SUMMARY Reading and tasks on various contexts in which teaching occurs; expectations for teachers on their first day of class; identifying ideas for balancing work ideas and leisure, recognizing traits of an effective teacher; ways to build community in your classroom, examples of how to be a good role model; strategies for maintaining professional relationships during your teaching career; terminology and abbreviations used in the TEFL profession; and effective and ineffective teaching practices. OBJECTIVES After reading this chapter, the reader will be able to... Describe the general history and current global importance of the English language. Define teaching as a profession. Recognize traits of an effective teacher and ways to establish a teaching presence. Explain what to expect on the first day of teaching. Propose ways to build community in your classroom. List some student and classroom issues that may arise and how to approach them. Identify ideas for balancing work responsibilities and leisure. Identify strategies for maintaining professional relationships during your teaching career. Contrast effective teaching practices with ineffective ones. Define common terminology and abbreviations used in the TEFL profession. Provide a general overview of levels of language proficiency. TASKS This chapter requires the following... Week 1 Peer Participation Ch 1: Quiz Ch 1: Written Response EXCERPTS OF TEXT Welcome to the profession of teaching English as a foreign language! You’ve joined a friendly and passionate group of educators. The field of TEFL is filled with challenges, joys, and opportunities for both professional and personal growth. There are a lot of concepts and content to interact with as you begin to visualize the type of EFL teacher you want to become. It can be both exciting and overwhelming, so take it easy on yourself and have faith that you can do this. To get you started on your TEFL journey, this first chapter opens by framing the English language within a global context, including a brief discussion of the roots of the language as well as its worldwide reach and importance. The content then shifts to take a deep look at the multiple factors involved in living and teaching a foreign language abroad. It then concludes by presenting some important field-specific terminology and introducing language levels. There’s much to cover. Let’s get started! Vignette 1 Juan works at a corner store where the whole neighborhood shops. The owner, Mr. Aziz, is present only during the day, and Juan is now the evening supervisor. Business is booming, and Mr. Aziz has decided to hire a part-time worker named Paul. Paul is only available to work after school in the afternoon and cannot work with Mr. Aziz. Juan is in charge of training Paul. Juan shows Paul how to do each portion of the job. He starts out with small tasks and slowly adds more duties. Is Juan a teacher? Why or why not? Vignette 2 Omar is the oldest of five children. Omar's parents frequently leave Omar home alone during the day to watch his siblings while his parents are out running the family business. The family is lucky enough to have a television set with cable in each room of their home. Omar usually sits in the living room and watches TV as he tries to do his homework. While Omar knows that it takes him longer to complete his assignments, he feels more relaxed doing things this way. Omar's brothers and sisters start doing their homework in the same way in their rooms. They are not as organized and do not complete parts of their assignments. The school begins to send letters home to Omar's parents about his siblings' academic performance. Omar's parents tell him it is his fault that he taught them this bad habit which is now ruining their academic standing. Omar says that he did not teach them anything and does not understand how they could think that it is his fault. Did Omar teach his siblings how to do their homework in this way? Explain your answer. HOMEWORK SAMPLE Essay Question: In your opinion, what are three of the most important qualities a teacher should have? Why are they important? Incorporate information from the chapter in your response. Write between 400-500 words. Note: To complete your essay, you are expected to use outside resources not found in the course material. Please note, you will also be graded on the presentation of your assignment which includes correct spelling, correct use of capital letters, correct punctuation, correct grammar, etc. QUIZ SAMPLE QUESTION 1: Being a positive role model means ________. Select one: a. Never making mistakes b. Acting in a manner consistent with the mores of the host country, inside and outside the classroom c. Drinking a beer with students after class d. Becoming friends with your students QUESTION 2: According to this chapter, setting the stage from the first moment of each class means ______. Select one: a. Refusing to modify scheduled activities. b. Reviewing previous lessons before introducing new materials. c. Distributing all handouts at the beginning of class. d. Reviewing the rules of the classroom the first few minutes. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Handling the First Day - International TEFL Academy

SUMMARY Reading and tasks on the student-centered approach and teacher’s roles; autonomous learning, the roles of collaboration and cooperative learning; experiential learning and examples of useful EFL activities; individual differences; and a sample needs analysis. OBJECTIVES After reading this chapter, the reader will be able to... Define a student-centered approach and teacher’s roles. Define autonomous learning. Explain the role of collaboration and cooperative learning. Describe best practices of group and individual work. Explain the basic steps to creating scaffolded classroom activities. Define experiential learning and give examples of some useful EFL activities. Describe different modes of learning and how they can enhance student engagement. Define the basic concept and purpose of a needs analysis. Identify the most common ways to physically arrange a classroom and their implications. TASKS This chapter requires the following: Week 2 Peer Collaboration Ch 2: Quiz Ch 2: ESL Materials Analysis EXCERPTS OF TEXT Extracted from "Autonomous Learning..." Another term associated with a student-centered classroom is autonomous learning, which means that students take responsibility for their own learning. As we just discussed, it is one of the teacher’s roles to help students realize that, only when they are truly involved and actively participating in the learning process, will they become successful. The teacher needs to help students understand that they are studying for themselves and all the activities covered in class are for their benefit, even quizzes and exams. Therefore, the teacher should be open to students’ suggestions on topics for class discussions, reading or writing assignments, and even the content of a test. Look at Table 1 and consider the questions about the four elements of a lesson: content, process, product, and evaluation. In a student-centered classroom, any or all of those components can be decided by the teacher, by the students, or some of both (Pappas, 2011). HOMEWORK SAMPLE ESL Textbook Materials Analysis: Critically review a sample unit from an authentic ESL/EFL student textbook and respond to the four prompts: Identify which student book you are reviewing. Copy and paste the name from Part I. Identify 1 activity from the book where you would use pair or group work. In your response: Identify 1 activity in the sample materials where you would use individual work. In your response: How would you modify an activity (or add a new one) to include experiential learning? Your activity can be done before, during, or after the unit. In your response: QUIZ SAMPLE QUESTION 1: An example of an authentic material is a(n)_____. Select one: a. Restaurant menu created by the students. b. Restaurant menu from the students' course book. c. Menu downloaded from a restaurant's website. d. All of the above. QUESTION 2: A student-centered classroom is NOT a place where the teacher _______. Select one: a. Addresses different learning styles of his/her students. b. Incorporates students' suggestions for topics for future class discussions. c. Lectures and students take notes and study on their own. d. Encourages students to take responsibility for their own learning. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Experiential Learning Activities - International TEFL Academy PEER COLLABORATION Peer collaborations are spaces within the ITA class portal that are intended as a way for peers to create resource lists related to teaching English as a foreign language. Every other week, the course instructor will post a topic for research where students will explore online resources and share them to the forum.

SUMMARY Reading and tasks on the differences between approach, method, and technique; contemporary and traditional teaching methods; Communicative Language Teaching (CLT); characteristics of the Community Language Learning approach; general procedures used in a Silent Way classroom; the pillars of Suggestopedia; using Total Physical Response and Total Physical Response Storytelling in a classroom; principles of Content-Based Instruction; and ways to implement Cooperative Learning, Task-Based Learning, Project-Based Learning, and differentiation. OBJECTIVES After reading this chapter, the reader will be able to... a. Differentiate between approach, method, and technique. b. Compare and contrast well-known traditional teaching methods. c. Explain how contemporary teaching methods differ from traditional ones. d. Define language accuracy and fluency and their connection to various approaches and methods. e. Identify characteristics of the Natural and Communicative Approaches. f. Describe the general concepts and procedures of a variety of common language teaching approaches and methods. g. Identify methods that are most appropriate for young learners. TASKS This chapter requires the following: Week 3 Peer Participation Ch 3: Quiz Ch 3: Activity Analysis EXCERPTS OF TEXT Extracted from "What Does It Mean to Teach?..." Everyone has an opinion about teaching, but most people have a hard time breaking down what good teaching looks like. It is a kind of “I know it when I see it” phenomenon. We need to be able to get into specifics in order to really understand what teaching is comprised of. Teachers use various teaching approaches, methods, and techniques in their everyday work. In education, just like in many other fields, people mix up commonly used terms, especially when they are close in meaning. For example, many times people will mix up teaching approach, teaching method, and teaching technique. According to Richards and Rodgers (2001), “Within methodology, a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom.” (p. 2) Basically, the approach determines the method, while the method determines the technique. See Table 1 for basic definitions and an example of approach, method, and technique. HOMEWORK SAMPLE Essay Question: Design one activity using one of the approaches listed in the box below. Use the activity template provided. Do not forget to include: Clear instructions to students. Attach any worksheets or prompts that you are going to use (cite any sources). A summary of any problems your students may encounter during the activity. Time estimates for each stage. A description of how this activity fits into a lesson/series of lessons. A rationale: Why might the students in the class enjoy this activity? Approaches: Task-based learning Multi-sensory approach Total physical response through storytelling (TPRS) QUIZ SAMPLE QUESTION 1: The natural approach _______. Select one: a. Promotes impeccable grammar. b. Discourages explicit error correction. c. Involves a lot of memorization. d. Deemphasizes vocabulary development. QUESTION 2: Mr. Smith brings in different types of foods for students to see, taste, smell, and touch during his "foods from around the world" unit. He is using a(n) _______ approach. Select one: a. Natural. b. Project-based learning. c. Multisensory language. d. Audio-lingual. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Demo-Tasked Based Learning - International TEFL Academy PEER PARTICIPATION Peer Participation is a forum within the online ITA class portal that is intended as a way for students and peers to not only get to know each other, but as a way to discuss topics related to teaching English as a foreign language. Each week, the course instructor will post a topic for discussion in this forum and students can earn credit for answering and responding thoroughly.

SUMMARY Reading and tasks on the importance of lesson planning and how it relates to instruction; characteristics of an effective lesson plan; producing an effective lesson plan; the foundation behind effective assessment methods; assessment formats and assessment question types; and incorporating the most appropriate type of assessment for all four language skills. OBJECTIVES After reading this chapter, the reader will be able to... a. Provide a more detailed overview of levels of language proficiency. b. Understand the overall importance of lesson planning and how it relates to instruction. c. Identify the characteristics of an effective lesson plan. d. Formulate lesson objectives describing what learners are able to achieve at the end of a session. e. Incorporate language input, language practice, and student output into various lesson stages. f. Produce a comprehensive lesson plan. g. Discuss some differences in lesson planning for adult vs. younger learners. h. Identify some basic activities appropriate for young learners. i. Explain the differences between and some uses of assessment and testing. j. Summarize suggestions for delivery of daily lessons. TASKS This chapter requires the following: Week 4 Peer Collaboration Ch 4: Quiz Ch 4: Partial Lesson Plan EXCERPTS OF TEXT Extracted from "Why Plan Lessons..." First, let’s consider the reasons for lesson planning. At its core, a lesson plan is a road map and checklist that guides you through a lesson toward the final language goal you have set for your students; therefore, a lesson plan serves as the framework of your teaching. Beyond that, a lesson plan has many other functions as well. It serves as a record of what you have covered in class and if an activity was effective or not, and a reminder of what you wish to accomplish next. It will also help you plan and prepare future assessments. A lesson plan is also a guide to how to present a language concept often tied to a particular textbook, so it can be reused and reworked if repeating a lesson or course in the future. Finally, it’s an indicator of your professionalism as an EFL teacher. One caveat: Once you’ve created a lesson plan, don’t feel that it is set in stone! The classroom environment can sometimes be unpredictable, so be flexible and adjust your plan how, when, and where needed. As Jensen (2001) states, “a good lesson plan guides but does not dictate what and how we teach." HOMEWORK SAMPLE Lesson Plan: You are teaching a class that meets three times per week, with each lesson being 60 minutes long. Students are adults at the beginning level. Write 250 words outlining what you will cover during a week of class and what your aims/objectives are for students to have learned by the end of the week. To help you brainstorm ideas, below is a non-exhaustive list of common themes for beginner-level EDL/EFL students: Greetings, introductions, and leave-taking. Describing basic likes or dislikes with topics such as hobbies, food, weather, etc. Describing one's family and asking yes/no questions about family. Ordering food over the phone or in a restaurant Clarifying basic information in context, such as correcting errors in numbers, addresses, and/or orders with customer service. Giving and asking basic directions to common places in a town/city. Using simple health vocabulary to give advice, ask questions, or understand prescriptions. Comparing and describing common items, such as food or clothing in a store. Create a lesson plan for one of the three days (using the template provided). Be sure to note: Your aim(s)/objective(s) for students to learn that day. Assumptions on topics such as student background knowledge, language skills, and/or interest as it relates to your lesson plan. A summary of any anticipated problems your students may encounter during the activity. Any worksheets or prompts that you are going to use (attach and cite any sources). Clear instructions to students and role of the teacher. Time estimates for each stage. QUIZ SAMPLE QUESTION 1: Choose the correct statement about lesson planning. Select one: a. Never modify your lesson plan once you start class. b. A lesson plan serves as a record of what you have taught for future references. c. Students should receive a bulleted draft of your lesson plan. d. Once you have a lot of teaching experience, lesson planning is not necessary. QUESTION 2: In the _______ stage of the lesson plan, students commonly complete close-ended tasks accompanied or followed by teacher feedback. Select one: a. Practice. b. Production. c. Review. d. Warm-up. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: An Example PPP Lesson Plan - Part 3: The Practice

SUMMARY Reading and tasks on the basic concepts in course design: creating and delivery of needs analyses and diagnostic assessments; use of data collected via analyses; evaluating and selecting textbooks; producing a general course syllabus; creating a class contract to establish classroom standards of behavior. OBJECTIVES After reading this chapter, the reader will be able to... Describe the basic concepts and best practices of design for a course of second language instruction. Create and deliver needs analyses and diagnostic assessments. Use data collected via analyses to create units of language study. Evaluate and select textbooks appropriate to target student population. Produce a general course syllabus to establish course dates and grades. Create a class contract to establish classroom standards of behavior. TASKS This chapter requires the following: Week 5 Peer Participation Ch 5: Quiz Ch 5: Course Design EXCERPTS OF TEXT Depending on where and how you find yourself teaching, you may be called upon to make big or small decisions about the course of study for your students. On one end of the continuum, you may be doing private tutoring and have a need to make a tailored course of instruction consisting of day-to-day lesson plans. Likewise, you may find yourself in a school that expects their teachers to be entirely or partially self-sufficient in the planning aspects of their classes. On the other end of that continuum, your school may be rigid in their expectations, doing all or most of the course planning for you. Read the following vignette about the first two positions of an experienced EFL teacher: Vignette: Different Expectations for Different Jobs My first two jobs teaching abroad were very different in terms of the prep required of me. My first job had me traveling around the city, teaching English to business professionals at their workplaces. I was given class lists with names grouped by level, but I had no curriculum or set coursebooks to work with. I had to do my own needs analyses and create the course of study for each group – deciding not only what to teach for each lesson, but over the course of the entire term as well. My second job, on the other hand, was at a language academy, one that had set curricula and syllabi for each level and age group. With each class list, I received a textbook (that the students were required to purchase) and a calendar containing language aim milestones. They even gave me assessments that I could use or alter as I needed! There were pros and cons to both situations, but I feel like a novice teacher needs to be prepared for anything in terms of curriculum and course design. Having to make decisions about course planning may intimidate or excite you. Regardless of your stance on this venture, this chapter strives to break apart the planning process to help you either prepare a course of study or better evaluate one that is given to you. It should provide a foundation for the creation of a course of language study which includes choosing and evaluating textbooks, establishing classroom expectations via course documents, and the development and use of needs and learner analyses. Finally, the chapter will look at different ways that you can use this data to create units of study and a syllabus for a course. By using the tools described in this chapter, you will be able to make the most of your time, energy, and resources as a teacher, while your students will gain the most benefit from the short time you are together. HOMEWORK SAMPLE Chapter 5 - Course Design Template Imagine you are going to be teaching Ana or Chien in a classroom setting. We have conducted the needs analysis and diagnostic assessments you will need to help design the course you will be teaching to the student you select. You will critically evaluate his/her responses through a series of targeted questions. Use or recreate the Course Design Template to complete the prompts. Be sure to address all parts of the prompts and cite according to your instructor’s preferences. QUIZ SAMPLE QUESTION 1: A needs analysis during the first week will primarily _______. Select one: a. Help you learn your students' names. b. Serve as an icebreaker activity. c. Serve as a tool to plan the course for a term. d. Be a component of determining students' final grade for the course. PEER PARTICIPATION Peer Participation is a forum within the online ITA class portal that is intended as a way for students and peers to not only get to know each other, but as a way to discuss topics related to teaching English as a foreign language. Each week, the course instructor will post a topic for discussion in this forum and students can earn credit for answering and responding thoroughly.

SUMMARY Reading and tasks on defining word root, prefix and suffix; common phrasal verbs and collocations; phonological, morphological, syntactic, semantic, and pragmatic understanding; selecting vocabulary words to teach in the ESL/EFL classroom; effective methods of vocabulary instruction; challenges and approaches to teaching idiomatic expressions; effective methods of vocabulary instruction with example vocabulary activities. OBJECTIVES After reading this chapter, the reader will be able to... Define morpheme, word root, prefix, and suffix, and generate examples of each. Recognize common phrasal verbs and collocations. Identify challenges and approaches to teaching idiomatic expressions. Compare and contrast the following aspects of what it means to know a word: phonological, morphological, syntactic, semantic, and pragmatic understanding. Describe considerations for selecting vocabulary words to teach in the ESL/EFL classroom. Describe and justify effective methods of vocabulary instruction, including meaningful input, controlled exercises, and communicative output. TASKS This chapter requires the following: Week 6 Peer Collaboration Ch 6: Quiz Ch 6: Quiz Ch 6: Create a Vocabulary Exercise EXCERPTS OF TEXT Extracted from "Word Roots, Prefixes, and Suffixes..." A word root, also called a word stem, is the main part of a word. For example, the verb “move” means a change in a person’s or thing’s original position. “Move” is also the root of the following bold-faced words: The moving truck was two hours late. We should call the movers and demand a refund. Who moved all of those boxes into the street Martin was unmoved by his little brother’s temper tantrum. Young children shouldn’t play with toys that have many moveable parts. A prefix is a set of letters placed at the beginning of a word that alters the meaning of the word, or root, it is attached to. The following words contain prefixes (highlighted in bold): Unmoved (un- = not) Indescribable (in- = not) Contraindicated (contra- = against) Impossible (im- = not) Readjust (re- = again) Preface (pre- = before) Postscript (post- = after) Context (con- = with) A suffix is a set of letters attached to the end of a word that often changes the word’s part of speech, and sometimes its meaning, but can also simply change nouns to plural, or indicate a change in verb tense. See the following sentences, where the suffixes are highlighted in bold and underlined: Marge quickly changed lanes to avoid the accident. Rabbits are quicker than tortoises. Texting while driving is dangerous. HOMEWORK SAMPLE Create a Vocabulary Activity: In this chapter, you read about the concepts of selection, meaningful input, and explicit instruction in relation to lexis/vocabulary. To put these concepts into practice, you will create an exercise to teach and practice vocabulary from the following text. Follow the steps below to complete this task. Part I. Read a Text Read the low-intermediate text. Pay attention to the lexis (i.e., vocabulary) that is in bold text. Part II. Teach the Lexis In Part II, you will build a vocabulary exercise. Use the Chapter 6 Activity Template to write out your answers (the same questions are provided below). QUIZ SAMPLE QUESTION 1: Root words or word stems can be defined as _______. Select one: a. Words that hold the basic meaning of a word. It's what's left after you remove any prefixes or suffixes. b. Words that commonly are found together such as "make" and "wish". It's how words go together or form fixed relationships. c. Words that look similar to words in other languages. The German word "milch" and the English word "milk" are examples. d. None of the above. QUESTION 2: Which of the following words contains the prefix "un" meaning "not"? Select one: a. Understand. b. Very similar everywhere in the world. c. Shaped by the society we grow up in. d. Dependent on our genes and family history. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: ESL Bingo-International TEFL Academy

SUMMARY Reading and tasks on grammar teaching controversies; form, meaning, and use as the three main aspects of grammar; the teaching of grammar via meaningful input and explicit instruction; the importance of controlled grammar exercises; implementing communicative output with grammar; effective methods of grammar assessment. OBJECTIVES After reading this chapter, the reader will be able to... Recognize some controversies about the teaching of grammar in second language lessons. Compare and contrast the following aspects of grammar: meaning, form, and use. Describe and justify effective methods of grammar instruction, including meaningful input, controlled exercises, and communicative output. Identify recommended methods for assessing grammar. TASKS This chapter requires the following: Week 7 Peer Participation Ch 7: Quiz Ch 7 Lesson Plan: Create a Full Lesson Plan EXCERPTS OF TEXT Extracted from "Grammatical Understanding - Meaning, Form, and Use" According to Larsen-Freeman (2001), grammar structures have three main aspects: form, meaning, and use. By breaking a structure down and taking all three of these aspects into consideration when you teach, you will be able to more clearly identify where students are having trouble and offer more practice on that aspect. Meaning: Each grammar structure contains its own semantic meaning, which is what the grammar structure communicates in itself. To use an example, the sentence “Anna is singing” includes the present continuous, which communicates that the action started before now and is occurring at the present moment. This can be contrasted with the meaning of the present simple sentence “Anna sings,” which communicates that the act of singing is a regular habit of Anna’s (but does not signal her action at the present moment). Most grammar structures have multiple different meanings. For example, the present continuous can also contain a future meaning when matched with a future time marker (as in the sentence, “I am leaving for Europe tomorrow morning”). Form: When you teach form, you focus on the written or spoken pattern of the grammatical structure. To continue with our example, the form of the present continuous is subject + am/is/are + verb-ing (“Anna is singing”). Another aspect of form can be the pronunciation of the grammar structure. For example, when teaching the present continuous, you might focus on contractions and pronunciation: “I am eating dinner” →“I’m eating dinner.” Use: When you teach a grammar structure, students must also learn when it is appropriate to use the structure, which includes the larger question of discourse. Again, referring to the present continuous, we use the grammar when narrating events in progress (“Q: What are you doing right now? A: I am reading my TEFL coursebook.”). Another common use of present continuous is the description of a photograph or drawing: “In this picture, the kids are playing a game of soccer. It is raining.” HOMEWORK SAMPLE Grammar Activity: In this task, you are going to plan a grammar activity to teach the present simple as a future tense with scheduled events and timetables (e.g. the plane leaves tomorrow at 10 p.m.). Refer to the pre-course grammar module and do any additional research needed to understand the grammar point Your class is low-intermediate level adult students who have already learned the present simple as a present tense. Prepare an activity that addresses the meaning and use aspect of this grammar point. You should follow the activity template. Do not forget to include: Clear stages and instructions. Any worksheets or prompts that you are going to use (attach and cite any sources). A summary of any problems your students may encounter during the activity. Time estimates for each stage. Rationale explaining on how this activity fits into a lesson or a series of lessons. QUIZ SAMPLE QUESTION 1: The ideal input for a grammar lesson is _______. a. meaningful b. contextualized c. discourse-level d. All of the above QUESTION 2: Which of the following is the best definition of FORM as it relates to grammar? a. How we write and say the grammar b. The discourse in which the grammar is commonly found c. What the grammar communicates VIDEO SAMPLES TEFL Grammar: Form vs. Meaning vs. Use

SUMMARY Reading and tasks on how the brain processes listening output; types of listening input; types of listening materials and how to choose them for the classroom; how to tailor listening activities to student level and mental method of processing; ways to set up activities within a listening lesson and sequence of lessons; specific techniques for teaching listening skills; how the schema theory impacts ESL/EFL reading activities; common reading strategies that can be taught to ESL/EFL learners; selecting reading materials; intensive and extensive reading skills; types of pre-reading, while-reading, and post-reading activities; and ways to assess reading both formally and informally. OBJECTIVES After reading this chapter, the reader will be able to... Summarize how the brain processes listening and reading input. Identify common student difficulties with listening and reading processing. Contrast intensive and extensive listening and reading skills. Identify types of listening and reading materials and how to choose them for the classroom. Describe how to tailor listening and reading activities to student age and level. Summarize ways to set up listening and reading activities within a lesson. Describe types of tasks that can be done within the sequence of listening and reading activities (i.e., pre-, during-, and post- activity). Identify specific techniques for teaching listening and reading skills. Describe how schema theory impacts ESL/EFL listening and reading activities. Identify common listening and reading strategies that can be taught to ESL/EFL learners. Differentiate listening and reading skills by proficiency level. Summarize appropriate types of assessments for listening and reading skills. TASKS This chapter requires the following: Week 8 Peer Collaboration Ch 8: Quiz Ch 7: Materials Analysis EXCERPTS OF TEXT Extracted from "Authentic and Realistic Reading Materials..." Since we cannot individualize reading assignments for each student in our class, how can we find readings that will appeal to a group of diverse students? Authentic texts are preferable to those “realistic” texts made just for ESL/EFL learners (Kelly et al., 2002). However, teachers may make some modifications to a text for learners, such as adding a glossary of unfamiliar words and idioms, explaining complex sentence structure, and activating their prior knowledge on the subject through pre-reading activities (addressed ahead). ESL/EFL teachers may draw from a wide range of authentic materials depending on student interests and the focus of the curriculum. Reading materials can be categorized as follows (Hadley, 2001, p.181): Literary (essays, short stories, novels, poems, etc.) Academic (journal articles, textbooks, etc.) Special genres (technical reports, comic books, industry analyses) Correspondence (letters, postcards, emails, memos, etc.) Informational or reference (maps, signs, catalogs, timetables, food labels, bus schedules, dictionaries, TV listings, thesauri) Miscellaneous realia (restaurant menus, magazine advertisements, tickets, etc.) Mainstream media (newspapers, Internet news, weather reports) HOMEWORK SAMPLE Online Listening Materials Analysis: In this task, you will critically evaluate materials from the internet. Click and read through sample plans A and B and then answer the questions below. Sample Plan A - Climate Change Sample Plan B - Marriage Questions: Select one of the sample plans listed above. Are both extensive and intensive listening questions addressed in the plan? Reference the chapter and give as much detail as needed to understand the inclusion or exclusion of these question types. (Write between 200-400 words.) Select one of the sample plans listed above. Does the plan include a full listening sequence that includes pre-, during-, and post-listening steps? How might you improve on those steps? Reference the chapter and give as much detail as needed to understand your ideas. (Write between 200-400 words.) QUIZ SAMPLE QUESTION 1: Which of the following is an example of using inference skills? Select one: a. Looking for specific facts and figures without reading the whole text. b. Guessing the location where the story takes place, based on the context and not explicit details. c. Summarizing the main points of reading. d. Flipping through a textbook to find the correct chapter number to read. QUESTION 2: The MINUS framework refers to _______. Select one: a. Activating students' background knowledge. b. Presenting comprehensible listening material. c. Using TPR activities such as 'Listen & Do' or 'Listen & Draw'. d. All of the above. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Assessing Listening & Reading - International TEFL Academy

SUMMARY Reading and tasks on the foundation needed for ESL/EFL students to improve their oral and written language production; commonly used classroom speaking activities; the sounds and most common pronunciation rules for English pronunciation and when to incorporate effective pronunciation techniques into ESL/EFL lessons; structuring ESL/EFL writing activities and lessons; and recommended outside resources to improve and expand teacher knowledge, methods, and materials of ESL/EFL speaking and writing. OBJECTIVES After reading this chapter, the reader will be able to... Describe a few basic factors that affect the acquisition of second language oral and written production skills. Describe the foundation needed for ESL/EFL students to improve their oral and written language production. Identify commonly used classroom speaking and writing activities. Identify various ways to integrate pronunciation practice into a language lesson. Discuss a general framework for structuring ESL/EFL speaking and writing activities independently and within lessons. Summarize appropriate types of assessments of speaking and writing skills. Describe some methods of providing feedback on oral and written tasks. TASKS This chapter requires the following: Week 9 Peer Participation Ch 9: Quiz Ch 9: Speaking and Writing Lesson Plan EXCERPTS OF TEXT Extracted from "Teaching Speaking..." In its most basic form, the aim of speech is to effectively communicate a message orally so that the speaker’s intentions are clearly understood. Most beginning teachers are probably aware of the basic “mechanics” of oral production – fluency, grammar, vocabulary, and pronunciation, but there are also social and cultural communicative aspects as well. In addition to the four areas just mentioned, an effective speaker of any language must have an understanding of: Knowing when and how to interrupt and ask questions, and when to stop and listen Choosing appropriate grammar or vocabulary for a given situation or context Knowing how language functions in terms of speech acts (e.g. inviting, apologizing, etc.) Being aware of the social dynamics of language Creating coherent and cohesive output, and holding a listener’s interest When creating speaking activities and lessons, make sure to take the above into account, and build awareness in your students regarding their role in effective discourse. HOMEWORK SAMPLE Writing Activity: Write a paragraph describing a writing activity that you would create for a class that you are teaching. Specify the level (beginner, intermediate, or advanced) and the language goal of the task. Next, create a rubric to evaluate the task. Your rubric should include: A grading scale to assign point values, and a definition of what constitutes a satisfactory response to the activity. The language areas in which your students are being evaluated. The specific criteria for each area. QUIZ SAMPLE QUESTION 1: Actively engaging students in a writing task through a series of writing stages, which involve multiple drafts and revisions with period feedback, is known as _______. Select one: a. The product approach. b. Peer review. c. Brainstorming. d. Process writing. QUESTION 2: The best and most common example of an ice-breaker speaking activity is _______. Select one: a. Debate. b. Problem Solving. c. Role Playing. d. "Find someone who...". VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Feedback in ESL Writing - International TEFL Academy PEER PARTICIPATION Peer Participation is a forum within the online ITA class portal that is intended as a way for students and peers to not only get to know each other, but as a way to discuss topics related to teaching English as a foreign language. Each week, the course instructor will post a topic for discussion in this forum and students can earn credit for answering and responding thoroughly.

SUMMARY Reading and tasks on the several benefits of using low-tech visual aids with English language learners; low-tech visual aids and how they can be applied to the ESL/EFL classroom; ways to use the Internet effectively with ESL/EFL students; precautions to consider when assigning Internet-related activities; how blogs and wikis might be used to enhance students’ communication skills; recommendations for effectively integrating video into the ESL/EFL classroom; ways to use songs as a teaching and learning tool; appropriate visual aids for each language skill (reading, writing, listening and speaking); and general criteria to follow when choosing a visual aid. OBJECTIVES After reading this chapter, the reader will be able to... Define visual aids and how they can enhance learning. Identify the general criteria to follow when choosing a visual aid. Describe several benefits of using low-tech visual aids with English language learners. Identify a wide variety of low-tech visual aids and explain how they can be applied to the ESL/EFL classroom. Compare and contrast main types of online learning: blended learning, synchronous classes, and asynchronous classes. Analyze some strengths and drawbacks of online teaching compared to classroom-based programs. Identify ways to use the internet effectively with ESL/EFL students. Explain precautions to consider when assigning internet-related activities. Discuss how blogs and wikis might be used to enhance students’ communication skills. Summarize recommendations for effectively integrating video into the ESL/EFL classroom. Cite an example of an appropriate visual aid for each language skill (reading, writing, listening, and speaking). TASKS This chapter requires the following: Week 10 Peer Collaboration Ch 10 Task 1: Quiz Ch 10: Improving Past Plans EXCERPTS OF TEXT Extracted from "Choosing the Right Visual Aids..." Not all visual aids are appropriate for the ESL/EFL classroom. For example, imagine having a Thai student who has lived his whole life in a tropical climate. It would be unfair to ask him to fully describe pictures of a ski resort in the mountains of Switzerland without reviewing his background knowledge and assisting with vocabulary and geography. Can you think of other characteristics of a visual aid that would detract from learning instead of enhancing it? Have you ever been exposed to poor visual aids as a student? HOMEWORK SAMPLE Integrating Video: You are teaching a unit that deals with ordering food. Your class has 15 students and they are at the high beginner level. Integrating concepts from the chapter, design an activity that includes the following video. The activity plan should include pre-, while-, and after-viewing steps. Plans that do not use the following video will not be accepted. Use or recreate the Activity Template to develop your activity. Do not forget to include these points within the template: Language aims/goals for the activity Assumptions on topics such as student background knowledge, language skills, and/or interest as it relates to your lesson plan A summary of any problems that your students may encounter, as well as potential solutions Clear instructions for the students and teacher in each stage of the activity Time estimates for each stage Worksheets, visuals, or prompts that you create or modify (attach and cite any sources) QUIZ SAMPLE QUESTION 1: A teacher must carefully examine visual aids and videos before classroom use to avoid _______. Select one: a. Culturally offensive themes. b. Profane language. c. Scenes of excessive violence. d. All of the above. QUESTION 2: For which of the following writing topics would a Venn diagram be most appropriate as a brainstorming and planning tool? Select one: a. Comparing and contrasting characteristics of Internet-based learning to in-class learning. b. Listing the pros and cons of banning junk food in public schools. c. Describing lesser known tourist sites in Paris. d. Explaining the advantages of adding green spaces to large cities. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Graphic Organizers - International TEFL Academy PEER COLLABORATION Peer collaborations are spaces within the ITA class portal that are intended as a way for peers to create resource lists related to teaching English as a foreign language. Every other week, the course instructor will post a topic for research where students will explore online resources and share them to the forum.

SUMMARY Reading and tasks on culture and cultural sensitivity, surface and deep culture; the five barriers to cross-cultural communication; four main cultural dimensions and their implications for the EFL classroom; and culture shock and its stages. OBJECTIVES After reading this chapter, the reader will be able to... Define culture and cultural sensitivity. Differentiate between surface culture and deep culture. Identify five barriers to cross-cultural communication. Discuss four main cultural dimensions and their implications for the EFL classroom. Define culture shock and describe its stages. TASKS This chapter requires the following: Week 11 Peer Participation Ch 11: Quiz Ch 11: Written Response/Cultural Report EXCERPTS OF TEXT Extracted from "Stereotypes..." Stereotypes constitute the third barrier to successful cross-cultural communication. A stereotype is a collection of attitudes and assumptions about a group of people, and the word has a negative connotation in general. We naturally try to classify people into different categories based on what we have heard or what we have experienced. The problem with stereotypes is that they are usually based on one occurrence. We apply one perception to an entire group, and once we hold it, we interpret what we see as proof that what we believe is true. And as we already know, the same behavior can have very different meanings and can be the result of different underlying values. What is more, stereotypes only paint a partial picture of a person and that person’s culture, and are often inaccurate. Stereotypes should not be confused with generalizations. Generalizations are statements about other cultures that are based on cross-cultural research and are usually done by anthropologists or other experts. They are more reliable, as they take into account all available information. The purpose of generalizations is to help international communication by showing the different underlying attitudes and values behind visible practices. HOMEWORK SAMPLE Essay Question: Write an essay on one country where you plan to teach EFL in the future. If you plan to teach online, write about a country where your students might be located. If you plan to teach students who are residing in your home country, consider writing about a culture that you believe many of your students would identify with. Your essay should address all three of the following ideas: Surface-level cultural norms such as food, dress, celebrations, etc. Deep-level cultural norms such as people’s attitudes, values/beliefs, etc. Classroom and educational culture such as student-teacher/student-student relationships, educational systems, dress code, etc. Use at least three sources and write 750-1,000 words. You may include pictures too if you wish. Be sure to acknowledge each source using the preferred citation method of your instructor. QUIZ SAMPLE QUESTION 1: In indirect cultures, the teacher should _______. Select one: a. Ask individual students to share their opinion. Suggest controversial topics for class discussions to encourage participation. Give both positive and negative feedback openly in front of the whole class. Ask students to work in groups before asking for an individual opinion. QUESTION 2: Choose the statement about culture that is true. Cultural norms are _______. Select one: a. Only acquired in adulthood. b. Very similar everywhere in the world. c. Shaped by the society we grow up in. d. Dependent on our genes and family history. VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Dimensions of Culture - International TEFL Academy