Tiêu đề 95 - How to Teach Different Levels like a Pro.pdf ✅

CONTENTS PAGE 1 TEACHING DIFFERENT LEVELS 4 MUST READ: Teacher, I’m Bored. Teacher I’m Lost - Teaching Multi- Level Classes 5 BEGINNERS & ELEMENTARY: From ESL Zero to Hero: How to Teach Absolute Beginners 6 BEGINNERS & ELEMENTARY: Beginning at the Beginning: What You Need to Know if You Teach Absolute Beginners 7 BEGINNERS & ELEMENTARY: How To Teach Days Of The Week 8 BEGINNERS & ELEMENTARY: How to Teach Descriptions 9 BEGINNERS & ELEMENTARY: How To Teach Directions 10 BEGINNERS & ELEMENTARY: How to Teach Giving Advice 11 BEGINNERS & ELEMENTARY: How to Teach Nationality Adjectives and Nationality Nouns 12 BEGINNERS & ELEMENTARY: How To Teach Polite Phrases: 3 Secret Ingredients 13-14 BEGINNERS & ELEMENTARY: How To Teach Sentence Structure: Easy Object Lesson With Zero Preparation 15 BEGINNERS & ELEMENTARY: How to Teach Word Order: Help Them Remember the Patterns 16 BEGINNERS & ELEMENTARY: Opposites Attract: Having Fun with Antonyms 17 BEGINNERS & ELEMENTARY: The 3 Little Wolves and the Big Bad Pig: Teaching Opposites 18 BEGINNERS & ELEMENTARY: Realia: 9 Ways To Bring Real Life Into The Classroom 19 BEGINNERS & ELEMENTARY: What Does She Look Like vs. What is She Like? Distinguishing Between Descriptions 20 BEGINNERS & ELEMENTARY: What Time Do You Have? Telling Time Activities 21 BEGINNERS & ELEMENTARY: What Would You Do? Advice on Teaching Giving Advice 22 BEGINNERS & ELEMENTARY: As Easy as OneTwoThree: 10 Ways to Practice Numbers in the ESL Classroom 23 BEGINNERS & ELEMENTARY: How Do You Feel Today? Teaching Emotions in Your ESL Classroom 24 BEGINNERS & ELEMENTARY: How to Teach Shapes 25 BEGINNERS & ELEMENTARY: How To Teach Time: Telling Time Activities And Games 26 PRE-INTERMEDIATE & INTERMEDIATE: I Don’t Know What They Don’t Know: 7 Steps for Teaching the Intermediate ESL Student 27 PRE-INTERMEDIATE & INTERMEDIATE: Getting Past the Plateau: How to Assist Your Intermediate Students on Their Way to Fluency 28 PRE-INTERMEDIATE & INTERMEDIATE: How To Avoid Sensitive Issues When Teaching ESL 29 PRE-INTERMEDIATE & INTERMEDIATE: How to Teach Current Events to ESL Students 30 PRE-INTERMEDIATE & INTERMEDIATE: HOWTO: 3 Easy Steps to Grading Student Essays 31 PRE-INTERMEDIATE & INTERMEDIATE: Giving and Receiving Advice 32 PRE-INTERMEDIATE & INTERMEDIATE: Extra! Extra! Putting Together a Class Newspaper is Easy, No Extra Work Required!
CONTENTS PAGE 2 TEACHING DIFFERENT LEVELS 33 UPPER INTERMEDIATE & ADVANCED: Is Global Warming a Reality? Presenting Complex Topics for Advanced Learners 34 UPPER INTERMEDIATE & ADVANCED: Every Teacher Should Know: Reaching Advanced Learners 35 UPPER INTERMEDIATE & ADVANCED: Expert Sharing: Making the Most of Your Students’ Knowledge 36 UPPER INTERMEDIATE & ADVANCED: In the Eye of the Beholder: What Will Your Students Say about the Media’s Message 37-38 UPPER INTERMEDIATE & ADVANCED: Pro et Contra: 20 Stages of Teaching Controversial Topics 39-40 UPPER INTERMEDIATE & ADVANCED: All Americans are Fat and Lazy: Teaching the Fallacy 41-42 UPPER INTERMEDIATE & ADVANCED: How Do We Know He Killed His Wife? Teaching Inference 43 UPPER INTERMEDIATE & ADVANCED: My Brother is Very Success: Teaching Morphology 44-45 UPPER INTERMEDIATE & ADVANCED: My First Car was Unreliable: A Car was Ugly, Too. Teaching Devices for Coherence and Cohesion 46 UPPER INTERMEDIATE & ADVANCED: Practical Suggestions for Scaffolding in the Content Classroom 47-48 UPPER INTERMEDIATE & ADVANCED: Teacher, What’s a Yankee? Well, It Depends. Contextualizing Language Learning 49 UPPER INTERMEDIATE & ADVANCED: Teaching U.S. Academic Values in the Classroom (Yes, You Must Come to Class, but that is Not Enough) 50 UPPER INTERMEDIATE & ADVANCED: Where’s the Focus? Integrating the Skills in an Integrated Skills Class 51 UPPER INTERMEDIATE & ADVANCED: Why Tell a Story? The Academic Value of the Narrative Form 52-53 UPPER INTERMEDIATE & ADVANCED: Why was the Class Empty? Cultural Practices Your Students Should Be Taught 54 UPPER INTERMEDIATE & ADVANCED: You Never Knew it Could Be So Good: The College Application Process and Your ESL Students 55 UPPER INTERMEDIATE & ADVANCED: Don’t Address the Teacher as “Yo, Dude”: Teaching Register 56-57 UPPER INTERMEDIATE & ADVANCED: Where To From Here? Teaching the Advanced ESL Student
4 Teacher, I’m Bored; Teacher I’m Lost - Teaching Multi-Level Class ONE OF THE BIGGEST CHALLENGES OF THE ESL EDUCATOR IS TEACHING THE MULTI-LEVEL CLASS. And all ESL classes are multi-level, even those not officially designated as such: for example, one student may be strong in speaking skills while another strong in reading. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A variety of students study in a multi-level class: students who are just learning to speak English, students who are fluent but want to work on their pronunciation, as well as students who have conversational English but need to work on academic skills. HOW TO MEET THE VARIED STUDENT NEEDS OF A MULTILEVEL CLASS 1 NEEDS ASSESSMENT Start with a needs assessment. Find out what students want to learn and are interested in. If most in a class are career-oriented, for example, focus on the vocabulary needed for career success. For example, academic English vocab- ulary is full of Latin root words such as “obese” that are different from the more Anglo-Saxon roots of conversational English, such as “fat.” It is this vocabu- lary students need to succeed in college classes for later professional success. 2 SKILLS ASSESSMENT In addition, do a skills assessment the first day and find out what students’ levels are by an informal interview, ask- ing students about their background and then taping it. Also do a writing as- sessment on a simple topic like “A Life Lesson.” Then make decisions about grouping from this assessment. Some- times it makes sense to group students of similar ability levels, such as when doing a listening comprehension task, while other times, however, such as when engaged in discussion, students can be grouped across levels. 3 THEMES Choose themes. Find out what themes students are interested in by polling them and showing visuals: sciences, education, art, and so forth. Build your class around these themes, with easier materials for the lower levels and harder for the higher levels. Usually one week of focus on a theme is suf- ficient. 4 PLAN CAREFULLY Plan carefully for the multilevel class. This is crucial, to have enough activities for each of the levels, or flexible activities, with different materi- al for students at different levels of Eng- lish acquisition. So while a beginning student could be working on vocabulary related to college life, for example, a more advanced student could be writ- ing a paragraph or essay on the same topic. 5 PROPER APPROACH Use the whole-class-to-leveled groups approach. In larger classes, you may group students by level or in heterogeneous groups while in smaller classes you can split your time effec- tively between individual students. Start an activity by discussing it in general with the class as a whole: the topic of family, for example. Allow students to offer comments as they wish at the be- ginning then break into leveled groups for learning vocabulary words related to family, for example, for lower levels, while higher levels can do a more ad- vanced reading on the topic. 6 VARIETY OF STRATEGIES Include a variety of modalities and strategies: use visuals, stories, and movies. These are amazing tools in a multi-level class because a variety of students at different levels will relate to and gain something from them. Showing a movie, for example, provides opportunity for a variety of activities. If the movie can be shown with closed caption, in English, this helps students’ reading skills. Higher level students can write critiques and engage in discus- sions after about the movies, lower level students can focus more on short oral and written summaries. 7 VARIETY OF ACTIVITIES Include also a variety of activi- ties for different language skills within a class. This is a way to meet the needs of all students, from the student who needs work on basic literacy to the student who wants to work on more advanced pronunciation and accent reduction. Referring back to your themes list, you may start out with an activity such as a visual that all students will benefit from: a provocative picture from a re- cent news magazine, for example, or a picture of an abstract painting. Have students first discuss the visual as a whole class, and then the higher level students may write their interpretation of the visual while the instructor can help the lower level students with vo- cabulary and grammar. Language experience, in which stu- dents dictate a story related to the theme, and the teacher or another stu- dent writes it on the board, is also a use- ful approach involving a variety of skills and levels. Again, move from a broad- er topic and break it down by pronun- ciation, grammar, and vocabulary. This also presents an opportunity for teach- ers to mix up groupings, from heteroge- neous to level based to skilled based. 8 ASSIGN PROJECTS Projects are a great way for all stu- dents to be able to participate at a level that is comfortable yet also challenges them. For example, in the project of setting up a class website, the student with excel- lent literacy and computer skills may find himself in a leadership role that chal- lenges him to use his speaking skills more, skills he is not so sure of. The stu- dents who are just learning English may also participate by posting their profiles to the site. Projects are a good way for everyone to participate, develop English skills, and make friends.