesterday. (She only played (not.
harmed) ...)
She played the piano yesterday. (It was the piano that...)
She played the piano yesterday. (It was yesterday...)
 New Information Stress
In a response given to a wh-question, the information supplied, naturally enough, is stressed,.That is, it is
pronounced with more breath force, since it is more prominent against a background given information in
the question.
Example:

a) What's your NAME a) When does the school term END?

b) My name's GEORGE. b) It ends in MAY.

a) Where are you FROM? a) What do you DO?

b) I'm from WALES. b) I'm a STUdent.

a) Where do you LIVE?

b) I live in BONN
 Tone
By means of tones, speakers signal whether to refer,
proclaim, agree, disagree, question or hesitate, or indicate
completion and continuation of turn-taking, in speech.
It appeared in the author's teaching experience that only four
types of tones can be efficiently taught to non-native speakers
of English:
● fall
● low-rise
● high-rise
● fall-rise
Fall (A Falling Tone)

A falling tone is by far the most common used tone of all. It

signals a sense of finality, completion, belief in the content of
the utterance, and so on.

A speaker, by choosing a falling tone, also indicates to the

addressee that that is all he has to say, and offers a chance
(turn-taking) to the addressee to comment on, agree or
disagree with, or add to his utterance.

I'll report you to the HEADmaster

Fall (A Falling Tone)

Questions that begin with wh-questions are generally pronounced with a

falling tone: Where is the PENcil?

Imperative statements have a falling tone.

i) Go and see a DOCtor.
ii) Take a SEAT.

Requests or orders have a falling tone too.

i) Please sit DOWN
ii) Call him IN.

Exclamations:
Watch OUT!
 Fall (A Falling Tone)

In a Yes/No question structure,if the speaker uses a falling tone, we assume that he already knows the
answer, or at least he is sure that he knows, and the purpose of asking the question, as far as the speaker is
concerned, is to put the answer on record
.
a) Have you MET him?
b) YES.
 Low Rise (A Rising tone)
This tone is used in genuine 'Yes/No' questions where the
speaker is sure that he does not know the answer, and that the
addressee knows the answer. Such Yes/No questions are
uttered with a rising tone.

A) Isn't he NICE

B) i)Yes.
ii) No.
iii) I don't know.

Do you want some COFfee?

Do you take CREAM in your coffee?
High Rise (A Rising tone)
If the tonic stress is uttered with extra pitch height, we may
think that the speaker is asking for a repetition or clarification,
or indicating disbelief.

Example:
a) She passed her DRIving test.
b) She PASSED? (disbelief)
Fall Rise (followed by fall)
Appears to be generally used in what may be called
'dependent' intonation units such as those involving
sentential adverbs, subordinate clauses, compound
sentences, and so on. Fall-rise signals dependency,
continuity, and non-finality

Example:
I WON'T deliver the goods / unless I receive the PAYment.
When I passed my REAding test / I was VEry happy.
You are fired

A: (knocks on the door)

B: Come in.
A: Hello. You wanted to see me?
B:Yes. Do you know why I’ve called you?
A: No.
B: Can you explain this? (shows a piece of paper)
A: But I thought you said it wasn’t important.
B:You’re fired.
A: Fine, I hated this stupid job anyway.
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