TESOL Techniques

August 4th
Example: Asking questions as an interview.
- Learn by doing
- Communicative approach
- Set up of groups in order to cater for mixed levels
- Adapt the activity depending on the level
- Model questions for beginners
CHECK
Education department of WA / First steps
Foundation housing
What makes a language classroom different?
Techniques: diversity to address four macro skills /

Teaching for meaning > focusing on effective communication, not on

perfect representation. Focus on understanding each other on daily
situations. Understand and be understood.
More interactive. More interaction with students. More discussions,
checking in from the teacher, seeking responses, feedback from
students. Feedback-loop.
Lots of scaffolding. More modelling from the teacher.
Modelling> providing samples/example. Focusing on particular
sections of a paragraph (dissect/breaking down sentences). Ask for
understanding from students. Highly structured and easy off.
Scaffolding: digestionable chunks of information.
Approximating: not expecting the perfect sentence at the start (the
climate could be described as). It means recognizing when
students write weather hot, they are approximating though
support so as to achieve greater mastery and produce ideal text.

Our expectations: We must not assume students have the proper

language skills for certain tasks/techniques.
Expect to understand students, not pretend perfection.
Not underestimating students skills.
Strength-based approach: students are seen as strong, resilient,
powerful.
Deficit-based approach: what teachers think of students. Teachercentered classroom.
Agency: students having agency (CHECK). Personal empowerment
to take control. Related to autonomous learning.
Tap on personal experience and strengths: during specific activities
Learner centered approaches: students may have different strengths
within same skills level
Reduced teacher talking time (TTT)

TESOL Techniques

Integration of 4 skills: challenge that is highly linked to all previous

categories
More connected to real-life situations, thus making sure we cover all
four macro skills
Create tasks to replicate the real world

Name
Lobna
Lisa Maree

Verbs
Leans
Looks
Learns
Laughs
Loves
Leaps

Adverbs
Loudly
Lazily
Lighly
Lousily

Keren

Needs Convenience Store

-

Diversity of vocabulary
Impeccable pronunciation
Dictionary/thesaurus
English education> four skills
Opportunities to have conversation with someone
Understanding accents

Sentence

TESOL Techniques

August 11th
Needs analysis
-

To know previous knowledge

Activating students schema (experience with the topic, sentence
structure, vocabulary

Activities to foster speaking and listening

Year 3: look through Aussie animal, their habitat and eating habits. What
do animals look like. Later, they do group discussion.
Sorting by categories
August 18th

Hybridpod.com (podcast)

Cult of pedagogy (podcast)

The Wire TV show Season 4 (young people on the streets)

http://www.americantesol.com/

LEARNER AUTONOMY

See

Hear
Laughter and good energy and exchange of opinions. More receptive.
Laugh at mistakes
Building relationships
Feel
Teacher: know how different levels of autonomy students have
E.g.: grouping students according to levels
Strategies
Use of real world materials and tailor everything to the students
Real world language learning
Develop a program for workers that are in transition. Setting up a meeting
with manager.
Social enterprise

TESOL Techniques
Questions for EAL and digital technology:
-

How do we use them?

Privacy concerns and related topics
Digital citizenship resources (#digitalcitizenship)

Classroom Apps
-

Digital storytelling:
Vine (6.5 second video)
Adobe Spark (making stories with photos and voice)
WeVideo
Viva Video
Skype Mystery Skype session
Korytellers Kory Graham
Genius Hour
Maker Spaces
Minecraft

Photos for class website plagiarism

Creative comments

September 1st
Teaching grammar
-

Instructional procedures, to write a recipe

Realia
Punctuation
Visuals
Persuasive/argumentative writing

Eatforhealth.gov.au
SBS insight on Literacy
Read and retell (book)
Assessing writing
Check samples PDF and assessing document on scale.
Responding questions

TESOL Techniques
She did full sentences. Difficulty to understand some sounds.
Confident, projection of voice.
because sentence structure very well. Better understanding.
Confident.
Students
Mythi
Le Vo
Jawhara (group)
Phuc (pidgeons)
Abuk (South Sudan)

Grammar
Thoughts:
Feelings: grammar lessons make you cringe
Associations: fill in the blanks
It just works: teachable moment, perfect time to mention it in context
Cobuild Grammar Book
http://www.collins.co.uk/category/English+Language+Teaching/COBUILD+
Reference/Collins+COBUILD+Grammar
BBC Pronunciation

Strategies for grammar

Peter tili
Modals: words clines
ASSESSMENT 1:

TESOL Techniques
September 8th
Teaching reading resources

PDF +

Pernile Ripp

David Hornsby

App Spreeder - http://www.spreeder.com/

Thats life / work

Modern English teacher magazine

Podcasts:

Code switch
Revisionist history (Malcom Gladwall)

Those students love reading

See? Different types of texts and people looking, engaged with the
text, highlighters all over the place,

Hear? Feedback, discussion, mouthing the words, asking questions

for vocabulary, questions about context and content.

Feel? Relaxed environment, people tuned in,

Strategies?

Outside school?

Diversity and inclusion?

Text to text, text to self, text to world.

Making connections, engaging you with the text
Top-bottom / bottom-up approaches
Activating students schema: building up on old knowledge, modelling the
text, finding out prior knowledge.

TESOL Techniques

Work on prior knowledge

Pre-teach vocabulary and important context
Making explicit the process we are going through
Have a purpose for reading the text.
Small chunks of text to work with
Teach strategy and model them.
Pre, during and post activities
Visuals