BEYOND OUR
BORDERS
TEACHING ENGLISH AS A FOREIGN LANGUAGE
Doris Edwards
June 2016 Edition
Copyright 2005 by Doris Edwards
This material is copyrighted by Doris Edwards, 2005. It may be copied and used without permission for
any non-commercial use as long as this copyright paragraph is included with the material. For any
commercial use, written permission from Doris Edwards is required.
This manual is available at cost for $18, including shipping of hard copy in three-holepunch and loose-leaf binder. You may order from Dr. Donnie Wiltshire, Director of
Special Programs for the North Carolina Baptist Convention, at (800) 395-5102 x5630
or [email protected]. You may download a free PDF file copy from
http://www.ncbaptist.org/index.php?id=143 and clicking on Resources. For information
about scheduled Beyond Our Borders (BOB) workshops or to ask questions about the
use of the material, contact Doris Edwards at [email protected] with BOB on the
subject line.
ii
PREFACE
“Jabez cried out to the God of Israel, ‘Oh, that you would bless me and enlarge my territory! Let your
hand be with me, and keep me from harm so that I will be free from pain.’ And God granted his request.”
(1 Chronicles 4:10 NIV1)
Project HELP: Literacy began as a vision of Woman’s Missionary Union to “enlarge our territory.” The
North American Mission Board and International Mission Board joined forces when a Task Force for the
project identified the need to train volunteers teaching English as a Foreign Language (EFL). This is a
world-sized goal to match numbers of persons everywhere clamoring to learn English with volunteers
who are prepared to teach English wherever God says, “Go!”
Already responding to the global call for EFL missions, ever-increasing numbers of short-term volunteers,
journeymen, and career missionaries have been going overseas. Many go without any guidance in
teaching non-native speakers of English. In 1999 the EFL Task Force responded to this call by initiating
the development of Beyond Our Borders, a training manual to equip volunteers and others with effective
skills for teaching English to speakers of other languages and for sharing the Good News with all nations.
The compassion of Jesus for meeting every human need has compelled this project. Jesus said of his own
ministry: “The Lord's Spirit has come to Me, because He has chosen Me to tell the good news … to
announce freedom for prisoners, to give sight to the blind, to free everyone who suffers, and to say: ‘This
is the year the Lord has chosen’.” (Luke 4:18-19 CEV2)
Beyond Our Borders pools vision with ideas, practical helps, resources, and many years of experience. It
is our gift to you: a tool for English language teaching and a tool for bearing witness to the greatest gift
of all—Jesus Christ.
His love and ours,
EFL Task Force
Dayle Burkhart
Delores Cork
Debbie Corley
Peggy Dockery
Doris Edwards
Gayle Leininger
Mike López
Phyllis Merritt
Kendale Moore
Ann Wilson
1
New International Version, © New York International Bible Society, 1978
Contemporary English Version, © American Bible Society, 1995
2
iii
ACKNOWLEDGEMENTS
I wish to express deepest gratitude to Literacy Missions Associates and members of the Task Force who
have prayed this curriculum into reality and provided valuable feedback after field-testing these past five
years. God first placed the need for EFL materials and training in the heart and prayers of Gayle
Leininger, when Gayle was the Home Mission Board Literacy Missions National Missionary for the
Southern Baptist Convention. God used Elizabeth Rivera Wilkins, Language Missions Specialist for
Women’s Missionary Union, to be the catalyst and initial facilitator for this project, bringing together the
Task Force for strategizing in August of 1999 and March of 2000. I am especially appreciative of Gayle’s
encouraging words and Elizabeth’s “can-do” spirit.
I am indebted to faculty and friends in Columbia, SC, where the Master’s TEFL program at Columbia
International University provides a model of excellence for teaching beyond our borders. I am thankful
for the TEFL missions heart and expertise of Dr. Don Snow (More Than a Native Speaker: an Introduction
for Volunteers Teaching Abroad) and for Dr. Douglas Brown’s Teaching English by Principles: an
Interactive Approach to Language Pedagogy that have influenced the rationale represented here.
I thank the following individuals for their valuable contributions to this project:
Phyllis Merritt for the Picture Sequence page, Creation Story in Simplified English, and Creation
Story Chant in the Multi-Level Lesson; and her Suggested Teaching Helps on p. 75
Phyllis Merritt and Peggy Dockery for their list of Dialogue Journal Topics, pp. 53-54
Ann Wilson and Amity co-workers in China for contributions to the Idea Bank
Dayle Burkhart for the use of her plan for Placement Testing
Glenda Reece for her Lipson adaptation and idea for Vocabulary Expansion on p. 86
Dr. Glen Rice, from the English Intensive Program at the University of South Carolina, for his
“Effective Ways to Make Reading a Shared Experience” on p. 87
Delores Cork for the Accent Inventory text on p. 100
Gayle Leininger for “What You Must Do Before You Go”
Dayle Burkhart and Debbie Corley for their faithful feedback on the first draft
Carol Fite, affirming and patient WMU Copy Editor for the initial draft
Patricia Collins (LA), Karen Barnes (VA), Ivanna Thrower (NC), Ann Fallaw (SC), and Robin Feistel
(TX) for proofreading and offering useful suggestions
Marion Stilley, prayer warrior and encourager, who has gone the “second mile” many times over
in proofreading and lending much-needed technical assistance
Michael López and the International Mission Board for permission to use material from their
International Missions Training Institute for Cross-Cultural Witnessing
Kendale Moore (Literacy Missionary for the North American Mission Board) for providing the initial
leadership workshop using the Beyond Our Borders curriculum
Dr. Lester Meriwether (Literacy Connexus Coordinator for the Baptist General Convention of
Texas) for continued support and provision for leadership workshops
Preston Reece for his expertise in finishing touches and preparation of the final reproducible CD
version of this material
Dr. Donnie Wiltshire and the Baptist State Convention of North Carolina for graciously consenting
to print and distribute Beyond Our Borders
Robin Feistel (Literacy Connexus Teacher Trainer/Ministry Consultant in Texas) for being my
proofreader par excellence for the 2007 update
What a team effort this has been! Through it all, God has been faithful. “Not to us, O Lord, but to your
name be the glory, because of your love and faithfulness.” (Ps 115:1)
Doris Edwards
iv
BEYOND OUR BORDERS:
Volunteers Teaching English as a Foreign Language
TABLE OF CONTENTS
Page #
PART ONE
TEFL PRINCIPLES
The EFL Distinction ................................................................................................................. 1
Language Learning ................................................................................................................. 1
Language Teaching ................................................................................................................. 1
Characteristics of Communicative Language Teaching ............................................................... 2
LESSON PLANNING FOR COMMUNICATIVE LANGUAGE TEACHING
Topics by Level ....................................................................................................................... 4
Functions by Level .................................................................................................................. 5
Teaching Sequence ................................................................................................................. 6
Teaching Activities .................................................................................................................. 7
Lesson Plan Cover Sheet (annotated) ..................................................................................... 12
Lesson Plan Cover Sheet (blank) ............................................................................................ 13
Reminders for Lesson Planning .............................................................................................. 14
SAMPLE LESSONS
Novice Level ......................................................................................................................... 15
Beginner Level ...................................................................................................................... 22
Intermediate Level ................................................................................................................ 30
Advanced Level ..................................................................................................................... 33
Multilevel/Bible-Based ........................................................................................................... 38
Beginning Literacy Level ........................................................................................................ 47
ESSENTIALS FOR A TEFL BAG OF TRICKS
The Dialogue Journal ........................................................................................................... 52
Using Pictures ....................................................................................................................... 55
The Lipson Method................................................................................................................ 63
Total Physical Response (TPR) ............................................................................................... 65
The Idea Bank ...................................................................................................................... 67
Teaching Tips ....................................................................................................................... 71
Suggested Teaching Helps ..................................................................................................... 75
v
PART TWO
PLACEMENT TESTING
Overview .............................................................................................................................. 76
Registration Form ................................................................................................................. 79
SPECIALIZED CLASSES
Listening .............................................................................................................................. 80
Speaking .............................................................................................................................. 82
Reading ................................................................................................................................ 84
Writing ................................................................................................................................. 90
Pronunciation ....................................................................................................................... 95
MATERIALS SELECTION
What Materials to Take ....................................................................................................... 102
How to Choose Materials ..................................................................................................... 103
PART THREE
USING THE BIBLE IN TEFL ............................................................................................................. 104
CROSSCULTURAL WITNESSING
Study Guide ........................................................................................................................ 110
Behavior Inventory.............................................................................................................. 111
My Testimony ..................................................................................................................... 112
How to Direct Conversation toward Spiritual Matters ............................................................. 113
Case Studies ....................................................................................................................... 114
Constructive Attitudes to Take to the Field............................................................................ 117
WHAT YOU NEED TO DO BEFORE YOU GO ...................................................................................... 118
RESOURCES
Teaching Materials .............................................................................................................. 120
Publishers…………... ............................................................................................................. 128
Web Sites……… ................................................................................................................... 130
vi
TEFL PRINCIPLES
THE EFL DISTINCTION
English as a Foreign Language (EFL) refers to teaching English in a country where English is not widely
used. In contrast, English as a Second Language (ESL) refers to teaching English to non-English-speaking
people in an English-speaking area.
The difference between the two becomes clear by considering the language that is predominantly spoken
outside the walls of the classroom. EFL students have limited opportunities for practice, while students of
ESL have access to a ready-made 24/7 language laboratory.
EFL students must create or seek out practice opportunities in language clubs, books, interaction with
tourists, the Internet, and English-speaking pen pals. ESL students, on the other hand, encounter English
everywhere—on the streets, in stores, on the telephone, in public transportation, in print media, from
sound waves and fiber optics and from native speakers of English.
LANGUAGE LEARNING
The capacity for language is not learned but is innate. Brain research reveals that humans are
pre-equipped for language acquisition or natural learning. A look at the way children learn their first
language gives insight into the way other languages are learned: by listening to the sounds and speech
patterns around them, by attempting to imitate what they hear and by gradually progressing from the
production of single words to complex sentences. Throughout the language acquisition process, children
focus on meaning or message rather than accuracy of grammar and sentence structure.
From this research, we note the importance of allowing any language learner time to grow accustomed to
the sounds of a new language and time to comprehend language without having to produce it. We
recognize the need to establish meaning through dramatization and the use of real objects; to begin with
controlled vocabulary and meaningful repetition; to praise students’ efforts; and to create a comfortable
atmosphere for learning.
In order for language proficiency to develop, learners must develop both fluency (the free flow of speech
that focuses on meaning or message) and accuracy (the ability to use correct language clearly and
appropriately).
LANGUAGE TEACHING
There is no single method of instruction that meets the needs of all students. However, for many years,
research and experience have supported the Communicative Approach as the most effective way to teach
languages. This approach allows teachers to choose freely from a variety of methods that prepare
students to use the new language in real-life situations to express their own ideas, attitudes, feelings and
opinions. Students do not repeat sounds and sentences for repetition’s sake. They have reason to talk.
Communicative activities always have an element of spontaneity and unpredictability or choice. Even
zero-beginners are able to “choose” responses unpredictably from among the responses previously
practiced with the teacher’s help.
In the student-centered communicative classroom, the teacher serves as facilitator or coach--“not a sage
on the stage, but a guide on the side.”
1
CHARACTERISTICS OF COMMUNICATIVE LANGUAGE TEACHING
LOW-ANXIETY ENVIRONMENT
Create a safe place for students to be risk takers—to be willing to make mistakes as they allow words to
tumble out in their attempts to learn a new language. The following contribute to a relaxed and
comfortable atmosphere and help create a sense of community:
1.
2.
3.
4.
5.
6.
7.
Music playing as students arrive
Personal greeting and bidding farewell to students
Sincere and frequent affirmation
Frequent reference to the culture of the students
Smiles and laughter that are commonplace (a factor in the most successful classrooms)
Students called by name as often as possible
Minimal error correction
(1)
Correcting only global errors, those that actually hinder communication
(2)
Limiting correction to the new vocabulary or grammar point in a given lesson
(3)
Avoiding correction in social situations
(4)
Responding with an expanded answer that places a slight emphasis on the needed
correction
RIGHT KIND OF INPUT
Present new language in ways that students understand meaning. Provide opportunity for students to
practice the new language in a variety of meaningful ways. To make sure students learn and remember
what you teach, incorporate the following in every lesson:
1.
2.
3.
4.
5.
6.
7.
Material that is appropriate for the proficiency level of the students
Lesson content relevant to the students' real-life needs and interests
Integrated skills--listening, speaking, reading and writing--in each lesson, but with emphasis on
what your students need most
Task-based learning that points students beyond grammar and sentence structure to real-world
problem-solving, role play, discussion, interviews, surveys, etc.
Language learned in meaningful chunks, not words in isolation (a strategy of most successful
learners)
Language made understandable by use of the following:
(1)
Real or authentic materials (real fruits/vegetables, real restaurant menus, etc.)
(2)
Simplified language (controlled vocabulary, rephrasing, repetition, clear enunciation)
(3)
Demonstration and multiple examples rather than explanation or definition
(4)
Lots of gestures and nonverbal language
Contextualized instruction, i.e., hooking the new learning on something known or familiar to the
students
2
REAL-LIFE INTERACTION
Use interactive activities to teach students to use English as a tool for real-life communication. Provide
activities in which students call upon all they have learned to share thoughts, opinions, feelings or ideas.
Plan lessons that include the following:
1.
2.
3.
4.
5.
6.
7.
Variety in grouping (predominately pairs and small groups of three or five; using teacher/whole
class only for initial presentation, for feedback following each activity and for closure)
Pacing of activities with a balance of noisy/quiet and still/active
Avoidance of questions for which answers are already known
Constant monitoring of interaction, i.e., walking about the room to ensure students are staying
on task—in English!
Well-placed questions that elicit response from quieter students, with progression according to
difficulty:
(1)
Yes/No
(2)
Either/Or
(3)
Who, what, where, when, how, why (in this order)
“Coaching” that helps students arrive at their own answers rather than having answers supplied
for them
Functional approach to instruction—teaching students to do something in English they could
not do before
3
TOPICS BY LEVEL
BEGINNER
Personal information
Family (basic)
Numbers
Time
Money
Calendar
Transportation
Occupations
Physical Descriptions
Emotions (basic)
Weather / Seasons
Leisure Activities
Body Parts (basic)
Everyday Activities
Clothing (not shopping for)
Housing / Furnishings
Foods
Holidays
Geography
Places
Ailments / Remedies (not seeing doctor)
Safety / Self-Defense
Natural disasters
Ecology
Crime
Animals
Friendship
Love
Parenting
Superstitions
Getting a job (requiring English)
Ordering Fast Food (helping tourists)
Entertainment
Health care
Directions (tour guide perspective)
Music
Nonverbal Communication
Safety
Traditions
INTERMEDIATE
Heroes
Famous People
Personality Types
Travel
Life passages/memories
Traditions
Dating /marriage
Hobbies
Sports
ADVANCED
Current events
Art
Education
Habits of Frequency
Values
Changing Families
Systems of Government
Famous Quotations
Success
History
Predictions
Hopes / dreams for the future
Folklore
Resume/job interview (requiring English)
Humor
Social Issues
4
FUNCTIONS BY LEVEL
A FUNCTION IS A CULTURALLY APPROPRIATE USE OF WORDS TO ACCOMPLISH A SPECIFIC PURPOSE.
NOVICE
INTERMEDIATE
• Giving and responding to simple instructions
(“Pick up,” “sit,” “stand...”)
• Giving and understanding simple warnings
(“Be careful!”)
• Requesting and relating simple facts, directions,
information related to daily life and environment
(identifying self and others; stating basic health
problems; using numbers, time expressions,
weather and calendar words)
• Identifying and labeling surroundings
• Using memorized material or ritual expressions
to greet others, introduce self and others, part
company, apologize
• Agreeing / disagreeing in simple terms
• Expressing simple likes and dislikes
• Expressing thanks
• Politely interrupting, asking for help
• Requesting clarification or confirmation (“Please
repeat.” “Speak slowly.” “Is that
?”)
•
•
•
•
•
HIGH BEGINNERS
ADVANCED
• Describing physical health problems and
inquiring about health of others
• Expressing basic emotions and inquiring about
feelings of others
• Expressing pleasure or regret about health or
emotions of others
• Describing clothing and weather
• Arranging for travel plans
• Stating past events and plans for future
• Issuing, accepting and declining invitations
• Making small talk
• Giving and receiving compliments
• Expressing personal opinions
• Apologizing for specific mistakes
• Clarifying misunderstandings
• Playing simple games and sports
• Giving and requesting permission to do something
• Complaining mildly
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Asking for and giving simple definitions
Commenting on and discussing current events
Understanding jokes
Asking for, granting and declining favors
Agreeing with and supporting or contradicting
another’s opinion
Defending one’s own opinion
Sympathizing
Asking forgiveness
Expressing certainty/uncertainty; probability
and possibility
Sharing personal insights, intentions, hopes
and dreams
Approving/disapproving of something
Giving personal advice/ suggestions
Summarizing
Evading, hesitating, avoiding commitments
Evaluating
Handling emergencies
Telling jokes, teasing
Making conjectures
Persuading
Negotiating
Praising, encouraging
Debating
Paraphrasing
Insisting
5
TEACHING SEQUENCE
WARM-UP (5-10 minutes)
• Get students’ attention.
• Mark the beginning of the lesson.
• Introduce the lesson topic.
• Activate students’ background knowledge and prior experience.
• Lower anxiety levels with something fun and appealing to students’ interests.
Possible activities: jazz chant or song; response to a picture/proverb/quotation; a single question for pair
activity; simple brainstorming in small groups; semantic webbing; or teacher’s use of costume or props
PRESENTATION (10 minutes)
• Present the new language (vocabulary, including functional phrases and/or grammar points) in
a real-life situation; clarify meaning and usage; show, with body language, if new language is
formal or informal.
• Make provision for students to hear and see the new language.
• Work on sounds, stress, and intonation as students repeat the new words and phrases.
Possible activities: use of authentic props, real-life pictures, dramatization, listening to text on cassette
tape or CD, short reading of text, a movie/video/DVD clip
GUIDED PRACTICE (1-2 activities)
• Provide controlled practice of the new language with predictable responses.
• Focus on accuracy of form, leaving little room for error.
• Correct all errors that relate to the new language.
• Help students grow comfortable manipulating—not creating—the language.
Possible activities: fill-in-the-blank; matching; multiple-choice or question/answer (written on the board);
cloze; strip story; TPR; small group sequencing of jumbled lines of the dialog; categorizing/alphabetizing
vocabulary; information gap; chain drill
COMMUNICATIVE PRACTICE (2-3 activities—40 to 50% of total class time)
• Give students a reason to use the new language in real-life context and to express their own
thoughts with an unpredictable response.
• Lower anxiety by focusing on a task or message rather than form.
• Emphasize meaningful communication and fluency development in a safe and risk-free
environment. (No error correction here!)
Possible activities: role-play; problem solving; storytelling; discussion; interview; survey; use of pictures;
debate; ranking; jigsaw; concentric circles; parallel lines; brain storming; group games related to the
lesson topic and requiring some thinking
COOL-DOWN (5 minutes)
• Provide closure with feedback, affirmation, and summation statement.
• Collect previous homework / dialog journals.
• Make any new assignment.
Possible activities: small group reporting; expressing opinion with raised hands; tallying results and
opinions on the board; brief use of jazz chant or song
6
TEACHING ACTIVITIES
Key:
Ss = students
S1 = first student
MLL – Multilevel Lesson
Activity
ADD-ON
ALPHABETIZING
BRAINSTORMING
GP = guided practice
SG = small group
T = teacher
Definition
CP = communicative practice
Vocab = vocabulary
LL = Literacy Lesson
Category
Example
Ss stand in circle to
review vocabulary or
names; to create or tell a
story by repeating all that
has been said plus his/her
response
GP--to review/reinforce
learning
CP1 in MLL, p. 40
CP--to create/tell story in
own words
Workshop—learning first
names of participants
Ss alphabetically arrange
letters, words, objects or
themselves in a line.
GP—lower level Ss
Small groups think
of/make a list of
possibilities
Warm-Up or CP
GP3 #3 in LL, pp. 49-50
Cool-Down—to review
Cool-Down in LL, p. 51
Cool-Down
Workshop—irregular past
tense verbs and body
parts
CP2 in MLL, p. 40
CATEGORIZING
Ss work in pairs or SGs to
sort items with similar
qualities.
GP
CHAIN DRILL
S1 makes a statement
and asks a question of S2;
S2 replies and asks the
same question of S3, etc.
GP (tight T-control, even
though students are
speaking)
GP3 #2 in LL, p. 49
CHARADES
T or Ss mime an action for
others to identify.
GP
GP3 in Novice Lesson,
p. 17
CLOZE
T whites-out every 8-10
words in a text for novice
Ss, every 6-7 words for
beginners, every 5th word
or so for more advanced
students. An “underline”
indicates blanks to be
filled in. Blanks are
numbered for easy
reference. Jumbled
answers in a box at the
top of the exercise give
help for lower- level
students.
GP (good check on
comprehension)
GP2 in MLL, p. 40
CONCENTRIC
CIRCLES
Ss form a circle within a
circle. Pairs practice a
dialog/role play or share
information. T signals for
the outside circle to take a
step to the right to join a
new partner. (opt.- in
parallel lines, one on end
goes to other end)
GP for controlled dialog
and/or predictable
answers
(Concentric Circles)
Workshop—sharing pet
peeves
CP for all other practice
(Parallel Lines—a variation
of the above) CP2 in Int.
Lesson, p. 32
CP (including discussion)
CP (with elaboration)
Workshop—sorting
teaching activities as to
GP/CP/Both
7
Key:
Ss = students
S1 = first student
MLL – Multilevel Lesson
Activity
GP = guided practice
SG = small group
T = teacher
Definition
CP = communicative practice
Vocab = vocabulary
LL = Literacy Lesson
Category
Example
DEBATE
T divides Ss into two
teams to defend opposite
viewpoints, giving reasons
for each.
CP
CP2 second option in MLL,
p. 40
DIALOG
Ss read parts “A” and “B”
in a conversation.
Presentation of New
Language or GP (to
sequence sentences or fill
in blanks)
GP1 Beg. Lesson, p. 24;
Presentation #4 LL, p. 50;
GP3 Adv. Lesson, p. 35
DIALOGUE JOURNAL
T engages individual Ss in
an informal conversation
in writing to focus on
development of fluency
and T-S relationship.
(details on pp. 52-54)
CP (creating language in
writing)
Homework in Novice,
Beg., Int., Adv. and MLL,
pp. 18, 24, 32, 35, 41
T reads words (for
novices), phrases, or
sentences three times: (1)
normally, (2) more slowly
in phrases, (3) and again
at normal rate for Ss to
check. T checks work or
posts the text for Ss to
self-check.
Warm-Up
FILL-IN-THE-BLANK
Key words are omitted
and indicated by a blank.
Ss fill in the missing words
for a check on
comprehension or to
guide reading.
GP
GP2 in Adv. Lesson, p. 35
FOUR-SQUARESHARE
Ss get in groups of four
and number off 1-2-3-4.
In the first round of
sharing, partners are 1-2
and 3-4. In round two,
they are 1-3 and 2-4. For
the final round, partners
are 1-4 and 2-3.
GP (if “canned info,” i.e.,
if answers are already
known)
Workshop activity sharing
favorite holidays
Pairs have handouts with
similar information, but
each is missing different
information. Ss take turns
asking each other
questions to fill in their
blanks. They do this by
speaking / listening, not
by reading from the
other’s paper.
GP (if predictable
response and little room
for error)
DICTATION
INFORMATION
(or INFO) GAP
Homework
GP
Warm-Up in Adv. Lesson,
p. 34
Workshop—variation with
Dictation Relay with Bible
verse (directions on pp.
67-68)
CP (if unpredictable)
GP2 in Beg. Lesson,
p. 24
CP (if elaboration in
responses)
8
Key:
Ss = students
S1 = first student
MLL – Multilevel Lesson
Activity
GP = guided practice
SG = small group
T = teacher
Definition
CP = communicative practice
Vocab = vocabulary
LL = Literacy Lesson
Category
Example
INTERVIEW
Partners ask each other
several questions.
CP
CP1 in Novice Lesson,
p. 17
JAZZ CHANT
Jazzy rhythms in verse
teach the sound, stress,
intonation patterns,
functions and cultural
cues of American English.
Warm-Up
GP
Warm-Up in Novice
Lesson, p. 16
Cool-Down
Cool-Down in MLL, p. 41
JIGSAW TASK
T divides Ss into SGs that
number off, then disperse
to form other groups with
an assigned task (all 1’s
together, all 2’s, etc.).
After becoming “experts,”
Ss return to their original
grouping to share
expertise, thus giving all
Ss the “big picture.”
CP
Workshop—teaching a
clever/unfamiliar song
related to a lesson topic
LIPSON
T. cues storytelling with
pictures and core
sentences.
GP (predictable at first)
MLL pp. 39-46
(Details on pp. 63-64)
CP (telling story in own
words and answering
adaptation questions)
MATCHING
Ss draw a line to match
an item from one column
with the appropriate item
in another column.
GP
GP1 in Novice Lesson,
p. 16
MULTIPLE CHOICE
Ss choose the best
response from several
choices given.
GP
GP1 in Adv. Lesson, p. 34
PAIR-SQUARESHARE
After a pair of Ss share
information, they join
another pair and report
their partner’s information
(involves practice of
listening, speaking and
pronunciation).
CP
Workshop—introducing
partner to another pair in
get-acquainted activity
Half Ss form a straight
line; others line up across
from 1st line. After 2-way
exchange of information,
S. on end of 1st line goes
to the other end of the
line. Others in that line
take one step to the rt,
giving new partners.
GP or CP
PARALLEL LINES
CP2 in Novice Lesson, p.
17
CP2 in Int. Lesson, p. 32
9
Key:
Ss = students
S1 = first student
MLL – Multilevel Lesson
GP = guided practice
SG = small group
T = teacher
CP = communicative practice
Vocab = vocabulary
LL = Literacy Lesson
Activity
Definition
PROBLEM SOLVING
The tasks for SGs is to
find a solution for a
specific problem. The
focus is on fluency rather
than grammar.
CP
CP1 in Beg. Lesson, p. 24
QUESTION /
ANSWER
Pairs or SGs ask and
answer questions that
require some thought and
expression of opinion.
GP for factual information
GP1 in MLL, p. 40
RANKING
SGs work to assign the
degree of importance for
a list of items / ideas /
concepts.
CP
Workshop—naming the
five most important
Beginner lesson topics
ROLE PLAY
The T assigns a situation
in which Ss assume parts
and create appropriate
conversation.
CP
Workshop Activity to
distinguish the difference
in ESL and EFL
Ss sit/stand in circle for
repetition (as fast-paced
as possible).
Warm-Up or review in
Cool-Down
T encircles a word on the
board and asks Ss to
supply related words,
which the T then writes
on lines extending from
the circle in all directions
(as wheel spokes).
GP in review of new
learning (predictable)
Pairs or SGs arrange items
(pictures, words,
sentences, etc.) in correct
order.
GP (arranging sentence
strips or pictures)
GP1 in Novice Lesson,
p. 16
CP (arranging
pictures/telling the story
in sequence)
CP1 in MLL, p. 40
T uses any kind of
music—recorded,
instrumental or vocal,
singing in class, etc.
Warm-Up
Warm-Up—part two of
Listening Practice, Adv.
Lesson, p. 34
ROUND ROBIN
REPETITION
SEMANTIC
WEBBING
SEQUENCING
SONG
Category
Example
CP for thoughtful choice /
elaboration
CP1 in Adv. Less.,
p. 35
Warm-Up for More Adv.
Ss in MLL, p. 39
GP
Warm-Up in Beg. Lesson,
p. 23
CP in Warm-Up to see
how much students know
Presentation of New
Language
GP (listening for words
and phrases)
Cool-Down in MLL, p. 41
CP (using to initiate talk
about images and feelings
evoked)
Cool-Down
10
Key:
Ss = students
S1 = first student
MLL – Multilevel Lesson
Activity
GP = guided practice
SG = small group
T = teacher
Definition
CP = communicative practice
Vocab = vocabulary
LL = Literacy Lesson
Category
Example
STRIP STORY
T cuts apart a dialog or
story to have each
sentence on a separate
strip of paper. Strips are
randomly given out for Ss
to sequence. A set of
strips may be sequenced
by a pair of Ss or even a
single S. OR a S. can
sequence jumbled
sentences on a page.
GP (manipulating—not
creating—language)
GP2 in MLL, p. 40
SURVEY
Ss ask a few questions to
get factual answers from
a number of people.
GP if formulaic responses
re: address/birthday, etc.
CP2 in Novice Lesson,
p. 17
(1) T gives a command
and does the action; Ss
listen. (2) T invites Ss to
listen and join in the
action. (3) T gives the
command and encourages
Ss to do action without
visual cues. (4) Ss take
turns as “T” and gives
command. (Details on pp.
65-66)
Presentation of New
Language
This inexpensive and
simple technique enriches
any lesson, whether to
introduce a topic or
launch conversation in
pairs or SGs. (Details on
pp. 55-62)
Warm-Up
Half Ss have words on
strips. Other half have
strips with pictures,
opposites, abbrev.,
definitions, etc. Ss walk
about to find their
“match.”
GP
TOTAL PHYSICAL
RESPONSE (TPR)
USING PICTURES
WALK-ABOUT
MATCHING
CP if Ss give unpredictable
responses
Variation of TPR, GP2 in
Novice Lesson, p. 16
GP
Presentation of New
Language
CP2 in Beg. Lesson,
p. 24
GP
CP
Cool-Down
Workshop—matching flag
stickers in get-acquainted
activity
11
ANNOTATED LESSON PLAN COVER SHEET
TOPIC: what students talk about as they learn new language (listing of topics on p. 4)
RELATED THOUGHTS: a connection between lesson content and Great Literature
CULTURAL POINT OF REFERENCE: a connection between lesson content and culture of students
OBJECTIVE: statement of a specific lesson goal and how you will know the goal has been reached
LEVEL: the proficiency of the targeted students
LENGTH: time allotted to teach the lesson
VOCABULARY: approximately 8-12 new words whose meaning cannot easily be guessed from context
FUNCTIONAL PHRASE(S): phrases taught/learned as “chunks of language”; those commonly used
when talking about the lesson topic
GRAMMAR: rules of language that naturally occur in discussion of the topic (e.g., final –s for 3rd person
singular verbs; singular/plural nouns; prepositions of place; present/past/future verb tense)
SOURCES: titles and page numbers for any non-original activity or material
MATERIALS/PROPS: a detailed list of all you need to teach this lesson: authentic objects, pictures,
handouts, manipulatives (sentence strips to sequence, pictures and words to match, etc.)
DO-AHEAD: anything you must do prior to class time in order to be free to greet students upon their
arrival (e.g., cueing tapes, writing on board)
TYPES OF ACTIVITIES: a listing of all teaching activities to ensure variety
Note: The lower portion of this Lesson Plan Cover Sheet enables you to see clearly the provision you
make for integrated skills instruction. While you devote the majority of class time to oral skills, you will
want to include some reading and writing to simulate real-life language use. Reading and writing often
serve as a tool or springboard for listening and speaking activities. The grid below also provides a space
for any anticipated difficulties with pronunciation and ideas for helping students overcome these
difficulties.
SKILLS EMPHASES
LISTENING:
READING:
SPEAKING:
WRITING:
PRONUNCIATION:
12
LESSON PLAN COVER SHEET
TOPIC:
RELATED THOUGHTS:
CULTURAL POINT OF REFERENCE:
OBJECTIVE:
LEVEL:
LENGTH:
VOCABULARY:
FUNCTIONAL PHRASE(S):
GRAMMAR:
SOURCES:
MATERIALS/PROPS:
DO-AHEAD:
TYPES OF ACTIVITIES:
SKILLS EMPHASES
LISTENING:
READING:
SPEAKING:
WRITING:
PRONUNCIATION:
13
REMINDERS FOR LESSON PLANNING
1. Teach students to do something in English that they were not able to do before.
2. Make your plans with the EFL setting in mind. Ask yourself: How can I do this with only a chalkboard
and a piece of chalk—or with no teaching aids at all?
3. Long-term memory is enhanced by learning related items. Have a rationale for each activity as it
relates to the topic and lesson objective.
4. Choose new language that will be immediately useful—that students will be excited about using as
soon as they leave your class.
5. Write out your lesson in detail so that you or another teacher can pick it up a year later and deliver
without difficulty.
6. Write detailed instructions for setting up and explaining each activity to your students. Carefully
thinking through details will help avoid potential problems.
7. Give special attention to planning the first and last five minutes of your class. Make them count!
8. Write your lesson using imperative verb form.
9. Put actual verbal instructions in quotation marks and/or highlight with colored pen.
10. Nothing should be taught only once. Repetition is essential, but with lots of variety. It is better to
teach one thing eight ways than to teach eight things one way!
11. Sequence all activities to move from simple to complex and from more teacher-control to more
student-control.
12. Use dialogs to illustrate the use of language functions, not for memorization.
13. Avoid teaching too much in a single lesson. Keep it tight—like a laser beam rather than a strobe
light. Teach a little and practice a lot.
14. The set-up for each activity is of critical importance.
 Always demonstrate how to do the activity (using a teaching partner or a more
advanced student).
 Give clear directions.
 Always check for understanding by asking one of the more advanced students to
restate the instructions in his/her own words.
 If there be any doubt, ask two students to demonstrate how to do the activity.
 Ask if there be any questions.
15. Use a sticky note as reminder to demonstrate procedure prior to each activity.
16. Go through your lesson (from the top) visualizing every detail for you and your students.
17. Try to anticipate students’ questions and your responses to those questions.
18. With beginners, use demonstrations, pantomime, and multiple examples rather than definitions or
explanations.
19. Write projected clock times on post-its to place beside each activity to ensure “flow,” i.e., to avoid
reaching the end of the hour with a lot of lesson left over!
20. Build in optional activities to accommodate multi-level instruction, in case your students are more or
less advanced than expected. This is especially important for the first class day when you are
uncertain of each student’s level of proficiency.
14
LESSON PLAN COVER SHEET
TOPIC: Everyday Activities
RELATED THOUGHTS: Don’t put off until tomorrow what you can do today. Tomorrow never comes.
(Anonymous) Whatever your hand finds to do, do it with all your strength. (Eccl. 9:10)
CULTURAL POINT OF REFERENCE: Meal times
OBJECTIVE: Students will ask for/give information to describe their daily activities.
LEVEL: Novice
LENGTH: 90 minutes
VOCABULARY:
wake up
get up
take a shower
brush teeth
eat breakfast
comb hair
eat lunch
read a book
eat dinner
FUNCTIONAL PHRASE(S): What do you do everyday?
GRAMMAR: present tense verbs
SOURCES: Small Talk by Carolyn Graham, p. 77, #4 (Oxford University Press)
MATERIALS/PROPS:
props to introduce vocabulary
colored chalk
go to school
go home
go to bed
calendar
washable pens for laminated activity sheets
DO-AHEAD:
laminated copies of “Everyday Activities Guided Practice” (1 per pair or SG of 3)
laminated TPR instructions (1 per SG)
laminated vocabulary words on paper strips in bag (1 bag for each SG in Charades)
handouts of “Everyday Activities Interview” (1 per student)
survey questions for CP3 written on the board or cling sheet
laminated clock face with movable hands (opt.)—for CP3
TYPES OF ACTIVITIES:
Jazz Chant
Matching/Sequencing
TPR
Charades
Interview
Pair-Square-Share
Survey
Journaling
SKILLS EMPHASES
LISTENING:
READING:
SPEAKING:
WRITING:
Presentation
GP1, GP2
CP1, CP2
Presentation
GP1, GP2, GP3
CP1, CP2
GP1, GP2, GP3
CP1, CP2
CP1, CP2
PRONUNCIATION: (in Presentation and GP)
Silent letters
15
NOVICE LEVEL
EVERYDAY ACTIVITIES
WARM-UP (5 minutes)
Introduce the notion of “so much to do” by reciting the first six lines of I’ve Got So Much to Do Today
(Small Talk, p. 77), as you hurriedly pretend to dust, straighten books/papers, etc. Look then at the class
and say: “This lesson is about so much to do—things we do everyday.” (Point to the days on a calendar
as you say these words.)
PRESENTATION OF NEW LANGUAGE (10 minutes)
Point to the new words on the board under the heading: “Things to Do Today.” Demonstrate meaning as
you introduce each word. For example with ‘wake up,’ place your palms together as if using your hands
for a pillow. Pretend to be asleep, then--all of a sudden--open your eyes wide and say, “Wake up.”
Return to the board and put a check () in the blank beside ‘wake up’ as you say, “I wake up.” Proceed
with the complete list of vocabulary items in this manner, i.e., point to a word, demonstrate meaning as
you say the word, return to the board and check it off the list, as you say, “I ______.” New vocabulary
includes the following:
wake up
get up
take a shower
brush teeth
comb hair
eat breakfast
go to school
eat lunch
go home
eat dinner
read a book
go to bed
After the full presentation, go back through the list and have the class repeat each item after you. Using
colored chalk, if possible, mark through silent letters and do linear drawing. Clap the rhythm of words
and phrases as needed. For a second round of repetition, check comprehension by having students
demonstrate with actions as they repeat the word(s).
GUIDED PRACTICE (25 minutes)
1. (Matching/Sequencing) Distribute laminated copies of the Everyday Activities Guided Practice, p. 19,
and erasable pens for use in pairs or small groups. Demonstrate what students are to do. After
completion, go over answers with the whole class before proceeding to the next activity.
2. (Total Physical Response) For this adaptation of TPR, use copies of TPR Instructions For Everyday
Activities, p. 20, in the following manner:
(1) Divide into small groups of three.
(2) Distribute a copy of the laminated TPR commands to each student.
(3) Ask students to take turns as “teacher” for their small group by giving the TPR commands
using the new vocabulary.
(4) Other group members are to respond to their “teacher” with appropriate actions.
(5) Continue until each student has had opportunity to be the “teacher.”
Demonstrate what you want students to do or ask one of the more proficient students in your class
to demonstrate this process within his/her small group.
3. (Charades) Write vocabulary items on strips of paper and place them inside a small paper bag. In this
setting, omit those that would be difficult to pantomime: Eat (breakfast, lunch, dinner) and Go (to
school, home). Give one bag with a set of strips to each small group of students. In each group,
students take turns reaching in the bag, pulling out a paper strip and miming the action. Others in
16
the group guess which vocabulary item is on the paper strip. Remind students not to write on the
strip and not to put it back into the bag until all have been used. Groups continue taking turns until
all strips have been used. Demonstrate what students are to do. (NOTE: If short on time, you may
omit this activity.)
COMMUNICATIVE PRACTICE (45 minutes)
1. (Interview) Distribute a copy of Everyday Activities Interview, p. 21, to each student. Demonstrate
the process of folding the paper vertically down the middle. Direct attention to the left side of the
page. Ask students to repeat these words with you while doing the action. For variety and spice this
activity includes nos. 2, 4, 5 that are not on the original vocabulary list. Quickly demonstrate their
meaning and ask students to join you in their repetition and mime. Demonstrate procedure for this
activity by placing a check () beside some of the things you do every day.
After students complete the left side of their paper by answering questions about themselves,
demonstrate how to unfold the paper to see the right side. Tell students to take turns asking what
his/her partner does every day. The answering partner is to read answers from the left side of
his/her page, while the asking partner marks appropriately with a check (√) on his/her right side of
the page. Lead students in repetition of the question they are to ask. With a teaching partner or one
of your better students, demonstrate this activity.
2. (Pair-Square-Share) Ask each pair to use the information in the right column of the above interview
to tell one other pair what his/her partner does every day. Demonstrate how to do this by telling
what one of the students or a teaching helper does every day.
After the demonstration, without going into an explanation of grammar, simply state that there is a
special ending for these words to tell about what another person does every day. Lead students in
repetition of all 12 verbs, emphasizing the verb endings in bold print. If anyone asks why nos. 1, 10
& 12 have a different ending, (for now) simply smile and say, “Crazy English!” Finally, ask partners to
tell their other pair about his/her partner.
3. (Survey) Ask students to turn their paper over for fun with a class survey. Direct attention to the
following questions written on the board and ask students to copy the questions at the top of their
paper then repeat each of the following with you:
What is your name?
How do you spell it? . . . . . Is that _ _ _ _?
What time do you ____________?
With the laminated clock face, provide several examples to demonstrate the meaning of What time
do you…?
Next write the following beneath the three questions and ask students to copy:
NAME
GET UP
EAT LUNCH
GO TO BED
Continue guiding students with the following instructions (one at a time):
(1) Number down the left side of the paper (a number for every student in class).
(2) Draw three vertical lines (resulting in four columns).
(3) Write your name beside #1.
(4) Write the clock times for your own getting up, eating lunch and going to bed.
17
Demonstrate steps #3 and #4 by writing on the board what is true for you. Then erase your
information to avoid the confusion of students’ thinking they should write your information
from the board. Motion to the class and say: “You write your name and the clock times for you.”
Demonstrate what you want them to do in the survey by walking up to one of the better
students and asking these questions. Be sure to mime writing down on your paper what you hear and
include the questions about spelling and confirmation information. If you feel students need more
reassuring, ask two of the better students in the class to demonstrate the procedure by asking each
other for information and writing it on their paper.
Direct everyone to stand, walk about the room and ask each person what time he/she gets up,
eats lunch and goes to bed.
If short on time, or if your class is quite large, divide into small groups (for fewer people to
survey).
COOL-DOWN (5 minutes)
Say: “In the U.S., we eat three meals each day.” Tell students the usual times for eating these meals in
the U.S. Then ask: “How many meals do you eat each day in your country?” and “What time do you eat
these meals?”
With a quick show of hands, find out who gets up first and goes to bed last each day.
Homework: Ask students to write in their journals and tell you the things they do everyday.
18
EVERYDAY ACTIVITIES
GUIDED PRACTICE
1. Draw a line to match each word on the left with the correct word(s) on the right.
(1) Get
(a) to bed
(2) Wake
(b) up
(3) Take
(c) hair
(4) Go
(d) a book
(5) Comb
(e) dinner
(6) Eat
(f) home
(7) Read
(g) to school
(8) Eat
(h) lunch
(9) Eat
(i) teeth
(10) Go
(j) breakfast
(11) Brush
(k) up
(12) Go
(l) a shower
2. Write numbers (1, 2, or 3) in the blanks below to show the correct order for the
sentences in each set.
(1.) ____ I brush teeth.
____ I get up.
____ I go to bed.
(2.) ____ I go to bed.
____ I take a shower.
____ I get up.
(3.) ____ I eat lunch.
____ I eat dinner.
____ I eat breakfast.
(4.) ____ I come home.
____ I go to school.
____ I go to bed.
(5.) ____ I eat breakfast.
____ I get up.
____ I comb hair.
(6.) ____ I go to bed.
____ I go to school.
____ I get dressed.
19
TOTAL PHYSICAL RESPONSE (TPR) INSTRUCTIONS
FOR EVERYDAY ACTIVITIES
1.
Wake up.
1.
Wake up.
2.
Get up.
2.
Get up.
3.
Take a shower.
3.
Take a shower.
4.
Brush teeth.
4.
Brush teeth.
5.
Comb hair.
5.
Comb hair.
6.
Eat breakfast.
6.
Eat breakfast.
7.
Go to school.
7.
Go to school.
8.
Eat lunch.
8.
Eat lunch.
9.
Go home.
9.
Go home.
10.
Eat dinner.
10.
Eat dinner.
11.
Read a book.
11.
Read a book.
12.
Go to bed.
12.
Go to bed.
-------------------------------------------------cut here-----------------------------------------------1.
Wake up.
1.
Wake up.
2.
Get up.
2.
Get up.
3.
Take a shower.
3.
Take a shower.
4.
Brush teeth.
4.
Brush teeth.
5.
Comb hair.
5.
Comb hair.
6.
Eat breakfast.
6.
Eat breakfast.
7.
Go to school.
7.
Go to school.
8.
Eat lunch.
8.
Eat lunch.
9.
Go home.
9.
Go home.
10.
Eat dinner.
10.
Eat dinner.
11.
Read a book.
11.
Read a book.
12.
Go to bed.
12.
Go to bed.
20
EVERYDAY ACTIVITIES INTERVIEW
(adapted from Word by Word Basic Picture Dictionary, pp. 8-9)
1. Put a check by what you do.
2. Ask your partner: What do you do
everyday?
3. Put a check () by what your partner does
everyday.
4. When it is your turn to answer this
question, look at your checks (√) on the
left.
I SAY . . .
MY PARTNER SAYS . . .
1. brush teeth___
1. brushes teeth___
2. take a bath___
2. takes a bath___
3. take a shower___
3. takes a shower___
4. shave___
4. shaves___
5. put on makeup___
5. puts on makeup___
6. comb hair___
6. combs hair___
7. eat breakfast___
7. eats breakfast___
8. eat lunch___
8. eats lunch___
9. eat dinner___
9. eats dinner___
10. go to school___
10. goes to school___
11. read a book___
11. reads a book___
12. go to bed___
12. goes to bed___
Tell about your partner: He/She . . .
21
LESSON PLAN COVER SHEET
TOPIC: Leisure Activities
CULTURAL POINT OF REFERENCE: Favorite leisure activities
RELATED THOUGHTS: All work and no play make Jack a dull boy. (Anonymous) The cheerful heart has
a continual feast. (Proverbs 15:15b) A cheerful heart is good medicine. (Proverbs 17:22)
OBJECTIVE: Students will invite each other to engage in a leisure activity and will accept/decline the
invitation based upon their calendar of activities.
LEVEL: Beginner
LENGTH: 90 minutes
VOCABULARY:
(leisure activities named by students)
FUNCTIONAL PHRASE(S): Would you like to ___? (I’m sorry. I can’t.)
GRAMMAR: questions with how, would, when
SOURCES:
Baker Street Activity in Keep Talking, pp. 112-113 (F. Klippel, Cambridge U. Press)
MATERIALS/PROPS:
flippers, swim mask, soccer ball, tennis racquet, TV remote control, etc.; magazine pictures showing
various types of recreation
DO-AHEAD:
self-made tape of dialog
laminated copies of info gap A & B (1 per pair)
“A” and “B” squares laminated
“
“ Baker Street vocab./grid (1 per SG)
overhead cell of dialog (opt.)
“
“
“
“
clues (1 per SG)
laminated copies of dialog and dialog with blanks (1 per pair or SG of 3)
TYPES OF ACTIVITIES:
Webbing
Dialog
Info Gap
Problem Solving
Using Pictures
Journaling
SKILLS EMPHASES
LISTENING:
READING:
SPEAKING:
WRITING:
GP1, GP2
CP1, CP2
GP1, GP2
CP1, CP2
GP2
CP1
GP2
CP1
PRONUNCIATION:
Use of intonation alone to indicate interrogative
Reduced forms are ya, wudja, hafta, how ‘bout (opt.)
22
BEGINNER LEVEL
LEISURE ACTIVITIES
WARM-UP (10 minutes)
Write the words LEISURE ACTIVITIES on the board, and say these words. Draw a circle around this
lesson topic. Give a couple of examples of leisure activities and write each of them on a line extending
from the encircled lesson topic (like a ‘spoke’ on a wheel). Next ask students to think of other examples
of leisure activities. As each activity is named, write it on an additional ‘spoke.’ Ask students to copy
these vocabulary words in their notebooks. Call attention once more to the lesson topic: “Leisure
Activities”—what we do for fun in our free time.
PRESENTATION OF NEW LANGUAGE (10 minutes)
Tell students to listen to a conversation between two friends to see what leisure activity they talk about.
With a teaching partner, one of the best students in your class or a self-made cassette recording, present
the following telephone conversation, first accepting, then declining the invitation:
A.
Hello.
B.
Hello. This is Helen. (Use real names, when presenting ‘live.’)
A.
How are you?
B.
Fine, thanks. And you?
A.
Fine, thanks.
B.
Would you like to play tennis?
A.
When?
B.
A.
This afternoon.
ACCEPTING
(1) Yes, I can!
B.
(1) Fine! I’ll see you then! Bye. OR (2) I’m sorry, too. Bye.
A.
Goodbye.
DECLINING
OR (2) I’m sorry. I can’t.
Display the dialog on the board/overhead projector/or cling sheet made of white trash bag. Lead
repetition of each line as you point to it. Work on pronunciation and intonation as needed (marking
through silent letters, circling stressed syllables, drawing a continuous line to indicate rising/falling
intonation, etc.). Divide the class into “A” and “B” halves. Lead in repetition again, as with a turn-taking
telephone conversation. Switch A/B parts for another choral repetition.
GUIDED PRACTICE (20 minutes)
1. (Dialog) For each pair of students, distribute a set of A/B squares and a laminated copy of the above
dialog printed from p. 25. The person holding the ‘A’ square is to read A’s part; the person holding
the ‘B’ square is to read B’s part.) With a teaching partner or one of the best students, demonstrate
procedure for reading A/B parts indicated by the square one is holding. After Round One, ask
partners to switch A/B squares for Round Two, in order to have practice with both ‘A’ and ‘B’ parts.
23
2. (Info Gap) Distribute laminated copies of the Dialog with Blanks on p. 26. Leading in repetition will
not be necessary, since this dialog is essentially the same as in Guided Practice #1. Ask that students
use the A/B squares as they did in Guided Practice d#1.
Give each pair of students an ‘A’ and a ‘B’ version of the Information Gap Activity on p. 27 to
correspond with the ‘A’ or ‘B’ square they hold. Make sure students understand the activities named
in the various squares. Demonstrate the Information Gap process with a teaching helper or one of
the better students. The exchange continues until ‘A’ and ‘B’ find a leisure activity they can enjoy
together:
(1) ‘B’ calls to invite ‘A’ for a leisure activity (one from the vocabulary list generated from the Warm
Up). State also the day and time for this activity as given on the ‘B’ handout from p. 27.
(2) ‘A’ looks at A’s handout from p. 27 to see if he/she is free at that time.
(3) If free, ‘A’ politely accepts using choice #1. If not free, ‘A’ politely declines using choice #2.
(4) ‘B’ responds appropriately using either choice #1 or choice #2.
To ensure students’ understanding of instructions, ask two of the better students to demonstrate this
process before everyone begins this activity. After ‘B’ has a turn ‘inviting,’ ask partners to switch A/B
parts, giving each student practice inviting, accepting and declining an invitation.
COMMUNICATIVE PRACTICE (45 minutes)
1. (Problem Solving) Divide the class into groups of three. Distribute a laminated copy of the Baker
Street Activity, p. 28, and an erasable marker for each group. Go over the vocabulary at the top of
the page. Review prepositions of place ‘next to’ and ‘between’ by asking students to stand next
to/between each other. Issue one copy of clues (p. 29) to each group. (This ensures that everyone
works together to find the answers for their group.) Using the clues that give a specific apartment
number, demonstrate how to find answers and write them in the boxes. Ask students, when finished,
to compare answers with another group of three and talk about any answers that are different. Let
the group that finishes first call out the answers for the whole class to check their work.
ANSWER KEY:
NAME
SPORT
MAR. STATUS
JOB
HOBBY
#12
Eva
Tennis
Married
Doctor
Singing
#14
David
Soccer
Single
Student
Chess
#16
Charles
Football
Divorced
Teacher
Reading
#18
Ben
Golf
married
banker
cooking
#20
Alice
Swimming
Single
Waitress
Chess
2. (Using Pictures) Divide the class into small groups of four or five. For each group, issue several
facedown pictures showing individuals engaged in leisure/recreational activity. Ask students to take
turns choosing a picture, describing what the person in the picture is doing (using as many details as
possible), and telling about any personal experience with this activity. Demonstrate what you want
students to do. When all the pictures have been used within a single group, rotate picture sets to
give each group new pictures to discuss.
COOL-DOWN (5 minutes)
Ask for a show of hands to see which leisure activity is liked by the most students.
Homework: Ask students to write in their journals about leisure activities they like.
24
ACCEPTING/DECLINING AN INVITATION
DIALOG
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
Hello
Hello. This is ________.
How are you?
Fine, thanks. And you?
Fine, thanks.
Would you like to play tennis?
When?
This afternoon.
(1) Yes, I can!
(1) Fine! I’ll see you then! Bye.
Goodbye.
OR
OR
(2) I’m sorry. I can’t.
(2) I’m sorry, too. Bye.
------------------------------------------------------cut here------------------------------------------------------
DIALOG
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
Hello
Hello. This is _______.
How are you?
Fine, thanks. And you?
Fine, thanks.
Would you like to play tennis?
When?
This afternoon.
(1) Yes, I can!
(1) Fine! I’ll see you then! Bye.
Goodbye.
OR
OR
(2) I’m sorry. I can’t.
(2) I’m sorry, too. Bye.
25
ACCEPTING/DECLINING AN INVITATION
DIALOG WITH BLANKS
Instructions: You and your partner have a telephone conversation. Partner B does the
following:
(1) Uses his or her real name to fill in the first blank.
(2) Chooses a leisure activity from the vocabulary list copied from the board to fill in the
second blank.
(3) Chooses a day of the week and a time (morning, afternoon, evening, or night) to fill
in the third blank.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
Hello.
Hello. This is ________________.
How are you?
Fine, thanks. And you?
Fine, thanks.
Would you like to____________________________?
When?
__________________________
(1) Yes. I can!
OR (2) I’m sorry. I can’t.
(1) Fine! I’ll see you then! Bye. OR (2) I’m sorry, too. Bye.
Goodbye.
------------------------------------------------------cut here------------------------------------------------------
DIALOG WITH BLANKS
Instructions: You and your partner have a telephone conversation. Partner B does the
following:
(1) Uses his or her real name to fill in the first blank.
(2) Chooses a leisure activity from the vocabulary list copied from the board to fill in the
second blank.
(3) Chooses a day of the week and a time (morning, afternoon, evening, or night) to fill
in the third blank.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
Hello.
Hello. This is ________________.
How are you?
Fine, thanks. And you?
Fine, thanks.
Would you like to____________________________?
When?
__________________________
(1) Yes. I can!
OR (2) I’m sorry. I can’t.
(1) Fine! I’ll see you then! Bye. OR (2) I’m sorry, too. Bye.
Goodbye.
26
INFORMATION GAP ACTIVITY
FOR LEISURE ACTIVITIES
#A
Sunday
Morning
Afternoon
Evening
Go to
church
Visit a
friend
Monday
Tuesday
Wednesday
Walk
the dog
Go to
English
Class
Study
English
Thursday
Friday
Saturday
Go to
English
Class
Rake
leaves
Wash
the dog
Go to
English
Class
Wash
my car
Babysit
Go to a
party
Night
------------------------------------------------------cut here------------------------------------------------------
#B
Morning
Afternoon
Evening
Sunday
Monday
Tuesday
Go to
church
Exercise
Exercise
Go to
English
Class
Go to
English
Class
Iron
clothes
Wash
clothes
Wednesday
Thursday
Friday
Saturday
Exercise
Go on a
picnic
Work in
the
garden
Go to
English
Class
Visit my
family
Cook
Have a
party
Night
27
BAKER STREET ACTIVITY
VOCABULARY
play(s)
live(s)
like(s) to sing
likes(s) to read
like(s) to play
like(s) to cook
watch(es)
soccer
tennis
swimming
football
chess
golf
person
student
doctor
waitress
teacher
banker
married
single
divorced
favorite
next to
between
DIRECTIONS
Look at the clues on the separate sheet. Work with your group to find out who lives
where in this apartment building. Find the apartment for the student, the doctor, the
waitress, the teacher and the banker.
BAKER STREET APARTMENTS
#12
#14
#16
#18
#20
NAME
SPORT
MARITAL
STATUS
JOB
HOBBY
28
BAKER STREET CLUES
1. David plays soccer.
2. The person in #12 likes tennis.
3. Eva is married.
4. Alice is single.
5. The single woman lives next to the married man.
6. The married woman likes to sing.
7. The soccer player is a student.
8. The doctor plays tennis.
9. The person in #18 likes golf.
10. The people on Baker Street like 5 sports: soccer, golf, swimming, football and
tennis.
11. The football player likes to read.
12. The single man and single woman like to play chess.
13. The married woman is a doctor.
14. Alice is a waitress.
15. Ben likes to cook.
16. The teacher watches football on TV.
17. Charles lives between David and Ben.
18. The favorite sport at #14 is soccer.
19. Alice lives in #20.
20. The single woman likes swimming.
21. The single man lives between a married woman and a divorced man.
22. The banker likes golf.
29
LESSON PLAN COVER SHEET
TOPIC: Life Passages
CULTURAL POINT OF REFERENCE: The place of the elderly in society
RELATED THOUGHTS: I will govern my life and my thoughts, as if the whole world were to see
the one and to read the other. (Seneca) If the ax is not sharp and he does not make it sharp, then he
must use more strength. Wisdom helps one to do well. (Ecclesiastes 10:10)
OBJECTIVE: Students will identify and describe the important events in their lives.
LEVEL: Intermediate
LENGTH: 90 minutes
VOCABULARY:
first
next
then
while
after
before
FUNCTIONAL PHRASE(S): How interesting! Oh, really? Hmmmm.
GRAMMAR: adverbs to indicate sequence in narration
SOURCES:
MATERIALS/PROPS:
paper for drawing lifeline
DO-AHEAD:
(none required)
TYPES OF ACTIVITIES:
Drawing/Sharing lifeline
Parallel Lines
Gossip Game
Journaling
SKILLS EMPHASES
LISTENING:
READING:
SPEAKING:
WRITING:
GP1
CP1, CP2
GP1
CP1, CP2
Vocabulary
GP
Presentation
PRONUNCIATION:
silent “e”
intonation of listener responses to encourage speaker
30
INTERMEDIATE LEVEL
LIFE PASSAGES
WARM-UP (5 minutes)
Say to the class: “Our lesson today is about Life Passages, the special or important times in our lives. Let
me tell you three of my life passages or important times in my life.” (Name these without elaboration.)
Then ask: “What are three of the most important times in your life so far?” Allow a brief time for students
to think about the answer to this question. Ask students to join a partner and take turns naming three of
the important times of their lives. Remind students not to take time to describe these events—but simply
to name them or say what these events are. Set the timer to allow each person equal time. When
finished, elicit feedback from the group and quickly record a composite list of life passages on the board.
With group participation, determine the life passages that are common to all.
PRESENTATION OF NEW LANGUAGE (15 minutes)
Tell students that there are specific words that English speakers use when describing important events.
Direct students’ attention to the list on the board, pointing to each word as you say it. Lead the class to
repeat these words with you, marking through the silent “e” on while and before to aid pronunciation.
Give an example of use for each of these words; then ask volunteers to give additional examples of use.
first
next
then
while
after
before
Introduce phrases that listeners use to be polite and to show that they really are listening. Point to each
of the following phrases on the board as you model them. Then lead the class to practice saying the
phrases (with exaggerated intonation to add a bit of fun!):
How interesting!
Oh, really?
Hmmmm. (falling intonation)
Ask students to listen as you tell them more about your life. Invite them to show politeness and interest
in what you are saying (smile!) by occasionally (sometimes—not too much) using one of the phrases for
good listeners. Present your own prepared lifeline, giving as much rich detail as possible. As you do the
telling, point appropriately to the time line you have prepared (a horizontal line with small vertical
markers to indicate important events that are labeled with words, simple sketches or symbols to identify
each event). Each time you use one of the six useful words for speakers, stress the word and point to it
on the board. Keep in mind that the more you share both the good and bad from your life, the more your
students will have courage to do so.
GUIDED PRACTICE (15 minutes)
(Drawing Lifeline) Say: “I want you to think about your lifeline. You will have fifteen minutes to put your
most important events on your lifeline (scratch paper or notebook). You may draw illustrations of your
life passages, if you would like to do so.” Tell students to practice telling their lifeline, using the six useful
words for speakers. Ask students to think about how they will tell about their lifeline, using these six
words. Lead in repetition of these words once more as you point to them on the board.
31
COMMUNICATIVE PRACTICE (50 minutes)
1. (Sharing Lifeline) For sharing lifelines with a partner, ask students to take turns alphabetically by first
name. Remind speakers to speak clearly and to use the six new words (first, next, etc.); lead in
repetition of these six words. Ask listeners to use the three new responses that show politeness and
express interest (How interesting, etc.). Lead in repetition of these three responses. Demonstrate
what students are to do by sharing a sample from your own lifeline. After the first round of sharing in
pairs, ask speakers and listeners to exchange roles.
2. (Parallel Lines) Ask half the class to stand in a straight line. Ask the remaining half to form a line
facing the first line. (You join this activity, if needed, for two equal lines.) Designate one line to
speak, the other to listen. The speakers describe their lifeline, using the six words for telling events in
order. The listeners use the three phrases that show politeness and interest. After round one,
speakers and listeners switch roles. (There’s no need for demonstration, since this activity is the
same as #1 but with a new formation.)
3. (Gossip Game) Ask each person to be thinking of one special event (time or happening) from his/her
own life that is funny, interesting and/or important to him/her. Give an example from your own life to
help students know what you have in mind. Allow one minute for students to think of something to
share briefly from their own lives. Then ask everyone to sit in a circle (or several smaller circles if the
group is large) and follow these directions:
(a) Number off A-B-A-B, etc. Then say: “If you are A, tell the person on your right about this one
special event that is funny, interesting and/or important to you. (Your story must be short!)”
(b) “If you are B, listen to the story from the person on your left, and then tell this story to the
person on your right. From now on, everyone listens to the person on the left and tells this story to
the person on the right, until each story comes back to the person who first told it.”
(c) When finished with the telling and listening, ask students if their stories were recognizable when
they got back to them. Ask each one to tell the others how the story had changed.
(d) Say: “Now it is B’s turn to tell a story to the person on his/her left, which will circulate in the
opposite direction.” When the stories return to their point of origin, debrief as before.
COOL-DOWN (5 minutes)
Briefly ask volunteers to share with the class some goals they have for the future (for the rest of their
lifeline!).
Homework: Ask students to write in their journals about their dreams for future life passages—what they
would like to happen in five, ten and thirty years.
32
LESSON PLAN COVER SHEET
TOPIC: Time Expressions (a study of idioms with an emphasis on Listening Comprehension)
CULTURAL POINT OF REFERENCE: Punctuality
RELATED THOUGHTS: Live each day as if it were your last. (Publius Syrus) Time is too slow for those
who wait, too swift for those who fear, too long for those who grieve, too short for those who rejoice;
but for those who love, time is eternity. (Anonymous) Yesterday is already a dream, and tomorrow is only
a vision; but today well-lived makes every yesterday a dream of happiness and every tomorrow’s vision a
hope. Look well, therefore, to this day. (The Sanskrit) There is a special time for everything. There is a
time for everything that happens under heaven. . . (Eccl. 3:1-8)
OBJECTIVE: Students will use idiomatic expressions with reference to time.
LEVEL: Advanced
LENGTH: 90 minutes
VOCABULARY:
Time will tell.
made good time
give..the time of day
take..time
killing time
Time out!
doing time
time on my hands
in the nick of time
Keep up with the times.
FUNCTIONAL PHRASE(S):
GRAMMAR:
SOURCES: lesson adapted for Beyond Our Borders from original lesson by Jennifer Allen, an Adult Ed
teaching colleague in Columbia, SC (used by permission)
MATERIALS/PROPS:
Blank paper for Warm-Up Activity (listing daily activities)
Tape or CD of “Turn, Turn, Turn” by the Byrds
pens for writing on laminated copies
DO-AHEAD:
Laminated copies or overhead cell of “Turn, Turn, Turn” (song)—optional
Laminated copies of “Time Idioms and Expressions” (one per small group of three)
Laminated copies of “High School Reunion” (one for every three)
Self-made cassette tape to model intonation in the conversation between Bill, Bob and Brad in
the “High School Reunion” handout
TYPES OF ACTIVITIES:
Dictation
Song
Multiple-Choice
Fill-in-the-Blank
Dialog
Role Play
Discussion
Journaling
SKILLS EMPHASES
LISTENING:
READING:
SPEAKING:
WRITING:
Warm-Up
GP3
GP1, GP 2, GP3
Warm-Up
GP1, GP2, GP3
Warm-Up
GP1, GP2
PRONUNCIATION:
GP3—practice of native-like intonation
33
ADVANCED LEVEL
IDIOMATIC EXPRESSIONS OF TIME
WARM-UP (dictation 10 minutes—listening practice 20 minutes)
In a straightforward manner without commentary, dictate the following ways people use their time:
food preparation
eating
dishwashing
housekeeping
shopping
traveling (to school/work and on the weekends)
school
work
studying at home
physical exercise
meeting friends/going out/socializing
watching TV
church
reading/hobbies
personal care/hygiene
sleeping
Following dictation, ask students to write down approximately how many hours they spend doing these
things each week; then total their hours per week for doing these things. There are 168 hrs/week. Give a
prize to the student coming closest to this total. (A piece of candy or some other small gift would be
appropriate.) Take a quick poll of which activities students believe to be most time consuming.
Listening Practice:
(1) Ask students to listen to a song that says there is a time for everything.
(2) Play Turn, Turn, Turn by the Byrds twice. In small groups of three, ask students to listen for and
write down everything there is a time for. See who can have the longest list.
(3) List responses on the board.
(4) Discuss words/concepts whose meaning is unclear.
(a) Most lines share opposites (e.g., born/die).
(b) Some idiomatic expressions in our language are derived from the Bible. One example is about
throwing stones, a biblical practice of corporal punishment. (John 8:1-11) Ask if anyone knows
the meaning of this reference (a contrast of forgiveness and punishment).
(5) You may also want to refer to Ecclesiastes 3:1-8 and lead a class discussion of when there is a time
for the activities mentioned in the song (and listed on the board).
PRESENTATION OF NEW LANGUAGE (10 minutes)
On the board, write the ten new idioms from the handout Time – Idioms and Expressions, p. 36. Ask
students in small groups to guess the meaning of each of these idioms. Elicit feedback to see which
group guessed correctly (or came close!). Clarify the meaning of each new idiomatic expression and give
examples of usage.
34
GUIDED PRACTICE (25 minutes)
1. (Multiple Choice) Distribute laminated/reusable copies of Time – Idioms and Expressions, p. 36—one
for every three students to ensure collaboration. Ask students to work together to determine the best
answers. Do the first one with the whole class to demonstrate the process. When finished, ask each
group to check their answers with one other group and discuss any differences. Quickly go over the
answers with the class (d,b,b,d,d,d,a,d,d,d).
2. (Fill-in-the-Blank) Give each small group a laminated/reusable copy of High School Reunion, p. 37.
Ask if anyone knows the meaning of “high school reunion.” If not, tell students that a school reunion
is for graduates to get together for a visit many years later. Give an example of your EFL class—if
everyone could return in five or ten years to find out what each other is doing and to talk about the
fun we had learning English together.
Go over instructions and make sure everyone is clear about what to do. When students are
finished, ask them to check their answers with another small group and discuss any
differences. Quickly go over the answers with the whole class (1-doing time, 2-give me the
time of day, 3-time on my hands, 4-time will tell, 5-in the nick of time, 6-killing time, 7-made
good time).
3. (Dialog) Play a self-made cassette recording of the above conversation between Bill, Bob, and Brad
(demonstrating lively intonation!). Ask the same small groups of three to practice using native-like
intonation as much like the recording as possible. Mingle among groups to encourage animation as
students practice the intonation of American English.
COMMUNICATIVE PRACTICE (20 minutes)
1. (Role Play) With a partner, pretend that you are old friends at a high school reunion. You have not
seen each other in ten years. Using your dreams (what you would like to do) for the next ten years,
have a “catch up” visit, sharing details about your life.
2. (Discussion) Write on the board:
Share a time when you (1) were in the nick of time
(2) had to kill time
(3) had to keep up with the times.
Give examples from your own life; then ask students to share their own life examples in small
groups. Debrief by asking for any unusual stories to be shared with the whole class.
COOL-DOWN (5 minutes)
(Optional) Use an overhead cell or laminated reusable copies of the “Turn, Turn, Turn” lyrics to lead the
group in singing this song for fun.
Ask students to share with the class a proverb they know that refers to time. Give a few examples from
U.S. American culture, such as the following:
Time is money.
Time heals all wounds.
Better late than never.
For each of the above, let students guess meaning before you tell the actual meaning. Ask if the students
have similar proverbs in their culture. Briefly discuss attitudes toward being punctual.
Homework: Ask students to write in their journals about their “Ideal Day,” i.e., what they would do if
they could spend a day doing anything they want to do.
NOTE: This lesson is used by permission from Jennifer Allen, Adult Education ESL teacher in Columbia, South Carolina.
35
TIME – Idioms and Expressions
Directions: Circle the best answer that describes the idiom or expression.
1. Time will tell.
a. We’ll know if you are right in the
future.
b. You will look old if you do bad
things.
c. We’ll know the truth in the future.
d. a and c only
6. Time out!
a. Take a break.
b. Stop what you’re doing.
c. I’m out of time.
d. a and b only
2. We made good time.
a. We got a lot of money.
b. We went more quickly than we
thought we would.
c. We had fun.
d. all of the above
7. He’s
a.
b.
c.
3. He wouldn’t give me the time of day.
a. He planned an activity at night.
b. He refused to speak to me or
spend time with me.
c. He wouldn’t tell me what time it
was.
d. He didn’t waste my time.
8. I’ve got time on my hands.
a. I’m free.
b. I have extra time.
c. I have time to spend with
you.
d. all of the above
4. Take your time.
a. Don’t hurry.
b. Don’t worry about the time.
c. Take as long as you need to.
d. all of the above
9. We go there in the nick of time.
a. We were late.
b. We were early.
c. We didn’t get there.
d. We almost didn’t get there in
time.
5. I’m just killing time.
a. I’m wasting time.
b. I’m doing this to use up the extra
time.
c. I’m going very fast.
d. a and b only
doing time.
He is in prison.
He is setting his clock.
He keeps looking to see what
time
it is.
d. b and c only
10. Keep up with the times.
a. Stay up-to-date.
b. Think, act, and dress
currently.
c. Have more modern ideas.
d. all of the above
36
HIGH SCHOOL REUNION
time will tell
take your time
doing time
keep up with the times
in the nick of time
made good time
killing time
time on my hands
give me the time of day
Time out!
Directions: Place the above idioms in the blanks below. Three idioms will be left over.
Bob:
Bill:
Bob:
Bill:
Bob:
Bill:
Bob:
Bill:
Bob:
Bill:
Bob:
Bill:
Bob:
Bill:
Brad:
Bob:
Bill:
Bill, is that you?
Bob, man it’s good to see you! How long has it been?
At least seven or eight years.
You look great! What have you been up to?
Well, I own my own computer store now, and my wife and I have seven kids.
We stay pretty busy.
I’ll bet you do. Weren’t you and Joe gonna go into the computer business
together?
Well, we were. That was before he was arrested for fraud. Now he’s
1______________________ in a Texas prison.
Sorry to hear that. So, have you seen your old girlfriend, Janet, yet?
No, at the last reunion she wouldn’t 2__________________________________.
You’re kidding! She’s always been so friendly. I guess she’s still mad at you for
dumping her for Susan.
Enough about me. What are you up to these days?
Well, I was laid off at work. The company I work for is really struggling. I
decided to look for another job. Right now I’ve got a lot of 3________________.
Do you have any good prospects?
I’ve had two job interviews that went really well. I like both of the companies
and they seem interested in me. I don't know what will happen. I guess
4________________________________.
They’re about to serve dinner, and there is Brad.
Hey, Brad! You’re 5__________________________________. Join us for dinner.
Bill, Bob, it’s great to see you guys again. I thought I had plenty of time to get
here, so I took my wife by the mall. Anyway, we were just 6________________,
when I realized that it was getting late. I’m glad we made it.
Actually, you’ve 7___________________________________________. We’re
only now sitting down for dinner.
Let’s eat!
37
LESSON PLAN COVER SHEET
TOPIC: The Creation Story
CULTURAL POINT OF REFERENCE: Reverence for nature
RELATED THOUGHTS: In all things of nature there is something of the marvelous. (Aristotle) There is
nothing in nature without a purpose. (Jean Louis R. Agassiz) Gen. 1-2:3 (the Biblical account of creation)
OBJECTIVE: Students will tell the Creation Story in correct sequence.
LEVEL: Multilevel
LENGTH: 90 minutes
VOCABULARY: easier
make/made
say/said
earth (world)
water
dry land
fish
birds
plants
seeds
animals
more difficult
empty/full
dark/light
day/night
under/above
sun/moon
man/woman
give birth
bring into being
be head over
complete/end
stars
fruit trees
cattle
many/few
wild/tame
evening/morning
above/below
open/closed space
FUNCTIONAL PHRASE(S):
GRAMMAR: present tense (lower level) and past tense verbs (intermediate and advanced)
SOURCES: lesson originally written by Phyllis Merritt, Peggy Dockery and Dayle Burkhart; adapted for
use in Beyond Our Borders
MATERIALS/PROPS:
New International Version of Genesis (advanced students)
8 ½ x 11 colored construction paper in green, red, yellow, purple and orange (one each)
large calendar
DO-AHEAD:
Overhead cell of core sentences (or on board)
Overhead cell of chant and cloze (or on board)
Laminated copies of comprehension questions (1 per SG)
Laminated copies of Creation Story (1 per pair)
Laminated copies of cloze exercise (1 per pair)
Categories on cards or strips for CP2
TYPES OF ACTIVITIES:
Round Robin Repetition Picture sequencing
Lipson
Jazz Chant
LISTENING:
Warm-Up
Presentation
GP2
SPEAKING:
Warm-Up
Presentation
GP1
CP1 (more advanced)
CP2, CP3, CP4
Cool-Down
CP1, CP2, CP3, CP4
Cool-Down
self-made tape of Creation Story
sentence strips for Strip Story
enlarged pictures (laminated)
laminated picture page, pictures
cut apart and placed in
envelope (1 set per SG)
Question/Answer
Cloze
Strip Story
Add-On
Brainstorming
Song
SKILLS EMPHASES
READING:
Presentation
GP1
Cool-Down
WRITING:
Presentation (copying words)
GP12
PRONUNCIATION:
ordinal number endings (-st, -nd, -rd, -th)
say/says
38
MULTILEVEL
THE CREATION STORY
WARM-UP (10 minutes)
Lower-Level: (1) Review cardinal and ordinal numbers 1-10, first asking students to say them with you or
repeat after you. (2) Next conduct a round-robin repetition of these numbers (1-2-3, etc./first-secondthird, etc.). (3) Finally, call out a number (cardinal or ordinal) and ask the class to say the corresponding
cardinal or ordinal number, e.g., “One...First” or “Fifth...Five.”
More Advanced: Conduct a rapid round-robin repetition of numbers 1-100 (the faster the better!).
Challenge their thinking in English by asking that they count also by 10’s, 5’s, 2’s and/or 3’s.
Review days of the week with whole-class repetition. Challenge more advanced students to say them
backwards! Next play “Follow Me,” i.e., you call out a day and the class says the day that “follows.”
Provide an example of what you want students to do. (You may also play “Before Me” with students
supplying the day before.)
Transition by holding a calendar, pointing to the days of the week and saying: “The lesson today is about
what God did in one week--on the first, second, third, fourth, fifth, sixth and seventh days."
PRESENTATION OF NEW LANGUAGE (20 minutes)
Introduce vocabulary by pointing to the pictures (on p. 42), by pointing to other pictures or drawings,
and with props or pantomiming. (Some of these will be review.) After establishing meaning, ask students
to repeat the words with you, as you point to them on the board. Work on pronunciation as you go,
marking through silent letters and writing words the way they sound (e.g., ‘said’ “sed”).
VOCABULARY
Novice and High Beginners:
say / said
see / saw
stop / stopped
rest / rested
nothing
beginning
God
day / night
water / dry land
sun / moon
fish
birds
animals
man / woman
Additional Words for Intermediate Levels:
move / moved over
open space
divide / divided
seeds
give / gave birth
fruit trees
grow / grew in number
living things
bring / brought into being cattle
be head over (rule over)
complete / completed (ended)
honor / honored
empty / full
light / dark
under / above
good / bad
many / few
wild / tame
Advanced Level:
As these students read Genesis 1 and Genesis 2:1-3 silently, ask them to list any unfamiliar
words. Talk about the meaning of each, providing several examples of usage.
39
SENTENCES
Use Core Sentences, p. 43, to introduce the lesson text for Novice and High Beginners. Point to the
pictures, while you read the sentences and students listen. Lead in whole-class repetition of the
sentences, paying particular attention to sounds/stress/intonation.
For Intermediates, read from the Simplified English version, p. 44, while students read silently. Ask
students to read with you a second time, watching sounds/stress/intonation. Follow the same procedure
for advanced students, reading directly from an easier version of Genesis 1 through Genesis 2:1-3.
COMPREHENSION QUESTIONS
Before proceeding to Guided Practice, check students’ understanding of the story by asking questions
from p. 45 about the story content. Do this until you are certain of comprehension.
GUIDED PRACTICE (15 minutes)
1. (Cloze) Give each pair of students a washable pen and a laminated/reusable copy of the cloze that
you have made with directions on p. 7. Play your self-made copy of the taped story that is
appropriate for the level of your students. Demonstrate the process for choosing the correct word
and filling in the first blank. Play the taped story several times, asking pairs to work together to write
the answers for the remaining blanks. When finished, ask each pair to join another pair to compare
answers and discuss any differences. Quickly debrief with the whole class.
2. (Strip Story) Write each sentence of the story on a separate strip of paper. Distribute strips randomly.
Ask students to arrange themselves for reading the sentences in correct sequence. (Another option:
Distribute a set of strips for each pair to arrange in correct order. The pair finishing first may read the
story for others to be able to check their work.)
COMMUNICATIVE PRACTICE (40 minutes)
1.
(Add-On for Beginners) Randomly distribute enlarged/laminated pictures (from p. 42) among
students and ask them to line up in the right order to tell this story. Each person uses his/her own
words to tell the portion of the story indicated by the picture he/she holds. If the group is quite large,
place a set (clipped together) in a large envelope for each group of nine students. Ask that they
arrange themselves in order and tell the part of the story represented by their picture, using their
own words.
(Sequencing for Intermediate/Advanced) Cut apart pictures in the Picture Sequence Page, p. 42. (Be
sure to keep a copy of the original!) Put complete sets of the pictures in envelopes. Give an envelope
containing a set of pictures to each pair or small group to arrange in order. Students then take turns
telling the story in their own words. Ask if a volunteer would like to tell the story to the whole class.
2. (Brainstorming for Beginners) Give a different colored paper to each group of 3-5 students. Ask them
to choose a secretary, a reporter, and an illustrator. Ask groups to list all the things God made of
“their” color. After the end of the time period, call for a report from each group.
(Brainstorming for More Advanced) Instead of colored paper, give each group one of the following
categories:
Fruits/Vegetables eaten with/without skin on
Fruits/Vegetables eaten raw/cooked
Fruits/Vegetables that are round/long, etc.
Things that fly/swim; have two legs/have four legs; are wild/tame animals
40
Ask that each group make their list as long as possible. Tally reports on the board and invite any
additions to these lists.
OR
(Debate for More Advanced) Form two teams to consider the pros and cons for the following:
Everyone should be a vegetarian.
COOL-DOWN (5 minutes)
Enjoy the Chant, p. 46, written on the board or cling sheet.
AND/OR
Sing a Song: (to the tune of “God Is So Good”—naming each thing God made)
God made the _________.”
God made the _________.”
God made the _________. He’s so good to me.”
Homework:
* Ask students to tell the Creation Story to a friend or family member.
* Assign the following verse to memorize: “God saw all that He had made and it was very good.”
(Genesis 1:31a)
* Ask students to write in their journals about the things in God’s Creation for which they are most
thankful. (Novice students may simply draw pictures.)
41
42
CORE SENTENCES
NOVICE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Nothing is in the beginning.
The earth is empty and dark.
God says: “Let there be light. Let there be day and night.” (This is the first day.)
God says: “Let there be open space with water under and water above.” (This is
the second day.)
God says: “Let there be water and dry land.” (This is the third day.)
God says: “Let there be sun and moon.” (This is the fourth day.)
God says: “Let there be fish and birds.” (This is the fifth day.)
God says: “Let there be animals. Let there be man and woman.” (This is the
sixth day.)
God sees everything and says: “This is good.”
God stops and rests. (This is the seventh day.)
HIGH BEGINNER
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Nothing was in the beginning.
The earth was empty and dark.
God said: “Let there be light. Let there be day and night.” (This was the first day.)
God said: “Let there be open space with water under and water above.” (This was
the second day.)
God said: “Let there be water and dry land.” (This was the third day.)
God said: “Let there be sun and moon.” (This was the fourth day.)
God said: “Let there be fish and birds.” (This was the fifth day.)
God said: “Let there be animals. Let there be man and woman.” (This was the
sixth day.)
God saw all that He had made, and it was very good.
God ended His work and rested. (This was the seventh day.)
43
The Story of Creation
in Simplified English
In the beginning, God made from nothing the heavens and the earth.
The earth was empty and dark.
The Spirit of God moved over the top of the waters.
God said, “Let there be light,” and there was light.
God saw that the light was good.
He divided the light from the darkness.
There was evening, and there was morning—the first day.
Then God said, “Let there be an open space between the waters; let it divide the waters from
above and waters from below.”
And it was so.
God called the open space Heaven.
There was evening, and there was morning--the second day.
Then God said, “Let the waters under the heavens be gathered into one place. Let the dry land
be seen.”
And it was so.
God said, “Let plants that have seeds and fruit trees with their seeds grow.”
God saw that it was good.
There was evening, and there was morning--the third day.
Then God said, “Let there be lights to divide the day from night.”
God made the sun for a bright light in the day and the moon and the stars for a light at
night. And God saw that it was good.
There was evening, and there was morning--the fourth day.
Then God said, “Let the waters be full of living things. Let birds fly above the earth.”
And God saw that it was good.
There was evening, and there was morning--the fifth day.
God said, “Give birth to many. Grow in number.”
Then God said, “Let the earth bring into being living things, cattle, wild animals.”
And it was so.
God saw that it was good.
Then God said, “Let us make man like Us and let him be head over the fish of the sea, over the
birds of the air, over the cattle, over all the earth and over every living thing that moves on the
earth.”
And it was so.
God saw all the He had made, and it was very good.
There was evening, and there was morning--the sixth day.
So the heavens and the earth were completed.
On the seventh day God ended His work, and He rested.
God honored the seventh day and made it holy.
44
COMPREHENSION QUESTIONS
NOVICE
1. What is in the beginning?
2. What is empty and dark?
3. What does God make on the first day?
4. What does God make on the second day?
5. What does God make on the third day?
6. What does God make on the fourth day?
7. What does God make on the fifth day?
8. What does God make on the sixth day?
9. What does God say?
10. What does God do on the seventh day?
HIGH BEGINNER
1. What was in the beginning?
2. What was empty and dark?
3. What did God make on the first day?
4. What did God make on the second day?
5. What did God make on the third day?
6. What did God make on the fourth day?
7. What did God make on the fifth day?
8. What did God make on the sixth day?
9. What did God say?
10. What did God do on the seventh day?
INTERMEDIATE/ADVANCED
1. Who made all things?
2. What did He make?
3. How long did it take?
4. When did God make man?
5. What was here before God made the world?
6. Who moved over the waters?
7. What kind of world did God make?
8. How is man different?
9. Who rules over the animals, birds and fish?
10. What did God do on the seventh day?
45
CREATION STORY JAZZ CHANT
Tip: Snap a steady beat for every shaded block.
Who made the light?
God made the light.
Who made the night?
God made the night.
WHO did? __
GOD did! __
Who put the waters above? __
God put the waters above. __
Who put the waters below? __
God put the waters below. __
WHO did? __
GOD did! __
Who brought the waters together? __
God brought the waters together. __
Who made the dry land appear? __
God made the dry land appear. __
Who made the sun for the day? __
Who made the moon and stars? __
God made the sun for the day. __
God made the moon and stars. __
WHO did? __
GOD did! __
Who made the birds in the air? __
God made the birds in the air. __
Who made the fish in the seas? __
God made the fish in the seas. __
WHO did? __
GOD did! __
Who made the animals?
God made the animals.
Who made man?
God made man.
Who made woman?
WHO did? __
God made woman.
GOD did! __
WHO did? __
Who made the grass?
GOD did! __
Who made the plants?
Who made the trees? __ __
God made the grass.
Who rested on the seventh day? __
God rested on the seventh day. __
God made the plants.
God made the trees. __ __
WHO did? __
GOD did! __
WHO did? __
GOD did! __
46
LESSON PLAN COVER SHEET
TOPIC: The English Alphabet
CULTURAL POINT OF REFERENCE: Name order (family name first/last)
RELATED THOUGHTS: He who steals my purse steals nothing; he who steals my good name
steals everything. (Anonymous) A good name is to be chosen instead of many riches. (King
Solomon)
OBJECTIVE: Students will politely ask for clarification while asking how to spell each other’s
name.
LEVEL: Literacy
LENGTH: 90 minutes
VOCABULARY:
family name
first name
last name
is
spell
my
before
your
after
his/her
FUNCTIONAL PHRASE(S): Spell it, please. How do you spell it? Thank you. You’re welcome.
GRAMMAR: “be” verb; possessive pronouns; question words “what” and “how”
SOURCE: the author
MATERIALS/PROPS:
chalk/chalkboard OR Con-Tac Self-Adhesive Chalkboard OR dry erase pens and cling sheet on
the wall OR child’s “Magic Slate”
DO-AHEAD:
nametags
one “PING LEE” nametag for demonstration (in large letters)
set of alphabet letters (laminated, cut-up, and in envelope--one envelope per small group)
self-made sample form to fill out (laminated--one per student)
self-made tape of dialog (opt.)
laminated copies of dialog with blanks (opt.)
A/B Squares (a set for every pair of students)
TYPES OF ACTIVITIES:
copying
alphabet ping pong
reading z-a
before/after (game)
repetition with random erasing
relay erase to board
sequencing
filling out forms
chain drill
add-on
dialog
survey
alphabetizing
SKILLS EMPHASES
LISTENING:
Warm-Up
#2--GP1, GP2
#3—GP2, GP3
CP
SPEAKING:
Warm-Up Presentation
#1--GP2, GP3, GP4
#4—GP
#2--GP1
#4— Presentation
3—GP2, #GP3
CP
READING:
Warm-Up
#1Presentation
#1GP2, 3
WRITING:
#1--GP1
#1 Presentation
#1—GP2, GP3, GP4
#2—GP3
#2GP1, 2, 3
#4 Presentation
#4—GP4
Homework
PRONUNCIATION:
diphthong sounds in “a” and “i”
Silent letters (in dialog)
“z” sound in ‘please’
47
BEGINNING LITERACY
The Alphabet
WARM-UP
Write the name of the host country on the board. Point to this and ask if anyone knows this word
in English. Spell the word aloud as you point to each letter, encouraging students to join in
saying the letter names. (This will let you know if any students know any letters.)
If you know the names of any of your students, write these on the board also. Follow the above
procedure for each name that you might use in this way.
PRESENTATION OF NEW LANGUAGE#1: The Alphabet
With a beckoning motion of your arm and hand, invite students to say all the letters in the
English alphabet with you as you print each one on the board. Make letters at least two to three
inches tall for easier reading. (For help with the sound of each letter, see #11 on p. 98.)
GUIDED PRACTICE #1: The Alphabet
1. (Copying) Ask students to copy the alphabet in their notebooks or on paper you provide.
(This will further reveal any past experience students have had with English and will let you
know which students may need special help with writing.)
2. (Repetition) Point to the alphabet on the board as you lead the class in reading/saying the
letters—backwards and in random order as you point to various letters! Have fun with this!
(This technique moves students away from rote memorization, for they will clearly need
recognition of each letter.)
3. (Random Erasing of Letters) Begin randomly and gradually erasing letters, until you erase
them all. Each time you erase a letter, lead students to repeat the entire alphabet. This is
especially fun when only a few letters remain!
4. (Game) Demonstrate the process then ask pairs to play Alphabet Ping Pong, i.e.,
S1 = “A”
S2 = “B”
S1 = “C”
S2 = “D” (etc.)
[While students are involved in this activity, write the alphabet on the board two times.]
PRESENTATION OF NEW LANGUAGE #2: Before/After
Draw a vertical line on the board and a horizontal arrow to the left. Label this “BEFORE.” Repeat
this process, this time to the right. Label this “AFTER.” Lead students to repeat the two words.
Work on pronunciation, marking through the silent final –e on “before.”
Ask three students to stand in a row facing the class as you illustrate before/after with their body
positions. Do this as if reading from the students’ perspective from left to right (for before/after).
Continue this positioning of students and asking questions until students show understanding and
correct usage of before/after.
48
GUIDED PRACTICE #2: Before/After
1. (Before/After Game) Direct attention to one of the two sets of the alphabet on the board.
Point randomly to letters, asking questions with ‘before” and “after.” For example:
What is before D?
What is after Y?
Let students volunteer to take turns being the teacher and asking the questions.
2. (Relay Race to the Board) Use the two sets of the alphabet on the board for this activity.
Divide the class into two teams and ask that they form two lines perpendicular to the board.
Give instructions as follows: “The first student in each line listens to the letter that I say and
races to the board to erase this letter. The first person to erase the correct letter wins a point
for his/her team.”
3. (Alphabetizing) Divide the class into groups of three. Give each group a set of alphabet
letters (cut up and inside an envelope for safekeeping). Tell them that the first group to
arrange the letters in correct order wins a prize. Remind students to be “noisy,” not working
in silence, but practicing the use of before/after as they work together to arrange the letters
in order.
[TIP: Make sure that no two “best” students are in the same group.]
PRESENTATION OF NEW LANGUAGE#3: First/Last Name
Point to each name on your nametag and say, “My first name is ______________. My family
name—my last name—is _______.” Tell students that in English, family name and last name are
equal. Write these on the board with an equal sign—and/or holding hands palms up, as if
weighing on a scale. Write your name on the board. Appropriately write “first” and “last” beneath
your first and last names.
Show samples of forms to be filled out (real or self-made). Show students that forms like these
sometimes ask for family/last name first. (Draw a sample form on the board, encasing it in a
rectangle to look more like a form. Circle the words “Last Name” and write your two names as
indicated on the form.)
GUIDED PRACTICE#3: First/Last Name
(Filling Out Forms) Distribute a simple “form” for each student to fill out his/her first and last
names.
(Chain Drill) Demonstrate this activity by beginning with yourself. To the first student (preferably
one of the better students), say: “My last name is ______ (pointing to the name on your
nametag). What is your last name?” S1 turns to S2 and repeats this statement and question,
using his/her own name instead. Prompt with a stage whisper, if necessary, to help the
student succeed with the correct response. Continue this process until every student has
responded. This gives needed repetition with variety!
PRESENTATION OF NEW LANGUAGE#4: Dialog with First/Last Name
Enlist the help of a teaching partner or use a self-made tape for the demonstration of the
following dialog (already written on the board). Be sure to use props (pencil and paper) to
illustrate meaning. Point to name positions on your nametags to indicate family/last and first
names.
49
For repetition with teacher:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
Hello. What’s your name?
Ping Lee.
What’s your first name?
PING
Spell it, please.
P-I-N-G
What’s your family name?
LEE
How do you spell it?
L-E-E
Thank you.
You’re welcome.
For copying and practicing with a partner:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
Hello. What’s your name?
_____________________
What’s your first name?
__________
Spell it, please.
________________
What’s your family name?
__________
How do you spell it?
_____________
Thank you.
You’re welcome.
Divide the class into halves, assigning “A” and “B” parts. Lead in repetition two times, giving
students practice with both “A” and “B.”
Work on pronunciation, stress, and intonation. Mark through silent letters and mark words as
they sound, e.g., mark through the s in “please” and write z above it. Demonstrate that “Spell it,
please.” and “How do you spell it?” are equal by (1) positioning your hands with palms up, as if
weighing on a scale OR (2) by writing the two phrases on the board with an equal sign (=) in
between.
GUIDED PRACTICE#4: Dialog with First/Last Name
(Dialog) Erase all references to the specific name Ping Lee, and insert blanks instead. Let
students copy this model from the board. Ask pairs to practice this dialog with each other, using
their real names and spelling instead of Ping Lee’s. Issue A/B squares to facilitate who reads
which part. (The person holding “A” reads A’s part; the one holding “B” reads B’s part. After one
time through, ask partners to exchange A/B squares and switch parts in order to practice both
ways.) Before beginning this activity, ask two of the better students to demonstrate what to do.
COMMUNICATIVE PRACTICE#1-4
[Note: While students do not create new language in this semi-controlled interaction, they will be
producing the new language, putting into practice all they have learned.]
(Survey) In preparation for this activity, lead students with the following step-by-step directions:
(1) Ask students to turn their paper over (the one on which they wrote the alphabet at the
beginning of the lesson).
(2) Ask students to number vertically down the left side of their paper, according to the number
of students in the class. (If the class is quite large, divide students into groups of ten.)
(3) First, beside numeral one, ask students to write their own first name and last (or family)
name. Secondly, ask that they use the dialog model to find out the first and last name of a
partner. Thirdly, ask students to write that partner’s first and last name beside numeral two.
With a teaching partner or one of the better students, demonstrate what you want students
to do.
(4) Finally, ask students to stand up and walk around to practice this conversation with each
student in the class and write the first and last name of each student on their paper.
Demonstrate this process also before students stand up and begin to walk around the room.
(5) Announce that there is a prize for the first person to get the names of every student.
50
TIP: Monitor this activity carefully to make sure only two students are talking to each other at a
time. The tendency (especially for those who might want the easy way out) is to congregate and
listen to the needed information that someone else has asked for! This gives the “lazy” (or
clever!) student a free ride! Another trick to watch out for comes from the student who reads the
spelling off another’s paper, thereby bypassing both listening and speaking!
COOL-DOWN
(Alphabetizing) Ask students to arrange themselves in alphabetical order according to their first
names (and—if time—by last names also).
Homework: Ask students to practice writing/saying the alphabet and thinking about what comes
before and after each letter.
51
THE DIALOGUE JOURNAL
WHAT IT IS
The Dialogue Journal is an informal conversation between teacher and student. It differs from
ordinary conversation in that it is written and completely private. The interchange takes place
regularly and continually throughout your term of teaching. The teacher is a partner in
conversation, a seeker of information. The nature of the dialogue journal makes it ideal for crosscultural sharing, for quickly getting to know individual students, for building relationships and
sharing thoughts, feelings, opinions, ideas and questions.
Journaling in the first few days of English classes is a dynamic tool for assessing students’ needs
as quickly as possible. Individualized written response requires a commitment of the teacher’s
time, but it is well worth the effort. This is an essential tool for short-term volunteers who desire
to know students as persons in a limited amount of time.
Benefits for the Students
1. Focuses on what is being said rather than how it is being said
2.
3.
Enhances fluency development as students dare to express their own thoughts and feelings
Gives individual attention and the sense that someone cares about them as persons, not just
students
Benefits for the Teacher
1. Provides both the teacher and the student with an accelerated opportunity and means for
building a relationship while the student practices English
2. Enables the teacher to individualize instruction, no matter how large the class
3. May serve as a diagnostic tool to determine the degree of fluency and how much grammar,
spelling and vocabulary students know
4. Gives valuable feedback, letting the teacher know areas of weakness that need to be
addressed in future lessons
5. Makes the teacher’s task easier by not having to attend to grammar, punctuation, spelling,
etc.
THE WAY IT WORKS
1. Students write in their journals as homework OR for the last five to ten minutes of class. If
done in class, tell students when time is almost up, so they can conclude their thoughts.
2. The daily or weekly writing may be done in a spiral, loose-leaf or bound notebook belonging
to the student.
3. Journal topics ideally relate to the day’s lesson topic, but at times you may allow students to
choose their own topics. Writing may consist simply of students’ thoughts, feelings, reactions
to an experience, an idea, a point of cultural difference or to the day’s lesson. Encourage
students to ask you questions about anything.
4. Be prepared with suggestions (pp. 53-54), if you allow students to choose a topic and they
have difficulty doing so.
5. Take up the papers or notebooks and read over the students’ entries, responding with brief
comments in the margins or at the end.
6. Do not make corrections. Make affirming statements instead; express interest in hearing
more; request elaboration or clarification and ask questions that prompt continued
conversation.
7. In written response, model correct language use and openness to share.
8. One exception to making corrections: You may respond to a student-initiated request for
help/correction in some specific area, such as sentence structure, verb use, etc.
52
DIALOGUE JOURNAL TOPIC SUGGESTIONS
Note: Link journal assignment and lesson topic whenever possible.
1. Write a journal entry in response to the day's proverb; for example, “A good name is more
to be treasured than great riches."--King Solomon
2. Fill in the blank for each of the following, for example: Misery is missing friends or loved ones
far away. Friendship is a telephone call to someone you admire, enjoy and care about.
Happiness is_______
Misery is_______
Love is_______
Friendship is___________
3. Describe a journey (real / emotional or a life-long dream) you have had.
4.
Compare/contrast true-to-life examples of the day's proverb. Or, write and explain a proverb
that you know. For example, write about a cheerful and a bitter person you know after
hearing Proverbs 17:22: "A cheerful heart does good like a medicine, but a broken spirit
dries up the bones."
5.
Write your interpretation of the following statement: "Just as spices add new and delicious
flavor to the ingredients we use to cook our food; so people, places and events flavor our
lives." Add to this William Cowper’s proverb: "Variety is the spice of life."
6.
Explain how the measurements of size, time and space can be more than figurative
exaggerations in the following proverb by William Blake: "To see the world in a grain of sand
and heaven in a flower, hold infinity in the palm of your hand and eternity in an hour.”
7.
Write about the lesson in the following proverb: "Give a boy a fish and he eats for a day.
Teach him to fish and he eats for a life time."
8.
Write about seeing the following proverb lived out in real life: "Riches adorn the house;
virtue adorns the person."
9.
Do you agree or disagree with the following Arab proverb? "A promise is a cloud, fulfillment
is rain."
10. How I met my wife/husband . . .OR The person I marry should be . . .OR The person I want
my son or daughter to marry should be . . .
11. If my house were burning and I could carry out only one thing it would be ______
Because . . .
12. My happiest childhood memory . . .
13. If I knew I could not fail, I would love to have this job: ________________, I would like
this job because _____________.
14. My favorite holiday is________ because____________.
15. Describe something that you like very much about your (husband, wife, a friend, a hobby, a
leisure activity). Tell also why you like __________ so much.
53
16. I am most thankful for . . . .
17. The funniest thing I ever saw was __________.
18. If I had only 24 hours to live, I would __________.
19. On Saturdays I usually __________.
20. I feel best when people __________.
21. I’d like to spend a long holiday in __________ because ______.
22. I have never __________.
23. Parents should always __________.
24. The world would be a better place if __________________________.
25. The thing that worries me most is ____________________.
26. Some day I want to ________________________.
27. I like people who ________________________.
28. I get upset or angry when ______________________.
29. If I could be somewhere else now, I’d like to be ___________ because ____________.
30. If I had a million dollars, I would ______________________________.
31. If I could have three wishes come true, they would be (1)____, (2)____ and (3)______.
54
USING PICTURES
Pictures are valuable tools for the language teacher. In fact, it is possible to teach with nothing
but a well-stocked picture file! Pictures are especially useful in EFL instruction. They are compact,
lightweight, durable and allow for flexibility and mobility. Pictures relate to every aspect and level
of teaching.
THE BEST PICTURES
1. Relate to life
 Being young and single
 Being in a family
 Being a man (son, boyfriend, husband, father)
 Being a woman (daughter, girlfriend, wife, mother)
 Being a child (common ground for everyone)
 Being an employee
 Being human—fears, laughter, relaxation, excitement, hobbies, etc.
2. Show action (people doing things)
3. Show culture and cultural differences
4. Seek an explanation (Story Pictures)
5. Can be used in more than one way
6. Have no text—or as little as possible
7. Are large enough (the larger the better)
HOW TO FIND THEM
Invite the participation of G.A.’s or other church groups to help collect pictures from the following
sources:
 Free mailings
 Old magazines from libraries, doctor’s offices, car repair shops and hair salons
 Garage sales
 Book sales
 Travel agents
 Catalogs
 Grocery Store advertisements
 Church groups that would help collect National Geographic, mission magazines, Time,
Newsweek and old picture calendars
HOW TO USE THEM
1. To supplement a text
2. To use with drills
3. To introduce topics and functions
4. To build community
5. To teach conversational English by stretching a student’s vocabulary and ability
6. To teach all four skills—speaking (and listening), writing (and reading)
55
HOW TO STORE THEM
 FILE FOLDERS
 THE HOLE PUNCH METHOD
(1) Place each picture on a uniform size of paper and slide it into a plastic sleeve.
(2) Punch holes along one side of the sleeve. Each hole matches a category. For example, if
a picture belongs to the category matching hole number one, the hole is left intact. If it
does not, the edge of the hole is snipped with scissors. (It is possible for a picture to
have several intact holes, if it belongs to several different categories.)
(3) When all pictures have been hole-punched, notched and stored in a box, use a knitting
needle, metal rod or a thin dowel stick to retrieve all pictures belonging to a single
category.
 NOTEBOOK WITH PLASTIC SLEEVES
Mount each picture on a sheet of colored construction paper and trim paper to fit inside a
plastic sleeve that has insertion from the top. Use colored dots or simple abbreviation on a
medium-size sticky note to identify the category (or categories) with which each picture may
be used. Place this identification in the upper left corner on the back of each picture. To find
a needed category of pictures, simply flip through the pictures, looking at the upper left
corner of their backside. When finished with each use of pictures, they may be randomly
placed in the notebook. This method greatly facilitates retrieval and filing of pictures.
TIP: Laminating adds to the size and weight of the final product. Make sure your mounting paper
is trimmed to fit your filing system.
SUGGESTED CODES AND CATEGORIES
1. A
Ages
2. C
Culture
3. D
Descriptors
4. E
Emotions
5. F
Family
6. FP
Famous People
7. F’SHIP Friendship
8. G
Games
9. HLTH Health
10. HOL
Holidays
11. H
Housing
12. L
Leisure
13. LP
Life Passages
14. LV
Love
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
M
O
P
PL
REC
REL
SZ
SP
TofD
T
VofA
W
???
WP
Music
Occupations
Pets
Places
Recreation
Religion
Seasons
Sports
Time of Day
Transportation
Verbs of Action
Weather
What’s the Story?
World Problems
56
ACTIVITIES USING PICTURES
Note: Skill practice indicated by L (listening), S (speaking), R (reading), or W (writing)
1. PREPOSITIONS OF LOCATION (Beginner/Pairs—L/S)
Materials: A picture for each pair of students (one that lends itself to this questioning)
Procedure: One student asks where questions (“Where is the lamp? Where is the cat?”). The
other student answers, using appropriate prepositions of location (on, next to, under,
between, etc.)
2. WHICH PICTURE? (Beginner/Small Groups of Three—L/S)
Materials: Five pictures for every three students in class + five pictures on the wall
Procedure: (1) Use the pictures on the wall to demonstrate the process. You may use all
descriptions or all short (made up) stories—or a combination of the two. (2) After giving a
description or telling a short story, students guess which picture is being talked about. (3)
Divide the class into small groups of three. (4) Place pictures on the floor in the middle of
each small group. (5) Students take turns describing or telling a story about one of the
pictures. (6) Others in the group point to the picture that is being talked about.
3. TELEPHONE (formerly called “Gossip”) (Beginner/Small Groups—L/S)
Materials: Several interesting pictures
Procedure: (1) Have students sit in small groups of 4+. (2) Give a picture to one student in
each group without letting the others see what is in the picture. (3) In one or two sentences,
this student is to tell the person next to him what is in that picture. (4) That student is to
pass this information on to the next student, etc. (5) When the last student has been told
what is in the picture, he/she says aloud to the rest of the class what he thinks is in the
picture. (6) The first student then shows the picture to the class and they see how well they
communicated what they were told.
4. PICTURE PUZZLES (Beginner/Student Mingling—L/S)
Materials: Mounted pictures that have been laminated and cut into four puzzle pieces
Procedure: (1) Give a puzzle piece to each student. (2) Ask that they walk around the room
to find the other pieces of their puzzle. (3) Students are not to show their puzzle piece to
other students--but share information about their piece and together decide if there is a
match.
5. TRUE/FALSE? (Beginner/Pairs/Small Groups—L)
Materials: Assorted pictures
Procedure: (1) A student in each group selects a picture and makes statements about it. (2)
Others say whether the statements are true or false. Variation: Ask yes/no questions instead
of true/false.
6. PICTURE-SENTENCE MATCH (Beginner-Intermediate/Student Mingling—L/W/R)
Materials: A picture for each student
Procedure: (1) Students write 2-3 sentences about the picture they hold. (2) Take up and
shuffle all the pictures and sets of sentences students have written. (3) Give half the
students a picture and the other half a set of sentences. (4) Ask all students to walk about to
find their match. Variation: Each student reads his/her sentences, while others guess which
picture (on wall or chalk rail) the sentences are about.
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7. WHAT ARE THEY SAYING? (Beginner-Intermediate/Pairs—L/S)
Materials: One picture for each pair—one that lends itself to dialog
Procedure: (1) Students create a dialog that is related to the action or event illustrated in the
picture. (2) Share the dialog with others (another pair, a small group or whole class).
8. TWENTY QUESTIONS (Beginner-Intermediate/Pairs—L/S)
Materials: Pairs of pictures of different animals (or two pictures from any same category)
Procedure: Students work in pairs without showing each other their pictures. Students take
turns guessing, through yes/no questions, what is in their partner’s picture.
9. WHERE'S THE MATCH? (Beginner-Intermediate/Student Mingling and Pairs—L/S)
Materials: Pairs of pictures that are not identical but have some similarities
Procedure: (1) Give each student a picture. (2) Students walk about to locate another person
who has a picture that is similar to their own. (3) Students discuss what their pictures have in
common. Variation: Have students find three similarities and three differences. (Good with
Christmas cards!)
10. HEADS AND TAILS (Intermediate/Pairs—L/S)
Materials: Magazine pictures of people cut in half so head and bodies are on separate cards
that are all the same size. Each student has at least five cards.
Procedure: (1) Give all ‘heads’ to one partner and ‘bodies’ to the other. (2) The student
with a ‘head’ begins by describing a face. (3) As quickly as possible, the partner tries to find
a ‘body’ to match. (4) Students must not see each other’s cards. They can only ask
questions. (This can be easier if parts of clothing are left with the ‘heads.’) (5) When the sets
are matched, pairs exchange pictures with another pair and the activity begins again.
Variations: (1) For greater difficulty, include one ‘head’ and ‘body’ in each set that does not
match. Students find these and draw the missing halves. (2) Pictures of houses or
landscapes could also be cut in two (e.g., a mansion with a pool in the foreground, a farm
scene with a barn and animals, a city skyline with a waterfront).
11. THE AD GAME (Intermediate/Small Groups—L/S/R)
Materials: Pictures of magazine ads with texts removed, cards containing the ad text
Procedure: (1) Display several ads with the text removed. (2) Students speculate what the
product is and why the ad is designed as it is. (3) Give each group a set of pictures and
corresponding texts (on cards). (4) Students match the pictures with the text. (5) Check the
work of each group as they finish and tell how many matches are correct. (6) Students
continue to work until they have matched all text and pictures correctly. (7) Systematically,
rotate pictures to the next group, continuing until all groups have matched all the pictures.
(Random rotation can result in confusion!) (8) Lead class discussion in which students
explain what visual clues or vocabulary helped them to match the pictures and texts.
12. WHO/WHAT AM I? (Intermediate/Small Groups/Student Mingling—L/S)
Materials: Sets of pictures from a single category (animals, food, occupations, etc.); one
picture per student; clothes pins/string “hangers” or masking tape
Procedure: (1) Make a “hanger” by using masking tape or clothes pins to attach a length of
string to the top corners of a picture. (2) Hang a picture on the back of each student without
the student’s seeing it. (3) Tell students to walk about asking yes/no questions to determine
what picture he/she is wearing. For example, with a food category, a student might ask:
“Does this grow on a tree?. . Does it taste sweet?” (4) Classmates answer only with yes/no.
(5) Students continue asking questions of different students until he/she guesses what the
picture is. Variation: Give each small group a set of pictures (one picture more than the
number in the group). Students within each group take turns leaving the room while other
group members quietly choose one picture. When the student returns to the group, he/she
must ask yes/no questions to try to figure out which picture was selected by the group.
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13. ADJECTIVES AND ADS (Intermediate/Pairs—L/W/R)
Materials: Advertisements from magazines
Procedure: (1) Choose several ads from magazines with only a short text. (2) Number
the ads. (3) Black out an adjective or two from each ad and make a list, making sure you
keep track of which ad the words came from. (4) Hang the ads around the room. (5) Dictate
the adjectives in random order. (6) When you have finished the dictation, ask pairs to find
the ads that the words came from, matching each word with the number on the ad. Ask that
they compare answers with another pair.
14. PASS THE PICTURE (Intermediate-Advanced/Small Groups—L/W/R)
Materials: Lined writing paper attached to a picture of a person (one per student)
Procedure: (1) Give each student a picture with paper attached. Numbering each set helps
to avoid confusion. (2) Begin reading the questions, one at a time, from the list of questions
that you have prepared. (3) Each student writes an answer on the paper provided then
passes the picture and attached paper to the student on the right. (4) Allow students time
to read previous responses so that their new sentences relate to what has already been
written. (5) Continue asking questions until each person has his/her original picture back,
along with its accompanying sheet of answers to the questions. (6) Have students work in
their small groups to write a story containing each of the characters represented within their
small group. (7) Share story with whole class. Sample questions:
(a) What’s this person’s name?
(b) Where is he/she from?
(c) What does he/she do for a living?
(d) Is he/she single, married or divorced?
(e) What are three adjectives that describe this person?
(f) What does he/she do in his/her spare time?
(g) What is something exciting that has happened to this person?
Questions should reflect the level of your students and include structures and vocabulary
from previous lessons. Variation: Eliminate the questions and let students develop their own
stories by simply writing and passing to the right.
15. PICTURE COMPOSITION (Intermediate/Advanced Groups of Five—L/S/W/R)
Materials: Lined writing paper attached to a picture of a person (one per student)
Procedure: This activity is a variation of #14 above. Instead of asking questions orally, the
questions are written on the board for students to read. (1) Divide class into groups of 5. (2)
Ask groups to sit in a circle or around a table. For this explanation, pictures of persons are
used; but activities or places may be used as well. (3) Write one question on the board for
everyone to answer: Who is this person? Students look at their own picture and write the
appropriate answer on the attached paper. (4) When each student has written an answer,
he/she hands the picture and attached paper to the person on the right. (5) Write a second
question on the board: Where does this person live? (6) Students answer this question and
pass the picture and attached paper to the right. (7) This process continues until each
member of the group has contributed to the paragraph by answering at least one question
(and each person has his/her original picture back with its attached paper.) (8) Each member
of the group reads the paragraph attached to the picture he/she is holding. (9) The group
chooses one best paragraph. (10) The person holding that paragraph goes to the front of the
room and reads that group’s best paragraph to the class. In this way, each group is
represented by their best paragraph.
16. HEADLINES (Intermediate/Small Groups—W/R/L/S)
Materials: Several pictures numbered and placed in the front of the room
Procedure: (1) Show students several good examples of headlines from the newspaper.
(2) Point out the pictures at the front of the room and ask that they write a headline for each
59
picture. (3) After they have done so, have students get into groups of 3-4 to share the
headlines they have written. How do they compare? Are they similar? Different?
17. STORY SWAP (Intermediate-Advanced/Pairs or Small Groups—L/S)
Materials: An identical picture or set of pictures for each student
Procedure: (1) Group students in pairs and ask each pair to create a story about their picture
or set of pictures. (2) Have each pair join another pair and share the story they have made
up. Encourage the listening pair to ask questions about the story they hear. (3) Have each
person join with one of the partners from the opposite pair in their foursome. (4) Ask each
new pair to join another new pair to make a new group of four. Four original stories will be
represented in each new group. (5) Have each person retell the story he/she heard from the
new partner, i.e., everyone tells someone else’s story. The listeners ask questions and make
corrections, if needed.
18. TALKING ABOUT THE PAST (Intermediate-Advanced/Pairs or Small Groups—L/S)
Materials: Pictures of children doing things
Procedure: Ask students to identify what the children are doing in the pictures; then use
“used to” to talk about things they used to do as children.
19. EMOTIONS (Intermediate-Advanced/Pairs or Small Groups—L/S)
Materials: Pictures depicting various emotions
Procedure: (1) Divide students into groups of 3 or 4. (2) Give each group 5 or 6 pictures of
people expressing emotions. (3) Have students in each group select a picture and describe to
the other group members a time when they experienced that emotion.
20. CHAIN STORY (Intermediate-Advanced/Pairs or Small Groups of Three—L/S)
Materials: Pictures having lots of action or emotion (one picture per pair or group)
Procedure: Distribute pictures. Have one student in each pair or group start a story about the
picture. The next person continues the story with another sentence. The third student
continues the story, etc., until there is a natural conclusion.
21. PICTURE DOMINOES (Intermediate-Advanced/Small Groups—L/S)
Materials: Small pictures mounted on cards (and laminated), like a domino (two separate
pictures mounted on one card); one set of 20 for each group
Procedure: (1) Divide cards among students in small groups. (2) One student lays down a
card and begins a story using the two pictures on his/her card. (3) Taking turns, each
student lays down a picture card and tries to continue the story. (4) One person in each
group could be designated a secretary to write down the story as it develops. (5) If a student
cannot add to the story, he/she keeps the card and play passes to the next student. (6) The
first person to get rid of all of his/her cards wins the game.
22. STEREOTYPES (Intermediate-Advanced/Small Groups—L/S/R)
Materials: Numbered pictures of individuals
Procedure: (1) Select pictures of people who fit common stereotypes, such as a housewife, a
homeless person, a business person or a model. (2) Hang pictures around the room. (3)
Prepare descriptions for each picture, making them as different as possible from the
stereotype the picture evokes. For example, the homeless person is really an eccentric
millionaire who gives millions to charity; or the business person is in prison, serving a
sentence for fraud. Have more pictures than descriptions to allow for different choices. (4)
Give each group a set of your descriptions written on strips of paper or cards that are
identified by a letter—a,b,c, etc. (5) Ask students to work together to match the numbered
pictures and the lettered descriptions. One in the group keeps record of the group’s choices
and reports to the whole class. Students usually match the description with the picture that
60
fits the stereotype. (6) Lead into a discussion of stereotypes and how people often judge one
another by outward appearance. (Time and Newsweek—good sources for this activity)
23. THIS COULD BE (Intermediate-Advanced/Small Groups—L/S/R)
Materials: Advertisements from magazines with no text
Procedure: (1) Display ads and ask each group to guess what each could be advertising. (2)
After a few minutes, let each group share their guesses and the reasoning behind their
conclusions. (3) Distribute the texts taken from each ad and ask students to match them
with the correct picture. (4) This activity using the modal ‘could’ can be followed up by one in
which small groups create their own advertisement--drawing a product, creating a slogan
and letting others guess what the drawing and slogan could be advertising. (5) Have a
contest to choose the best creation!
24. SPECULATING SPECIFICS (Intermediate-Advanced/Small Groups—L/S)
Materials: Interesting pictures of people
Procedure: Give each group a picture and allow three minutes for the groups to collaborate
on answers to the questions below that are written on the board. Emphasize that there are
no wrong answers. Encourage everyone to say what he/she is thinking.
(a) Who is this person?
(b) Where was he/she born?
(c) How old is this person?
(d) What is his/her occupation?
(e) Where does he/she live now?
(f) Does he/she have a family? If so, tell about the family.
(g) What kind of person is he/she? (Interesting? Pleasant? Angry? Hard-working?)
(h) What is his/her economic condition? (Rich? Poor? Middle Class?)
(i) What is this person feeling now—and why?
(j) What are the plans this person has for the future?
25. JIGSAW STORY (Intermediate-Advanced/Small Groups—L/S)
Materials: Four pictures that convey a single story (may be a cartoon)
Procedure: (1) Divide the class into four large groups by numbering off A,B,C,D,A,B,C,D, etc.
and asking all A’s, all B’s, etc. to form a group. (2) Give each group one picture. (3) Ask
students to talk about the picture in their group. (4) Take up all four pictures. (5) Make new
groups of four by taking one person from each of the large groups to form a new foursome
(resulting in one A, one B, one C, and one D in each new group). (6) Ask the students in the
new groups to reconstruct the story by sharing what each person saw on his/her first group’s
picture. (7) Allow time for each person to share, then ask a representative from each group
to tell the story arising from that person’s most recent group of four. (It is possible to have
more than one version of the story.) (8) Conclude by showing all four pictures to the class.
26. DISASTERS (Advanced/Small Groups—L/S)
Materials: Pictures of tornadoes, floods, hurricanes
Procedure: (1) Place disaster pictures on the chalk rail or on a table. (2) Ask students to
select one picture and pretend to have been present for that disaster when it happened. (3)
Ask that they tell what they did when disaster struck.
27. WHAT’S THE IDEA? (Advanced/Small Groups—L/S)
Materials: Several pictures depicting various themes or concepts
Procedure: (1) Show several pictures to the class. (2) Guide discussion as students determine
the main idea shared by all the pictures. (3) Divide the class into small groups, giving each
group a set of pictures around a central theme or concept. (4) Ask groups to decide on the
main concept shared by all of their pictures. (5) Conclude with a report from each group.
61
28. WRITE AND SHARE (Multi-level/Individual and Pairs or Small Groups—L/S/W)
Materials: A picture that is rich in detail for each student
Procedure: (1) Give each student a picture. (2) Ask that he/she spend five minutes writing a
“story” (or sentences for beginners); then (3) share with a partner or small group.
29. HEAR ME WELL! (Multi-level/Pairs—L/S)
Materials: For each student—a grid with 16 squares and 16 small thematic pictures and a
visual barrier (manila folder cut in half horizontally); same pictures for each partner
Procedure: (1) Give each person a grid, a set of small pictures and a visual barrier. (2) The
speaking partner places pictures anywhere on his/her grid, then describes each picture and
tells the listening partner where to place it (top right, bottom middle, middle left, etc.). (3)
When all pictures have been described, the two students compare their grids to see if the
picture placement is the same. (4) Partners switch roles and begin again. (Word By Word
Picture Dictionary—a good resource!)
30. WHAT’S THE DIFFERENCE? (Multi-level/Pairs—L/S)
Materials: A pair of pictures with subtle differences
Procedure: Students compare their pictures to find the differences. Beginners can simply
draw an “X” on the different parts. More advanced students can use increasingly complex
sentences to explain the differences. Variation: (1) Use photos you make yourself, making
one slightly different from the other. (2) Use before/after pictures of people’s faces or room
make-overs. (3) Find coloring books with some degree of sophistication for adult learners.
White-out or draw in sections of a picture (e.g., stripes on a curtain) in order to create
differences. (Look Again Pictures—a good resource!)
31. RELATIONSHIP CONNECTION (Multi-level/Pairs or Small Groups—L/S)
Materials: Assorted pictures with potential for matching
Procedure: (1) Distribute pictures face down. (2) Students take turns flipping over two
pictures that show relationship and describing their relationship.
32. PICTURE-BASED COMPLETION EXERCISES (Multi-level/Individual-Pairs—R/W)
Materials: Pictures showing rich detail + humorous or emotional content
Procedure: (1) Use the same picture for everyone. (2) Create fill-in-the-blank activities for
your level of students to review a single grammar point or category of words (e.g., feeling
words, simple/continuous present tense verbs, articles: a, an, the.
33. RACE FOR DESCRIPTIONS (Multi-Level/Small Groups—L/S/R)
Materials: A number of “theme” pictures (for example, clothing/personal description)
Procedure: (1) Number pictures and set them around the room, e.g., on chalk rail,
windowsill. (2) Write out a descriptive sentence about each picture, for example:
* This woman has short blonde hair and a beige jacket. She is a secretary and is unhappy
with her boss. He has short gray hair and glasses.
* These people enjoy skiing in the snow. They are all wearing warm ski suits. One lady is
wearing orange.
* This smiling man has a gray beard and is holding a funny pair of red boots.
(3) Divide the class into groups of 3-4, each with a captain. (4) Give each captain a list of the
sentences. (5) Team members work together--reading a sentence, hurrying around the room
to find the corresponding picture and reporting the picture number back to the captain who
records it beside the correct sentence. (6) The winning team is the first to finish. (7) Followup may include new vocabulary and perhaps discussion of what each person is wearing. Tip:
If one student is less proficient, you may appoint this person to be captain whose only job is
to record numbers beside sentences.
RECOMMENDED: The Card Book: Interactive Games and Activities for Language photocopiable picture cards in 9 sets
of 27; a variety of interactive teaching suggestions; sets include food, furniture, clothing, animals, faces, daily
activities and leisure activities; McKay; Alta Books (ISBN 1-882483-79-0)
62
THE LIPSON METHOD
This method originated with Dr. Alexander Lipson, a professor of Russian at Harvard University.
Glenda Reece adapted its use for Literacy Missions volunteers, making it a highly effective
method for teaching second language learners in both ESL and EFL settings. Its simplicity and
versatility make Lipson an ideal tool for EFL instruction with limited access to materials. While it is
especially suited for teaching oral production to beginners, Lipson may be used to develop
reading and writing skills as well.
A teacher may use real-life pictures, professionally drawn pictures or a film clip to teach basic or
‘core’ sentences and to cue subsequent original sentences. Equally successful are stick figures
and symbols that are drawn on the spot and capture any teachable moment! Other benefits in
using the Lipson method include the following:
1. Lipson is consistent with Communicative Language Teaching.
●
Creating a relaxed, low-anxiety atmosphere as students focus on pictures and tell the
story in their own words
●
Contributing to fluency development
●
Focusing on a message rather than form or grammar
●
Having minimal correction of errors
2. Pictures convey meaning in every language.
3. The same set of pictures can be used in multilevel settings simply by making the core
sentences easier or more difficult.
4. The use of pictures helps students learn the language in ‘chunks’ rather than words in
isolation.
5. A breaking news story or a personal concern that arises in class may quickly become a reallife lesson topic that is important in the students’ lives. All that is needed is a piece of chalk
or a marker to write on a board or cling sheet.
6. Lipson appeals to different learning styles.
7. Lesson content can come from a variety of sources:
●
A real-life situation
●
The telling of any funny or interesting story
●
Cross-cultural learning
●
Published stories in the Bible, newspaper or magazines
STEPS FOR DEVELOPING A LIPSON LESSON USING THE BOB TEACHING SEQUENCE:
1. Write a maximum of 12 core sentences that are suitable for the level of your students. Tell
the story with the simplest sentence structure and the simplest and fewest words possible.
2. Determine the vocabulary list by looking at the core sentences and selecting the 8-10 new
words whose meaning would be difficult for students to figure out from context.
3. Do not mention parts of speech, but do list the new words in categories—verbs first, then
nouns, adjectives and adverbs. Write both simple present and past tense verb forms to allow
for multilevel settings. List also the question words: who, what, where, when, how, why.
4. Draw simple pictures, stick figures or symbols to create meaning of new words and illustrate
key points in the story. These drawings will prompt language use. Other drawing tips:
 Use an “x” in a small square in the bottom right corner of a picture to cue a negative.
 Indicate direct quotations with a cartoon-type conversation bubble.
 Make drawings large enough for the back row to see.
5. For new vocabulary items that do not lend themselves to a drawing, plan ways to create
comprehension using props, pantomime, demonstrations and multiple examples.
6. The following is a sufficient statement of objective for Lipson lessons: Students will tell the
story in their own words and in correct sequence.
63
7. Select a Warm-Up activity that connects the Bible story to a practical need or interest of
students.
8. Plan a transition or bridge sentence to go from real-life content in the Warm-Up to the Bible
story in the Presentation of New Language.
9. Following the transition sentence, introduce the core sentences and new words using
pictures, props and/or dramatization to create understanding of the sentences and new
words. Work on individual sounds and word stress as you lead students in repetition of the
new words.
10. Be consistent when introducing core sentences--no ad lib). Point to the pictures as you
speak, in order to help students think in chunks of language, as in real-life language use.
11. Lead students in repetition of the story, one sentence at a time, while pointing to the
drawings. With animated voice, work on pronunciation, sentence stress and intonation.
12. Check students’ understanding of the story with Comprehension Questions--who,
what, where, when, how, why (in this order).
13. Plan one or two Guided Practice activities, such as the Cloze (p. 7) and Strip Story (p. 10)
with their focus on accuracy and ‘manipulating’ the language.
Optional Guided Practice activities:
a. Provide a copy of the core sentences for partners to read to each other.
b. Match pictures and core sentences.
c. Have a set of pictures for each pair of students to sequence while listening to a live or taped
version of the story.
14. For the first Communicative Practice activity, ask small groups of students to take turns
telling the story in their own words.
15. Select two or more additional Communicative Practice activities related to the story or the
lesson topic. In one of these activities, use Adaptation Questions that relate the story to the
lives of the students.
16. For the Cool Down or Closure for the lesson, choose from the listing of possibilities in the
Teaching Sequence on p. 6, for example: a jazz chant, song or choral reading/discussion
of one of the Related Thoughts.
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TOTAL PHYSICAL RESPONSE (TPR)
Like the Lipson Method, TPR is especially suited for teaching beginners, but it can be adapted to
different levels by increasing the complexity of vocabulary and sentence structure. In its
simplicity, TPR is an ideal tool for EFL instruction. It requires no props—not even chalk.
Like Lipson, TPR is a “natural” for use with a communicative approach. It provides fun learning in
a relaxed, low-anxiety atmosphere. Students focus on a task (listening and responding with
appropriate action) rather than form. And words have meaning through related action.
This method combines language learning with physical activity. Students respond to oral
instructions without initially having to speak. The teacher first gives a command and performs the
action, then invites the students to join in the action. Before long, students can respond to the
commands alone, even when the teacher discontinues the action that first accompanied the
words. Students gradually join the teacher in giving the commands and ultimately become
“teacher,” giving the commands to other students.
TPR was partly inspired by research into the way children learn their first language--listening
before speaking and listening accompanied by physical response. This method most effectively
teaches listening comprehension to basic beginners. It gives students freedom to learn without
having concern for what to say.
BENEFITS OF TPR
1. Actions associated with language learning enhance long-term memory.
2. The physical action appeals to kinesthetic learners and provides needed variety in the
classroom.
3. Motor activity appeals to right-brain function (movement and fun) as well as left-brain
language processing.
4. The use of imperatives eliminates the confusion of person (I, you, he/she, etc.) and tense
(present, past, future, etc.).
5. The teacher has instant feedback as to how much students are comprehending and which
commands need repeating.
6. Continual repetition is possible without the onset of boredom.
Note: TPR has two limitations: (1) Once students overcome the fear of speaking out, they need
to practice language that is spontaneous and unrehearsed. (2) While highly effective for listening
comprehension and speaking practice, other methods must be used for reading and writing.
PROCEDURE
The point at which students begin to feel comfortable enough to join in the speaking will vary.
Generally, the steps are as follows:
1.
2.
3.
4.
5.
Teacher gives command and models the action.
Teacher gives command and invites students to join in the action.
Teacher gives command without doing the action. Students respond to the words alone.
Students continue to respond with action, gradually joining in with words as well.
Ultimately, students take turns giving commands to each other in pairs or small groups.
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TIPS FOR USING TPR
1. Keep commands “clean.” Do only what the commands say to do. Be consistent. If you say:
“Jump to the board” as you happen to scratch your leg because it itches, you will see
students jumping to the board and scratching their legs.
2. Remember that copying is learning, not cheating. Less confident students will turn their eyes
to see how their more proficient classmates are moving and will mimic their action. Students
learn by observing other students as well as by observing their teacher.
3. Always follow a written plan. Consistency avoids confusion for the students. To achieve
consistency, put your commands (10-12 maximum) in writing. This is especially helpful for
the re-combinations. Commands should be given at such a brisk pace that you could not
possibly “think on your feet.”
4. Try novel commands that are playful and zany. The element of surprise makes for fun and
laughter.
5. Vary lesson length to suit the need of students. Time needed depends on the age and
maturity of your students, as well as the size and abilities of the group. For any age, the
attention span will be longer than anticipated, because students enjoy this activity. It is
common for both teacher and students to become euphoric, as the teacher sees rapid
progress and the students learn quickly.
RECOMMENDED:
Action English Pictures – 66 reproducible picture sequences with exercises, verb lists, teacher’s
notes; cross references texts in Live Action English; Takahashi; Alta Books (ISBN 1-882483-71-5)
Live Action English – 67 series of TPR commands; Romijn; Alemany Press, 2nd ed. (ISBN 092972416-X)
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IDEA BANK
CARDBOARD CLOCK
Using poster board, make a clock face having two colors, one for “after” and the other for “till.” Add the
numbers 1-12 and attach movable clock hands with a brad. (Students enjoy making their own clocks with
paper plates!)
CLASSROOM VOCABULARY
• Ask students to name as many objects in the classroom as they can while you write them on the board.
• Without looking at it, describe something observable in the classroom. Ask students to find what you have
described.
CLOTHING
Come to class dressed in unusual ways and have students tell you what is different. Introduce colors of
clothing and fabric designs by wearing layers of various articles of clothing, e.g., a blue striped shirt, a red
polka dot skirt, a plaid scarf, etc. Introduce types of weather by wearing earmuffs, sunglasses, and a
sweater—with an umbrella!
COLORED STRIPS
Cut strips of various color and length to teach comparatives long/longer/longest, etc. and prepositions of
place (under, between, next to, etc.) Provide a set of strips in a baggie or envelope for each pair of students
to practice, following TPR commands.
CULTURE
• Ask small groups to brainstorm then present to the class a list of the most commonly used gestures in
their culture. Write a composite list on the board as groups report. Teach corresponding U.S. gestures.
• Bring an artifact from the student's culture to class, and ask them questions about it.
• Call on a student to draw his or her country's flag on the board, then teach him or her how to describe the
flag to the class (“It has three stripes …”).
• Take two days to talk about Christmas customs. On day one, talk about the tree, decorations, gifts,
parties, food, cards, songs, Santa Claus, “The Night Before Christmas.” On day two, talk about the
Christmas story from the Bible and why Christians celebrate the holiday. (Consider wrapping a small gift
for each student—a small box filled with a small U.S. coin, etc.
• Take two days for Easter. Day one: new clothes, hunting eggs, dying eggs (some dye needs only water),
new life in spring flowers, story of Peter Rabbit, candy jellybeans (will not melt on trip). Day two: the
reason Christians celebrate Easter. (Ideals magazines have great colorful seasonal/holiday pictures.)
• Say, “Turn me into a native (Chinese, German, Japanese, etc.)” – Assign small groups to come up with
suggestions in one or more categories: my name and its meaning; my occupation and residence; means
of travel; proper attire for my occupation; important cultural and social customs I must observe;
important holidays and their purposes; the most important events in the nation’s history that I should
know; proper attire for a wedding, a funeral, concert, etc.; where to shop for clothes; where to find a
medical doctor, a druggist, a church, etc.
• Divide into groups of five. Ask students to make a list of the five most useful phrases that a tourist might
need in travel to other countries. Teach the English translation of these phrases.
DICTATION RELAY
(1) Students practice thinking in “chunks of language” as pairs alternate the task of dictating and taking
dictation of material posted on a wall inside or outside the classroom.
(2) The reader memorizes sections of the material, then dictates from memory to the writer seated in the
classroom.
(3) The teacher signals a time for students to switch roles, so that the first reader gets to practice listening
and writing while the first writer gets to practice reading and speaking skills. (Use a different choice of
material for the second round of dictation.)
(4) When everyone has finished, partners check their work with another pair of students. The first to finish
can read their finished product or write it on the board for all the class to see. Finally, the teacher
shares the original material for comparison.
(5) Spelling accuracy may be emphasized or not, depending upon the purpose of the activity and level of
the students.
67
(6) Dictation for beginning students may consist of combinations of letters or simple words. For other
students, material may focus on pronunciation difficulties, tongue twisters, reinforcement of grammar
points, idioms, proverbs or a review of previous material.
FAMILY
Divide the class according to the structure of their own families: young unmarried adults or married adults
without children, parents of young children, parents of teenagers and parents of grown children. Ask each
group to talk about their own situations and discuss solutions to common problems. Ask one person in each
group to summarize their concerns, ideas, etc., for the large group.
FAMOUS PERSONS
Collaborate with your students on a list of famous people, including movie stars, politicians, athletes and
artists. Have students choose a famous person to be, then put them in pairs to interview each other.
FOODS
•
Bring in some snacks that you think your students haven't tried before, and invite the students to
sample them and give their comments.
•
Bring a fork, knife, spoon, bowl, plate and chopsticks (if you have them) to class, and mime eating
different foods, letting students guess what they are. Then let your students take a turn. Discuss table
manners cross-culturally.
GAMES
•
•
•
•
•
•
•
•
•
Concentration – Make and laminate matching cards (one-half words and one-half pictures or line
drawings) related to lesson topics. Turn all cards face down. By turning up two cards that match, a
student earns one point and another turn to play. (After each match, the matching cards are removed
from the playing area.) If there is no match, the cards are turned back over in the same spot. The
winner is the person with the most points when all the cards have been matched. This can be done in
teams as well. It is good to reinforce the day’s vocabulary (for lower-level students) and to serve as a
vocabulary review later on.
Eight in a Minute – Prepare index cards, listing eight words from the same category (anything
previously studied). Prepare identical sets of cards for each group. Students, in turn, select a card and
announce its category. The “knower” (with the card) gives oral clues, while the others try to guess the
word. The “knower” has one minute to try to get his group to guess all eight words on the card. One
point is earned for each correct guess—with extra points for guessing the category.
Hangman (adaptation) – Draw a stick figure man walking toward the edge of a cliff. Each wrong guess
brings him one step closer to falling off the cliff, where a shark waits in the water below. A student
thinks of a word and draws blank spaces on the board for each letter in the word. Others call out letters
until the word is guessed correctly (or the man goes over the edge of the cliff).
I Spy (for beginners)—yes/no questions to guess what “it” is (to play in small groups)
Musical Chairs – (beginners) Students pass around flash cards (words, numbers or anything for review).
When the music stops, call out the name of an item. The student with that card holds it up for all to
see. (Fun with real objects, too!) For role play (more advanced), divide into two groups. Give each
group a flash card to pass around until the music stops. The two students who are left holding a card
must stand and role play, including whatever is on their card. After having a turn, students stay out of
the circles to give everyone a chance to practice.
Pictionary® – the commercial game; good for all levels (good also as a small group activity, having
students take turns drawing while the others try to guess; useful to review or reinforce vocabulary)
Twenty Questions – Give one student in each small group a card with a word already on it. Include
vocabulary items recently studied in class. Students ask yes/no questions to figure out what the word
is.
Word Game (like Wheel of Fortune without the wheel!) – Put blanks on the board to represent letters in
a phrase or word related to the lesson. Two teams select one person to speak for them after they agree
on a letter. They toss a coin to see who guesses first—in 30 seconds. If the student chooses a correct
letter, he/she gets another turn. This continues until the phrase or word is guessed correctly by one of
the teams. The winner gets one point. The team with the most points wins the game. You may award a
small prize or perhaps a banner for the winning side to keep (until the next “round”).
Who’s Telling the Truth? – Divide students into teams of three. Give a topic and ask each student to
recall an event in his or her life related to the topic. (For example: a time when you got in trouble; a
birthday gift you remember; the best gift you ever received; a special memory with a grandparent)
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•
Each team shares their brief stories and selects one that they will use. When a team has a turn to be
“It,” all three students tell the same story (the one selected). The other students then have a limited
amount of time to ask questions to determine which student is telling the truth. The three team
members try to answer the questions in ways that convince the others they are telling the truth. When
questioning time is up, the class votes on the person they think is telling the truth. Then the real truthteller stands up.
Who Am I? – Pin a card with the name of a famous person on the back of each student without the
student’s seeing the name. Students walk about, asking yes/no questions to find out their identity. (Am
I alive? Famous? A woman?, etc.)
GRAMMAR/WORD ORDER
Cut an index card into two to six pieces. Number the pieces as follows: 1-noun, 2-verb, 3-article, 4adjective, 5-adverb, 6-preposition. Prepare and distribute a set for each small group of students. Ask group
members to write a word on each piece, according to the grammar category indicated. Take up all pieces
and mix them up. Randomly redistribute, making sure each group has a number 1-6. Ask that they make a
sentence from the words they are given. Then ask each group to share their sentence with the whole class.
Beginning students will have fewer grammar categories and make simple sentences.
MAPS
Use a world map or inflatable globe map to show students how you traveled to their country. Ask students
to point to the map and describe a trip they have taken or would like to take.
ORAL SKILLS PRACTICE
•
Issue abstract and naturalistic (very simple) line drawings to students. Make two sets just alike. One
student describes the drawing he/she has. The student with the match has to recognize it from the
other student’s oral description. (Small Groups of 4 or 6)
•
Give each small group of students strips of paper on which are written ways they should walk: as if
carrying a heavy suitcase, walking on ice/egg shells, sleepwalking, etc. Students take turns acting out
what’s on their paper; other students guess what they are doing. (Small Groups of 3 to 5)
•
Ask for volunteers to tell the class the latest in world news. (Whole Class)
PLAYING CARDS (numbers only—no face cards)
•
Use single cards to practice saying single numbers and numbers in combination, when placed side by
side; for example, 2 next to 4=24 (twenty-four).
•
Use for pair practice saying English words for numbers. Limitless combinations are possible by
rearranging the cards for two-, three- or four-digit numbers (depending on students’ level).
POLITE PHRASES
Write a pair of common phrases on the board. For example: Thank you. You’re welcome. Ask pairs or small
groups to brainstorm, listing any substitutions for these phrases. Record responses on the board during
debriefing. Determine which are the polite forms for various formal/informal settings.
QUESTION WORDS
Using a single unsigned index card, ask each student to write one question he/she would feel comfortable
answering. After collecting all of the index cards, place an equal number of cards in each bag. Distribute
one bag for each small group. Students take turns drawing a card and asking their group the question on
that card. To extend this activity, rotate the bags of questions among the small groups and play again.
SEQUENCING IN ENGLISH
Students use English only to put themselves in a line “in order” of birthdays, age, name (alphabetically—first
or last name).
TRAVEL
Ask small groups to plan a vacation for you. They must plan where you will go, what you will do, with whom
you will go, and what you will buy. When they are finished, have each group present their plans.
VOCABULARY
•
Write a word on a slip of paper and show it to a student. This student must whisper it to the second
student. Then the second student must draw a picture of what he or she heard, and show it to the third
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•
•
•
student. The third student, then, writes the word that represents the picture and shows it to the fourth
student. Next the fourth student whispers it to the fifth student, and so on. This continues until you get
to the last student, who must say the word to the class.
Ask advanced students to work in pairs or small groups to take the dialog from a lesson and reduce
each line to only one word. (They must have thorough understanding to do this!)
Choose one topic (food, sports) and elicit a list of examples (food: chicken, pudding, rice). Write these
on the board. Have small groups come up with the most unusual combinations of items from that list
(chocolate-beef or wrestling-golf). Ask a reporter from each small group to share with the whole class.
Human Spelling is fun for reviewing vocabulary and spelling.
(1) Make 8 1/2”x11” cards of all the letters (provide additional cards for vowels and frequently used
letters).
(2) Distribute cards to the class so that each student has at least one consonant and one vowel.
(3) Divide the students into two teams.
(4) After you call out a word, the two teams compete to see how quickly they can arrange themselves
to spell the word correctly. Whoever holds a needed letter steps up to help spell the word. Not only
must students spell correctly, but they also must think of a sentence with the correct use of the
word. The winner earns a team point.
(5) For another variation, jumble the Human Spelling letters on the floor or a table. The two teams
scramble to arrange the letters to spell the word you call out. The winner must also think of a
sentence using the word. This can also be done with a single representative from each team
competing against a single representative from the other team. The first to spell the word must
think of a sentence using the word correctly. Whichever team has the most points wins.
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TEACHING TIPS
1. Look at every exercise or activity and ask: “How can I make this more communicative?”
Most often the answer lies in adapting what you have for pairs or small-group work.
Although pair-work provides the most individual practice, there are times when groups of
three are a better choice. Out of three individuals, at least one is likely to be less shy or
reluctant and will inspire effort and provide a model for the others. In addition, groups of
three generally provide greater accountability from each participant. For an occasional
alternative that works well with discussion or opinion questions, try using groups of four or
five. With larger groups, there is not sufficient individual practice.
2. Any writing on the boar should be MUCH LARGER THAN LIFE to help students in the back
of the room. (Color-cued writing is helpful also.)
3. Give instructions verbally and in writing. This gives students two opportunities to understand.
4. Arrange the room so all can see—avoiding glare from any windows.
5. Place chairs in a semi-circle to create a sense of community for your students and facilitate
assignments for pair or small group interaction.
6. While students are engaged in an activity, continually walk about from group to group, not as
a watchdog, but as a facilitator/coach and cheerleader to keep students on task. This is a
good way to give friendly reminders about talking in English!
7. Observe carefully when pair/small group interaction begins to slow down. Quickly bring the
activity to a conclusion when you see this happening—even if your lesson plan dictates
otherwise.
8. Allow time for feedback from small groups to give more purpose to these activities.
9. If possible, provide some printed text for students to take home, even if it is text they have
copied from the board.
10. Seize the moment! If something happens in the life of a student or in world news, create
a lesson around that topic to capture students’ interest.
11. When using audiotapes or video/DVD clips:
● Check (and double-check!) to make sure that electronic equipment is working properly.
● Use a tape player with a counter for easy rewinding or fast forwarding.
● Make a list of scenes on video or portions of audiotape with corresponding numbers on
the counter.
● Be sure to cue tapes before students arrive.
12. Develop a short-duration activity file to have on hand for those times when
you run out of lesson before you run out of clock! You may consider the
following types of activities that you can reach for on a moment’s notice and
still be confident of fun:
(a) Riddles and their answers (Students memorize one part and move around the room
to find a match.)
(b) Idiomatic expressions with a common theme
(c) Cross-cultural comparison of proverbs
71
13. To avoid students’ use of the native language in the classroom, invite them to participate in
their own learning process. Compose a letter to give them on the first day of class that
explicitly communicates what you expect from them. Some of the following ideas are from
the “Please speak English!” in Hands-on English (v. 2, no. 4):
Dear Students,
I want you to speak only English while you are in this class. This is very
important for you. (1) You will learn English faster if you practice English in
class. (2) It’s hard work to learn English. If you try to listen and speak in
English while you are in class, your English will improve. (3) You may know
English grammar rules and how to read English but still have difficulty
speaking the language. Forcing yourself to think in English will be of great
help! (4) If you don’t understand something, it’s my job to make it clear to
you, so please ask me to explain again. Or, another student can explain
something to you in English. Thank you.
Sincerely,
Your Teacher
14. Use plain 3x5 cards and felt markers or pens for matching games, word order practice,
alphabetizing, categorizing—all for work in pairs or small groups.
15. Instead of copying ten exercises, copy one and think of ten activities you can do with it. A
check list for using any text or content:
 Talk about it (teacher to class) for introductory purposes (not too long this way).
 Talk to each other about it.
 Write about it.
 Write about what someone else said about it.
 Read what other students have written about it.
 Give dictation for listening practice.
16. Instead of overhead cells or dry erase board, consider using thin white cling sheets from
office supply stores—no tape or tacks needed. Or you may use white garbage bags from
home as a substitute for cling sheets. These are featherweight and pack easily. With
washable markers you may use the same sheets repeatedly.
17. Keep printed handouts to a minimum due to weight limitations on luggage. Laminate a
sufficient supply for repeated use with washable pens in pairs or small groups of three.
18. To avoid tearing a cling sheet or other visual when taking it down from the wall, place a
strip of masking tape directly to the back; then make a masking tape “circle” to place over
the flat piece of tape previously attached. The flat piece is permanent—but the “circles” are
easily attached and removed as needed.
19. Dictation exercises can eliminate the need for some handouts. They also provide more
interest than simply asking students to copy words or sentences.
20. To help students remember the –s on 3rd person singular verbs, mount a large cardboard “S”
on a popsicle stick. If you hear an error of this kind, simply hold up the “S” as a reminder for
self-correction.
21. When teaching adults, bear in mind that you are re-labeling, not teaching concepts for the
first time. Avoid condescending in both content and method of teaching.
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22. One of the best ways to improve your teaching is by taking five minutes or so as soon as
possible after class ends to reflect on the day’s session. In the margins of your Teaching
Sequence, note what worked well and what needs reworking for next time.
23. Some cultures have not yet linked learning and fun. For a get-acquainted activity on the first
day (beyond low-beginner level), write a few questions on the board for students to answer
about themselves. Throw a koosh or nerf ball for tagging who will have a turn answering
these questions.
24. Be as physical as you can in the classroom—moving around the room for various activities,
doing the musical game “Hokey Pokey” (to reinforce body parts), etc.
25. Do not be afraid to discuss any subject about your country, warts and all! Interesting topics
keep students talking!
26. To develop rapport quickly, share photos of your family, you pets, your hometown, etc. On
the first day and/or allow the class to interview you by asking questions.
27. Use sticky notes to place on students’ clothing to identify roles—husband/wife, father/son,
customer/salesperson, etc. for role play.
28. Put each of your prepared lessons--along with any pictures, props, masters for handouts—in
individual zip-loc bags. Pack these in carry-on luggage, if at all possible, in case luggage
arrival is delayed.
29. For handy storage of teaching supplies in your room, take a few large paper sacks and fold
down the tops for stability.
30. If you have access to needed technology, consider Sing-Along videos or DVDs that provide
on-screen lyrics and entertaining visuals. Even without a VCR, consider singing—one of the
most effective tools for teaching EFL. Songs may teach culture, history, folklore and idioms,
as well as vocabulary. They build learner confidence even before students have achieved
spoken fluency.
31. If you teach EFL teachers, consider leaving your teaching props/helps for their use when you
leave.
32. If you teach EFL teachers who work with children, buy nursery rhyme stickers and write
out/laminate the rhymes that are on the stickers. Issue stickers as students arrive. Ask them
to get into groups according to the sticker they have. Give each group their printed copy of
the nursery rhyme to copy and practice saying together. Have them practice reading Little
Golden Books aloud.
33. Many countries have special low rates for mailing printed matter. For example, books in the
U.S. can be shipped inexpensively by “M-bag” (mailbag). Check your local post office for
current information. Plan ahead to take advantage of this savings!
34. Sign up students to walk you home for a ‘Personal Interview’ time. Think of other ‘reasons’
to spend time with individual students after class (showing you where to buy stamps, to shop
for various items, etc.).
35. Place a Want Ad on the wall—asking for a volunteer to be ‘class artist,’ ‘audio-visual’
specialist, ‘class helper,’ etc.
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36. Do not take up whole class time to get across meaning (in English) to a single student. If
there’s a mental block despite your many efforts to create meaning, do not hesitate to give a
quick translation (or ask another student to do so). Then move on!
37. When teaching contractions, hold your index fingers (nail side down) as you say the two
words in full, then ‘hook’ your index fingers together and say the contracted form. You may
also hold both hands, palms up, for saying the non-contracted form and clasp your hands
while saying the contraction.
38. Avoid contractions with ‘zero’ or low-level beginners. This will enable students to learn the
verb to be more easily (with less confusion).
39. If you use a china marker to write on laminated pages, a clean sock will erase the marks.
40. Do not assume that students understand, simply because they answer ‘yes’ when asked if
they understand. In some cultures, saying ‘no’ implies that you have not taught well. Try
asking questions that require more than a yes/no response. Another useful technique is
asking students to repeat in their own words what they have understood you to say.
41. Maintain a sense of humor. Laugh with your students and at yourself!
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SUGGESTED TEACHING HELPS
___ Picture File (pictures for every topic
FROM THE NEWSPAPER
you teach)
___ Auto ads
___ 2.5 gal. Ziploc bags to carry teaching
___ Colored grocery ads
materials, posters, handouts for class
___ Engagement/Wedding announcements
___ Brown paper bags to be packed flat
___ Mother’s Day/Father’s Day ads
in your suitcase, then opened, folded
___ Weather maps (from different seasons)
about a third of the way down and
___ Classified ads re: jobs, housing, garage sales
used as files in your room
etc.
___ Chalk (some colored)/chalk holder
___ Sunday ads sections
___ Chalkboard Con-Tac Paper
___ Plastic Sheeting or white trash bags
PRIZES OR GIFTS
that adhere to any surface as a
___ Hard candies/gum
chalkboard/dry erase board substitute
___ Donations/samples from cosmetic counters
___ Large felt-tip markers
___ Small U.S. flags
___ Index cards, white for name tents
___ Sports team posters
___ Index cards, pink and blue for student
___ Baseball cards
information
___ Bookmarks
___ 3x5 index cards for various activities
___ Pens (donated)
___ Games, craft supplies
___ City map
___ Restaurant menus
___ Picture postcards (good for teaching activities
___ Coins ($1 each of pennies, nickels,
also)
dimes, quarters)
___ Stickers of all types
___ Paper money ($1, $5, $10, $20)
___ Small balloons to blow up for children
___ Paper map or cloth map of the world
encountered on the street
and of the United States (check
Wal-Mart, Hancock Fabrics or Hobby Lobby)
___ Magnets for attaching items to metal chalkboards
(in some countries)
___ Pictures of family/friends/job/home town
NOTE: PLAN TO TAKE SMALL GIFTS OF
___ Floor plan
APPRECIATION FOR YOUR NATIONAL
___ Musical tapes or CDs
HOSTS.
___ Masking tape—several rolls, 2-inch width
___ Magnets for attaching things to metal boards
___ Sticky notes of all sizes
___ DVDs / Videos
___ Christmas cards
___ Large calendar with pictures
___ Artificial fruits and vegetables
___ Articles of clothing to represent basic types/colors/fabrics
___ Birthday candles
___ Holiday props
___ Koosh ball
___ Kazoos and rubber bands to practice intonation and stress
___ Wedding videos
___ Battery-powered boom box
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PLACEMENT TESTING OVERVIEW
RATIONALE
Students will represent a wide range of proficiency in English. Some have picked up simple
conversational English from tourists but are unable to read the language. Others have studied
English for years with a nonnative speaker but need help with the sounds of American English.
Still others are unable to answer simple questions but have advanced reading skills. Many are so
frightened on the first day that they are unable to say any of their carefully practiced phrases.
No matter how adept your students are in certain aspects of English, the challenge on day one of
TEFL classes will be to group the learners according to their oral proficiency level. Generally, it is
best to do this with a brief and informal oral interview.
Volunteers who work with students beyond the usual two-week time frame may need to use a
grammar quiz, a test for reading comprehension and speed, and/or a writing sample for
additional class placement.
LEVELS OF PROFICIENCY
Level
Level
Level
Level
1
2
3
4
- Novice (“raw” beginner)—unable to respond in English; no prior experience with English
– Beginner—answers in one- or two-word answers
– Intermediate—answers in short sentences with limited grammar structures
– Advanced—responds with mostly complete sentences and expanded answers
Novice Level:
1.
2.
3.
4.
5.
Unable to answer the most basic questions dealing with basic personal information (name,
address, age, etc.)
Unable to say numbers in English
Unable to say letters of the alphabet
Unable to spell the most basic of personal information
Limited ability in productive and receptive skills
Beginning Level:
1.
2.
3.
4.
5.
6.
7.
Able to name letters of the alphabet and basic numbers
Able to provide simple answers to questions concerning personal information
Able to recognize common sight words
Able to use simple learned phrases (i.e., “How are you?” “I am fine, thank you.”)
Unable to demonstrate an understanding of English grammar, sentence structure and verb
tenses
Understanding exceeds ability to produce
Able to meet only the most basic of communication needs
Intermediate Level:
1.
2.
3.
6.
7.
8.
Able to give and follow simple instructions
Able to communicate in situations familiar to them
Able to show basic knowledge of English grammar, sentence structure and verb tenses
(though they make frequent mistakes when rushed or under pressure)
Able to read and understand material dealing with subjects that are familiar to them
Able to read and understand material dealing with subjects that are unfamiliar to them with
some difficulty
Able to demonstrate great improvement in pronunciation and speaking patterns
Able to provide more elaborate answers to questions
Capable of satisfying most of their basic social English needs
1.
2.
3.
4.
Able
Able
Able
Able
4.
5.
Advanced Level:
to
to
to
to
satisfy all routine survival and social English needs
deal with familiar and unfamiliar materials with few problems
use English creatively including many slang and idiomatic expressions
function in English with minimal problems
76
5.
6.
7.
Able to converse informally with peers and teachers
Able to speak, understand, read, and write everyday English with few errors
Able to elaborate in rich detail
WHERE TO TEST
It is best to do placement testing in a quiet location apart from the large group and without
distractions. If privacy is not possible, make certain the student’s back is to the large group.
Provide an atmosphere for testing that is as relaxed as possible:
WHEN TO TEST
It is advisable to conduct placement testing prior to the first day of classes, perhaps as a part of
a Welcoming Party. This allows ample time for assigning students to their teacher and gives
teachers time to prepare for a specific number of students. Another purpose this serves is that
enthusiastic students will invite their friends to join them for the first day of class.
HOW TO TEST
1. Select a greeter who speaks both English and the students’ native language. This person will
greet students and guide their completion of the English Class Registration Form (p. 79).
2. Teachers and other helpers mingle with the students to assist in filling out the forms and to
help make students comfortable while waiting for the interview process.
3. A designated helper individually escorts each student to the room for the interview.
4. The student carries the completed registration form and gives it to the interviewer.
5. The interviewer consistently uses the interview questions provided on p. 78.
6. Once the interviewer knows the level or sees that a student’s response is beginning to break
down (whichever comes first), he/she should stop the interview and thank the student—with
a smile of affirmation, saying: “I will see you (tomorrow morning at 10:00, tomorrow evening
at 7:00, etc.).”
7. After the student leaves the room or testing area, the interviewer quickly circles the
appropriate level at the bottom of the student’s registration form, indicating low(-), mid,
high(+) novice, etc. This system permits flexibility for class assignments, when one level has
many more students than the level below or above it. After all testing has been done, the “+”
and “-” indicators are useful for moving some students to a higher or lower level, thereby
resulting in more equal distribution of students in classes.
USEFUL TIPS
1. Duplicate the English Class Registration Form in advance and in sufficient quantity.
2. Rather than telling students that they are going to be tested, say: “We want to know the
class that is right for you.”
3. Try to arrange for the interviewer to be the same sex as the interviewee.
4. Use friendly body language (facial expression, tone of voice).
5. Avoid side comments or unnecessary words that might intimidate/confuse/overwhelm a
student; i.e., stick to the script.
6. Provide consistency also by not repeating a question more than twice.
7. Avoid coaxing or “teaching” during the interview process—no matter how much you would
like to help.
8. Rather than requesting complete sentences, simply see how much language a student is
able to use. Rest assured that the students will make every effort to give you the best they
have.
9. Do not permit self-placement. An exception may be considered if a student insists on
placement with a friend or relative and you suspect the student would not come if placed in
a separate class.
10. Do not allow spouses or friends to “help” in the interview process.
11. Students are prone to drop out if placed in a level that is too easy or too difficult.
12. When in doubt, place student in a lower level. Promotions are better than demotions.
77
13. On the first day of placement testing, it is advisable to have interviewers work in pairs (1) in
case a ‘close call’ needs a second opinion and (2) so the second person can take notes that
may be useful later. (It is important for the student to face the interviewer and not the note
taker.)
14. It is essential that interviewers meet ahead of time to discuss the standards for level
placement and to review the interview process.
INTERVIEW QUESTIONS
Ask the following questions while looking at the student’s completed English Class Registration
Form:
1. What’s your name?
2. Please spell your last name.
3. What’s your address? OR Where do you live?
4. What’s your telephone number?
5. How old are you?
6. Have you studied English before?
Where?
How long? OR How many years?
If uncertain about placement after the above interview questions, elicit further conversation by
saying: “Tell me about your family.” Beginners will say very little. Intermediates will say more but
with a lot of errors. Advanced students will elaborate (despite possible errors).
OTHER OPTIONS
OPTION #1: The interviewer stands, facing students lined up in single file. In turn, students
stand next to the interviewer and respond to the following questions:
1. What is your name?
2. How do you spell you name?
3. Tell me about your family.
4. Have you studied English before? If so, how long?
5. Describe your goals for the future.
With a student’s first responses (and no rephrasing of questions), the interviewer quickly
determines levels with the following distinctions:
Novice or “zero” Beginners (no response)
Beginners (limited response)
Intermediates (more answers but without elaboration)
Advanced students (still some errors but with more details)
Note: A good rule of thumb is to go through the above five questions until response breaks
down. There is no need to continue asking questions when a student cannot understand the
question or formulate an answer. In this way, it is possible to determine novice and beginnerlevel students rather quickly.
OPTION #2: (when in doubt about a particular student’s level) The interviewer reaches for a
well-chosen picture story without words. The student follows the picture sequence and tells the
story. This option gets students away from anticipated or rehearsed answers and reveals more
clearly what their level should be.
RECOMMENDED: Picture Stories for Beginning Communication by Sandra Heyer; humorous
stories or jokes with high appeal in comic-strip style; beginner to intermediate; Pearson (ISBN
031-675-8444)
78
ENGLISH CLASS REGISTRATION FORM
Name_________________________________________________________
Address_______________________________________________________
Phone Number__________________________________________________
Age___________________________________________________________
Previous English Study____________________________________________
Level:
N-
N
N+
B-
B
B+
I-
I
I+
A-
A
A+
Interviewer____________________________________________________
ENGLISH CLASS REGISTRATION FORM
Name_________________________________________________________
Address_______________________________________________________
Phone Number__________________________________________________
Age___________________________________________________________
Previous English Study____________________________________________
Level:
N-
N
N+
B-
B
B+
I-
I
I+
A-
A
A+
Interviewer____________________________________________________
79
LISTENING CLASS
WHY LISTENING PRACTICE IS IMPORTANT TO STUDENTS
 Speaking skill is useful in proportion to the understanding one has in listening.
 When native speakers are scarce, listening may be the most used language skill of all. Even
in the most remote areas, students may have opportunity to listen to English radio, TV, films,
tapes and CDs.
 Development of listening skills provides learning strategies for students to use outside the
classroom.
 EFL teachers who are non-native speakers of English are generally weakest in oral skills
development; consequently, your students’ listening skills may be lacking also.
 Students who wish to study in an English-speaking country will need good listening skills to
optimize their learning experience.
WHY LISTENING PRACTICE IS IMPORTANT TO LANGUAGE LEARNING
 Focused listening instruction avoids task overload. (You don’t have to be thinking about what
to say next.)
 It is motivational.
 Listening strategies and skills must be actively taught. Students need to hear what to do and
why.
 Understanding individual words is not enough.
 Listeners’ prior knowledge and experience influence the expectations they bring to a real-life
listening situation.
 Listening practice can simulate and equip students for real-life experiences.
TECHNIQUES FOR LISTENING DEVELOPMENT
1. Guide listening for specific sounds, words or numbers.
2. For intermediate and advanced students, teach understanding of reductions, such as otta,
hafta and gonna.
3. Help students establish general orientation. (Who are these people? Where are they? What
are they doing?)
4. Develop students’ discernment of non-explicit information or inferences (the ability to hear
the feelings behind the words and the speaker’s intended meaning that may not be clearly
stated).
5. Train students to listen for stress and intonation patterns that signal information beyond
words.
6. Play a taped transcription of a song.
 Play once without showing words (to develop global listening for the main idea).
 Play a second time for careful listening with a cloze exercise. To make a listening cloze,
delete every 8-10 words and number the blanks for easy reference. Do not delete new or
unknown words. (Stop after the first blank to ask: “Was everyone able to write
something in the first blank?” Work to make everyone successful!) Tip: A cloze is not for
introducing new material—but for developing listening skill and checking comprehension.
7. Cut up a picture story. Provide a complete story set (laminated /reusable) for each pair of
students to sequence as they listen to the story on tape or from the teacher. If you make
your own tapes, be sure to include a variety of voice types.
8. Provide brief dictation exercises with material that is familiar and not too difficult. This may
be with a tape or live reading by the teacher.

Read first at a normal rate of speech.

Read a second time phrase by phrase slowly and with pauses.

Read again at a slow-normal rate.
80
9. Use recursive listening in which students listen several times to the same story, each time
with a different assigned task: the first time with a specific question to answer, next listening
for the main ideas, then for details.
10. Assign a radio program or a TV weather forecast for students to listen to and give an oral
report or in writing.
11. Teach cultural background knowledge to increase students’ ability to predict what they might
hear.
12. Teach students how to develop and use conversational listening strategies:
 taking in chunks of language without having to know the meaning of every word
 detecting key words and distinguishing them from non-essential words in a sentence
 guessing the meaning of words from context
 asking for help (“Please repeat,” “Is that ____?” etc.)
 signaling comprehension or lack of understanding (e.g., “I see . .” or “I’m sorry, but I
don’t understand.”).
 looking for nonverbal cues to meaning
THE ESSENTIALS FOR ANY LISTENING COMPREHENSION TASK
1. TEXT or something to listen to (a story you tell, a taped story or dialog, a film clip, etc.)
2. CONTEXT (the real-life setting you establish with pictures, authentic materials, etc.)
3. PURPOSE (letting students know what to listen for)
4. TASK (a task related to the listening material to keep students alert and focused in the
listening process)
WAYS TO CHECK LISTENING COMPREHENSION
1. Ask true/false and short answer (yes/no) questions.
2. Provide opportunity for fill-in-the-blank, Wh-questions/answers or sequencing of sentence
strips following a listening activity.
3. While students listen to a story, have them sequence pictures that depict the story they hear.
4. Have students fill in a grid, form, or outline while listening to a passage.
5. Have students take notes or write an outline or summary to turn in following a listening
activity.
81
SPEAKING CLASS
IMPORTANT TO REMEMBER
1. Begin by creating a comfortable environment in which students feel they can safely risk
opening their mouths to speak!
2. Guard against overcorrection that makes students self-conscious and discourages them from
speaking.
3. To get students talking, you must first develop a sense of community within your classroom.
This lowers the level of anxiety and makes a more comfortable atmosphere for interaction.
4. Use pair or small group activity (rather than teacher/whole class interaction) to provide more
individual speaking practice.
TECHNIQUES FOR SPEAKING SKILLS DEVELOPMENT
NOTE: Some of the following activities are also listed in Teaching Activities, pp. 7-11, but are
further detailed for oral production below.
1. INFORMATION GAP (activity that forces students to exchange information—good at all levels)

2.
3.
4.
5.
6.
7.
Use laminated/reusable manila folders (cut in half horizontally) as a “wall” around
pictures or information that A and B are to share with their spoken words, not by
showing or allowing a partner to see and read the answers.
 Each partner has the same material, but with different missing information. Students
must share by listening and speaking in order to “fill in the gaps.”
 Activity may involve spoken words only or pictures and maps with certain parts deleted.
REASONING GAP (jigsaw or other cooperative activity) Examples:
 Strip Stories (Each sentence is on a separate strip to be arranged in correct order by
partners or small groups. This may also be whole class activity by giving each student a
strip and asking the members of the class to arrange themselves in order to tell the story
with their sentences.)
 Baker Street Activity (See example on pp. 28-29.)
OPINION GAP—Examples:
 Forming Consensus (agreeing on what to put in a time capsule, what to take on a trip,
etc.)
 Ranking (deciding on the ten most influential people in history, the best places to visit in
my country/in the world, etc.)
ONE-SIDED CONVERSATIONS
Let students hear one side of a telephone conversation and write a script to include what the
other person might be saying.
FILL IN THE BUBBLES
Create conversation to replace deleted “bubbles” in cartoons or comic strips that have been
laminated for extended use.
CORNERS JIGSAW
 Divide entire class into groups of four.
 With each group of four, tell students to number off 1-2-3-4.
 Have different information posted on the wall in four separate parts of the room.
 All 1’s go to the corner marked #1; 2’s go to #2, etc.
 Students answer questions posted for the activity and compare answers with others in
that corner. They become experts on their “piece of the puzzle.”
 Students return to their original group of four and share what they have learned. By
pooling information, they get the “big picture” or complete information.
JIGSAW
 Make copies of your choice of Aesop’s Fables.
 Divide the class into small groups.
 Number off within each group.
82

8.
9.
10.
11.
12.
13.
14.
15.
Ask that all 1’s get together, all 2’s, etc., in order to become ‘experts’ on their assigned
fable. Distribute copies of a different fable for each group. They are to read it, discuss its
meaning and take turns telling it in their own words. If time permits, ask that they decide
on an appropriate title for their fable as well.
 After ‘mastering’ their material, students confidently return to their original groups to
share their ‘expertise.’
SURVEYS/INTERVIEWS/OPINION POLLS
Caution: These activities require a lot of walking about and monitoring to avoid having
students ‘clump’ in groups of three or more. If this happens, the ‘extras’ have no practice
speaking. They are simply ‘listening in’ to the conversation of others to get the answers they
need. Some may try to avoid speaking practice by reading needed answers from another
person’s paper.
PROBLEM SOLVING (making decisions, prioritizing lists, listing steps to do something,
making plans, solving puzzles that require speech, etc.)
LARGE GROUP DISCUSSION-–best limited to small classes of advanced students
DEBATES (having two teams to be ‘for’ and ‘against’ a controversial issue)
 Each side works together to prepare their argument for presentation. (If the class is
large, have more groups of two teams.)
 Ask for one group to volunteer to present their debate.
 Open the floor for other teams to add any points that may have been omitted in the
presentation by the volunteer group.
TEACHER INTERVIEW—having students interview you (helps to know each other better; aids
cross-cultural understanding)
 Be purposeful with an assigned topic.
 In advance of the interview, have students work in small groups to compile a list of
questions they would like to ask.
SMALL GROUP DISCUSSIONS OUTSIDE OF CLASS
 Appoint a group leader or allow each group to name its own leader.
 Provide a specific question or task with clear instructions for discussing and reporting.
FREE CONVERSATION ACTIVITIES
 Announce English Corners where students socialize and discuss issues in English.
 Encourage students to talk aloud to themselves in English and to think in English.
DEVELOPMENT OF SPEAKING STRATEGIES (first with dialogs, then with role play)
 Asking for clarification (“What?”)
 Asking someone to repeat something (formal: “Excuse me?” and informal: “Huh?”)
 Using fillers (“Uh...I mean...Well...”)
 Using conversation maintenance cues (formal: “Correct. Yes. Right. O.K.” and informal:
“Uh huh. Yeah. Hmmmm.”)
 Getting someone’s attention (“Hey...Say...So...”)
 Using substitutions for grammar that is difficult (e.g., proper names instead of pronoun
use)
 Appealing for assistance (“How do you say...?)
 Using formulaic expressions (“How much does ___ cost?...Where is the ____?”)
 Using mime and nonverbal expressions to convey meaning
RECOMMENDED:
Purple Cows and Potato Chips – 56 multi-sensory activities, with accompanying reproducible
exercises for developing communication skills, detailed teacher’s notes; Christison and Bassano;
Alta Books (ISBN 0-882483-31-6)
Springboards: Interacting in English – photocopiable activities for intermediate and advanced
level; sections include getting acquainted, memory skills, crossword puzzles; story pictures from
Norman Rockwell; no additional materials required; Yorkey; Alta Books (ISBN 1-88248393-6)
83
READING CLASS
Some of your students will already have strong reading skills. They will know how to sound out
words and will know a lot of vocabulary, grammar rules and punctuation. They are comfortable
with a “bottom-up” approach to reading that requires considerable knowledge of the language
itself. If given enough time—and a dictionary nearby--these students can read anything.
Your goal is to convince them that they can get a lot of meaning, even if they do not know every
word they see. While “bottom-up” reading has its place, particularly with beginners, children and
those who are illiterate in their native language, you will need to develop “top-down” processing
that calls on students’ prior knowledge, emotion, experience and involves them in a guessing
game.
TEN STRATEGIES FOR READING COMPREHENSION (Brown, pp. 292-296)
1. READING WITH A PURPOSE—Let students know what to look for, so they can disregard
distracting information.
2. SYMBOL AND SOUND RELATIONSHIPS—Teach beginners the letters and their sounds.
Provide tips such as these:
 Short vowel sound in three-letter words (consonant-vowel-consonant), as in hat, let, sit,
mop, but
 Long vowel sound in four-letter words ending in a silent –e, as in date, lime, and tote
 Long vowel sound in V V pattern (“When two vowels go walking, the first one does the
talking.”); e.g., meat, boat, load, etc.
3. SILENT READING RULES—Help intermediate and advanced students read faster and more
efficiently
by following these rules:
 Do not quietly pronounce each word as you read.
 Read in “chunks” or phrases.
 Unless a word is essential for understanding the main idea, skip over it and guess at its
meaning, based on what comes before and after the word.
4. SKIMMING (one of the two most valuable reading strategies)—Teach students to glance
quickly at a whole text (paragraph, story, etc.) to get the gist or main idea. Guide them in
looking at the first sentence in each paragraph (usually the topic sentence), the title and the
summary at the end. To demonstrate the notion of “quick glance,” give students thirty
seconds to look at a page or two of text; ask them to close their books (or turn their papers
over) and tell you what they learned.
5. SCANNING (the other most valuable reading strategy)—Teach students to look for specific
information (numbers, proper names, dates, definitions, etc.). This skill of finding certain
information without reading the whole text is of critical importance in academic English. For
vocational or general English, scanning is important for reading schedules, manuals, forms,
menus, etc.
6. SEMANTIC MAPPING (grouping related ideas into meaningful clusters)—This helps students
bring order out of chaos. Either individually or in small groups, transform the main ideas in a
text into a visual form or “map” of ideas found in a text. (Note: A form of “semantic
mapping” or “webbing” may also be used to introduce a lesson topic, as in the Warm-Up of
the Beginner Sample Lesson, p. 23.)
7. GUESSING (using available clues to determine meaning) Teach students to look for linguistic
clues in word analysis, word association and organization of the text. Nonlinguistic clues may
be found in context, a situation in general, cultural knowledge and other background
information.
84
8. VOCABULARY ANALYSIS—Teach the meaning of the following:
 prefixes, e.g., co- (meaning ‘together’), inter- (‘between’), un- (‘not’)
 suffixes that turn a word into another part of speech, for example:
(a) -tion that turns a verb into a noun (as in relax--relaxation)
(b) -tive that turns a verb into an adjective (as in talk--talkative)
9. DISTINGUISHING LITERAL AND IMPLIED MEANINGS (for advanced students) This aspect of
‘top-down’ processing calls for a sophisticated knowledge of the language.
10. DISCOURSE MARKERS FOR PROCESSING RELATIONSHIPS (also for most advanced
students—and most experienced teachers!) This involves the use of such words/phrases as
on the other hand, moreover, nevertheless, therefore, although, etc.
ESSENTIALS FOR AN INTERACTIVE READING CLASS
1. Provide specific instruction for reading skill development.
 INTENSIVE READING (reading to understand the deeper meanings)
 EXTENSIVE READING (reading in large quantities and for pleasure) This kind of reading
is best if the reading material is self-selected and if the reading becomes a shared
experience with either you or other students. (Research shows that 15 minutes of
sustained silent reading in each class will improve overall reading ability over time.
Students can practice the skills they are learning, then share in small groups at the end
of 15 minutes. They also have your help, if needed!)
 TIMED READING
General Instructions:
 Make students aware of the goals for effective reading speed: minimum—200 words
per minute; average—250; best—400 to 500.
 In the left margin, number every 5th line of the reading passage for easy reference.
 Encourage students to compete against their own best time.
Procedure:
 Use short passages that are not too difficult.
 Tell students the total number of words in the selected passage.
 Direct attention to the title of the passage.
 Preview the text by having students read the first sentence in each paragraph and
guess or make predictions as to what the story is about.
 Calculate your own time for reading this passage by looking at a clock with a second
hand; use this time as the basis for timing students. It is not likely that any student
will read faster than you! Have students quickly read the passage while you keep
time. Mark down every 10 seconds on the board in a vertical column, until you reach
your ‘base point’ (the time it took you to read the passage).
 Ask students, when they finish reading, to look at the board and note how long it
took them to read the passage.
 Next ask them to divide the number of words in the passage by the time it took them
to read those words. This gives each student a word-per-minute figure.
 Ask students to record their scores and challenge them to increase the scores over
time.
 Ask comprehension questions, reminding students that speed is not the only goal.
Ask broad questions to keep the focus on the “big picture” rather than details. Tell
students that, if they knew most of the answers, they should try reading even faster.
If, however, they did not know many answers, they should slow down to get more
meaning from what they are reading.
2. Use techniques that are intrinsically motivating (relating to students’ goals and interests).
3. Provide authentic contexts and use authentic language. It is best to use simple text in
original, not simplified, form (for example, with ads, labels or something you write).
4. Encourage development of the ten reading strategies listed in this section, pp. 84-85.
85
5. Include both “bottom-up” and “top-down” techniques (i.e., rules/vocabulary as well as
guessing the meaning based on broad knowledge).
6. Establish a way to evaluate comprehension and skill development. Choose among the
following overt responses:
(1) doing (responding physically in some way)
(2) choosing (selecting from alternatives given orally or in writing)
(3) transferring (summarizing orally what is read)
(4) answering (answering questions about the text)
(5) condensing (outlining or taking notes)
(6) extending (providing an ending to a story)
(7) duplicating (more proficient students translating the text into his/her native language;
beginning students copying a short passage)
(8) modeling (putting something together after reading directions for assembly)
(9) conversing (engaging in conversation to indicate understanding)
THREE-PART FRAMEWORK FOR ANY READING PASSAGE
PRE-READING
(1) Previewing (giving general information of interest to students)
(2) Predicting (getting students involved by asking them to guess something about a
passage or story based on a picture, the title, the first sentence or paragraph, etc.)
(3) Brainstorming (getting students involved in discussion by calling upon their own
prior knowledge, emotions and experience, as well as their cross-cultural
awareness)
(4) Scanning (reading quickly, looking for specific information)
READING
Using process or study questions, e.g., What are three important points….? What word
indicates a change in tone or subject?
POST-READING
(1) Asking comprehension questions (not simply giving answers but giving supporting
evidence as well)
(2) Placing story in a larger/global context (cultural comparison, problem solving, etc.)
(3) Assigning a follow-up writing exercise
TIPS FOR TEACHING BEGINNERS
 Teach the correspondence between letters and sounds of the English alphabet.
 Read text aloud as students follow along in order to focus attention on words rather than
sounds and help the understanding of English punctuation.
 Have students read the same text aloud as a group.
 Ask for volunteers who wish to read aloud and alone.
 At very low levels, text should consist primarily of words that students are already familiar
with in spoken form.
 Include use of the Language Experience Approach (description and instructions on pp. 8889).
 The following activities are good for reinforcing and recalling: unscrambling letters in a word,
alphabetizing, listing, matching, sequencing and answering: Who said it?
TIPS FOR PREPARING STUDENTS FOR ACADEMIC ENGLISH (higher education in an
English-speaking country)
 Provide Timed Reading practice daily.
 Plan for students to do massive amounts of efficient reading, synthesizing and summary
writing. (These skills are essential to academic success.)
86



Include vocabulary testing every day. (504 Absolutely Essential Words from Barron’s—a good
place to start!).
Use the Vocabulary Expansion technique to increase vocabulary quickly and easily. Draw a
grid on the board and label four columns: adjectives, nouns, verbs and adverbs. Place each
new vocabulary word in its proper place and insert any related words in the appropriate
category. For example, if your new word is the verb unify, you would also write in unified
(adj.), unifying (adj.), united (adj.)uniform (adj. or noun), uniformity (noun), unity (noun),
unification (noun), and unifier (noun).
For learning and fun--include a vocabulary game in each teaching session, for example Hang
Man or Concentration.
EFFECTIVE WAYS TO MAKE READING A SHARED EXPERIENCE (as presented by Dr. Glen
Rice of the University of South Carolina English Program for Internationals)
 READING REPORTS
Build accountability by having students turn in a simple form, such as the following:
Name:
Total Hours I read this week:_____
Title: (if a magazine, give name and date of magazine)
What was it about?
 BOOK CONFERENCE--student with student(s) or student with teacher
 BOOK REPORT ALTERNATIVES
(1) Giving a book review (What is it about? Liked or didn’t like? Recommend?)
(2) Writing a dialog between two characters
(3) Retelling story from one character’s viewpoint
(4) Writing a character sketch
(5) Making a mural or poster to tell the story
(6) Writing a review for a newspaper
(7) Simulating a talk show in which the show host interviews a character in the story
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LANGUAGE EXPERIENCE APPROACH
WHAT IT IS
The Language Experience Approach (LEA) is primarily a tool for teaching any student to read.
The purpose of LEA is to generate student-created reading materials following a shared
experience. Students gradually increase accuracy, while the focus for second language learners is
on conversational fluency and the development of literacy skills.
BENEFITS FOR THE STUDENTS
1. Excitement as they learn to read words that are at once useful, personal and meaningful
2. Motivation as they see that what they say can be expressed in writing
3. Words easier to learn
4. Lower level of anxiety as students focus on telling the story
5. Fluency development enhanced as students concentrate on message rather than form
6. Sense of “ownership”—an investment of themselves in what they are learning
BENEFITS FOR THE TEACHER
1. Providing reading material that is interesting to the students, level-appropriate—and cheap
(!)
2. Giving immediate feedback that helps the teacher plan future lessons aimed at correcting
common errors
THE WAY IT WORKS
1. Following a shared experience, invite students to tell you the story.
[Note: LEA may be used with a single student who tells about a personal experience.]
2. Write down the exact words of the students (otherwise this immediately becomes a grammar
lesson—not a reading lesson).
3. At the end of each sentence, read the words aloud, following the words with your hand and
checking to see if the words represent what the students wanted to say.
4. When the story is complete, read once more while running your fingers beneath the words as
you read them.
5. Referring to the entire story, ask: “Is this O.K.? Is this everything in your story?” (Students
may add something here or make corrections.)
6. Read the story again, this time encouraging students to join in.
7. Circle important words to teach as sight words and ask students to copy these.
8. Have students to copy the story on their paper or in their notebook.
9. Ask small groups of three to practice reading the story to each other.
FOLLOW UP ACTIVITIES FOR LEA
1. Make vocabulary word cards. Provide a set for each small group (in jumbled order). Ask
students to read these words to each other.
2. Alphabetize word cards according to the first letter in each word.
3. Write a cloze exercise on the board, leaving a blank for every 5th-6th word to be filled in by
students. To make it easier for basic beginners, list the words at the top in jumbled order.
4. Make a set of word cards for each sentence. Give one set to each small group and ask that
they arrange the words in correct order and read the sentence to each other. Rotate sets of
word cards until each group has had each sentence in the story.
5. Write each sentence on a long paper strip. Ask the class to arrange these in correct order.
Next provide each small group of students with a set of strips that comprise the entire story.
Ask that they arrange the sentences in correct order, then read the story to each other.
6. Ask students to use the word cards to create new sentences. Call for a report from each
group, asking that they read their sentence to the class.
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7.
8.
9.
10.
Have students draw a word from a word pile and use it in a sentence.
Ask who, what, where, when, and how questions about the story.
Ask for volunteers to retell the story in their own words.
Keep a copy of each story in a portfolio or class book. These stories will provide a good
record of progress. Later students may return to previous stories and correct their own
errors by asking: “How can we make this better?”
[Optional: Students can make a portfolio of their own work to keep for themselves. Copies of
the portfolio or class book can be made available for each member of the class—perhaps as a
‘graduation gift.’]
Note: For the teaching of reading, it is important to resist making corrections as you write the
student-dictated sentences on the board. A part of the “magic” is the excitement that students
experience as they read their own words. For the purpose of teaching writing, however, do make
subtle corrections as you record the words of the students. In this way, you provide a correct
model for students to follow.
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WRITING CLASS
ISSUES FOR CONSIDERATION
1. REASON FOR WRITING
●
To Pursue Higher Education in English
English for Academic Purposes (EAP) requires everything from short phrases (fill-in-theblank testing, etc.) and short paragraphs (essay questions and brief reports) to research
papers.
●
To Enhance Job Skills
Vocational-technical English prepares students to fill out forms, to write simple messages
and necessary reports (e.g., contract bids, inspection reports), and to write simple
business letters.
2. PROCESS OVER PRODUCT
A linear approach to writing instruction goes from words to phrases to clauses to sentences
to paragraphs to compositions, letters and the ultimate research paper. Process Writing
focuses on the steps for “getting there” rather than the end result.
3. NATIVE LANGUAGE PATTERNS OF THINKING AND WRITING
●
Find out about how writing is organized in the native language of your students. Respect
their cultural/literary traditions as you point out comparisons with the norms for written
English.
●
Find out about sentence word order in the language of your students. If different from
English, which is subject-verb-object or SVO, you may expect students to have some
degree of difficulty with sequencing words in English sentences.
TYPES OF CLASSROOM WRITING
1. WRITING DOWN OR RECORDING
 English letters, words, and short sentences—for beginners
 Dictation (letters/words/sentences for beginners—short paragraphs for all others)
following these steps:
(a) Read a short paragraph once or twice at normal speed.
(b) Read the paragraph in short phrase units of three or four words each, with each
phrase followed by a pause.
(c) During each pause, ask students to write exactly what they have just heard.
(d) Read the whole paragraph once more at normal speed so students can check their
writing.
(e) When checking students’ work, give more importance to grammar than to spelling
and punctuation.
(f) Use an Error Analysis activity to work on spelling and punctuation. Give students (on
board or in handout) a copy of the paragraph or sentences containing a compilation
of all the spelling and punctuation errors made by the class. Have students work in
pairs to make corrections, first in spelling, then in punctuation. Go over the
corrections with the whole class.
2. CONTROLLED WRITING
 Grammar Exercises—no writer creativity
 Guided Writing—allows a bit more freedom but is still controlled by teacher’s prompting,
for example, Where does the story take place? Describe the main characters .
 Dicto-Comp—Read a paragraph at normal speed; write key words (in order) on the board
and ask students to rewrite the paragraph, using the words on the board as prompts.
3. SELF-WRITING (self the only audience)
 Note taking—for the purpose of later recall
 Diary or journal writing
 Dialogue Journaling (detailed on pp. 52-54)
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4. DISPLAY WRITING—short answers or response to essay questions on exams; paragraph
writing; essays; research reports (to “display” knowledge)
5. REAL WRITING--genuine communication of messages to an audience in need of those
messages (real letters; how to instructions; actual forms to fill out; a class newsletter; a
script for a skit; advertisements; and/or a resume).
WRITING TASKS FOR BEGINNING STUDENTS
1. COPYING
2. DICTATION
3. DICTO-COMP—Read a few simple sentences; then ask students to write what they
remember.
4. DIALOGS to be performed in class as well as handed in as written work
5. PERSONAL PARAGRAPHS (easiest--writing about self)—For variety, ask students to interview
then write about a partner.
6. FILLING OUT FORMS (special attention to formal language, e.g., marital status)
7. NOTE-TAKING (good for listening also)
8. LANGUAGE EXPERIENCE APPROACH (detailed description on pp. 88-89)
WRITING TASKS FOR INTERMEDIATES AND ADVANCED STUDENTS
1. PARAGRAPH WRITING
This may be done in one of two ways:
(a) Assign a topic that students can easily write about. Simply encourage students to put
their thoughts on paper (minimal instructions).
(b) Teach structured paragraph writing (narration or description) as follows: (1) Write a
clear, specific, vivid topic sentence. (2) Organize ideas in chronological, spatial or topical
manner. (3) Write a simple paragraph supporting a given topic, e.g., “My favorite
teacher was ... because…” (4) Write a good concluding sentence.
2. STORIES
3. LETTERS (personal and business)
4. EXPOSITORY WRITING (to explain, persuade, give an opinion)
5. CRITIQUES—a special kind of opinion paper; different from a simple report; consists of the
following parts: (a) summary, (b) discussion of strong and weak points, (c) a final judgment
and recommendation. Both good and bad points must be discussed.
THREE PARTS OF THE WRITING PROCESS (for academic writing/advanced students)
1. PLANNING
(a) Generating ideas with small group discussion of a topic (followed by large-group pooling
of ideas) or with brainstorming (in small groups, writing down as many ideas as possible
about the topic, not bothering to evaluate; then going back over the list and selecting
those worth further consideration)
(b) Selecting and Organizing Ideas
(1) Decide what aspects of a topic to focus on, which points to emphasize.
(2) Decide what ideas/details suit the focus (and what irrelevant material needs
eliminating).
(3) Arrange the points in the best sequence, and decide what to say about each.
The first time students do this planning, it will be helpful if you (a) have the whole class
brainstorm for ideas while you write their ideas on the board; (b) divide the class into small
groups to choose a focus, select and reject material, arrange ideas and write a group
outline; (c) ask a ‘reporter’ from each small group to write that group’s outline on the board;
and/or (d) lead the whole class in producing a group plan (as you write results on the board).
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2. WRITING
In this first stage of writing, the writer’s focus should not be on perfect grammar and spelling
but on the flow of ideas. To avoid slow/choppy writing due to excessive dictionary
dependence, try the following:
 IN-CLASS SPEEDWRITING
(a) Give students a topic, and then tell them to write as much as they can within a
limited amount of time. Ask them not to lift up their pen from the paper—to keep it
moving. (b) Have students count and record the number of words they have produced
and try to increase the number over time (writing about different topics). Praise students
who write the most words.
 FREEWRITING
Assign a writing assignment of 400-500 words weekly to be graded on quantity alone,
freeing students to experiment with English and develop written fluency.
 A PERIOD OF BENIGN NEGLECT
Try refraining from commenting on mechanical matters for the first week or two (up to
1/3 of a semester). Focus entirely on ideas, support of ideas and organization. If a
student requests more help with accuracy, simply circle or underline the most noticeable
errors.
3. EDITING AND REWRITING
 REVISING
(1) Convince students of the importance of revisions—and of not doing the revision at
the same time as the writing. To help them see how much better a paper can be
with proper revision (that which is done when students have a fresh perspective and
a higher level of energy), (a) have them revise in class; and (b) occasionally, take up
a draft and hold it a few days before returning the unedited paper for student
revision.
(2) Make sure that students actually write a second draft and turn in both the old and
new drafts to you. Grade the new draft on improvement over the old.
(3) Another option is to have students exchange papers and give feedback to each
other. (Remind them that the role of the reader is to make helpful suggestions for
improvement, not a final judgment.)
(4) For more effective peer editing, give students a checklist to guide their efforts:
Is there anything that I don’t understand?
At any point do I wish to know more?
At any point do I need an example?
Does anything seem out of place?
Does anything seem unnecessary?


(5) Ask students to read their paper aloud in a small group. This helps the writer
discover his/her own errors. The listeners are free to focus on ideas, not surface
errors. Encourage listeners to ask questions for clarification, as needed.
(6) Try to arrange some personal time with each student to discuss what he/she has
written. At this time, focus on ideas rather than grammar. This will help the student
and will help you build an important relationship.
(7) During the personal time with a student, if any two or three errors dominate, point
out the first occurrence and the confusion that results. Then ask the student to find
and correct the other instances of these errors. (With each teacher-student
interview, continue to focus on ideas and point out two different language problems,
which again become the student’s responsibility. In this way, students learn to
improve both content and language.)
PROOFREADING
Provide practice by giving students a flawed composition and asking them to mark the
errors. Then ask them to exchange papers and correct the errors.
WRITING THE FINAL DRAFT
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
FINAL FEEDBACK
Have a ‘publication party’—with everyone reading his/her final draft. Provide your final
evaluation also. Consider keeping a portfolio for each student to show progress over
time.
TIPS FOR MAKING WRITING COMMUNICATIVE (Snow, 177-178)
1. Discuss a topic before writing about it, in order to generate interest in the topic.
2. Make use of naturally existing information gaps, those things you do not know about your
students and about the history and culture of your host country. Take advantage of what
your students do not know about each other (childhood experiences, dreams for the future,
pet peeves, etc.).
3. Ask students to write their own ideas in their own words.
4. Provide a real audience for your students’ ideas (yourself, other students, pen pals, etc.) In
your feedback, respond to what is said as well as how it is said.
TECHNIQUES FOR TEACHING WRITING
1. NOVEL FIRST DAY ACTIVITY FOR A WRITING CLASS (may be adapted for all levels)
(a) Before class time, write on board:
No talking, please! All questions and answers must be in writing.
Today’s assignment: Introduce yourself (in writing) to another student in class (your
partner). Your partner must then write down at least three questions requesting further
information from you. You are to answer these questions (in writing). When your partner
feels he/she has enough additional information from you, he/she then writes a memo,
introducing you to the teacher. The teacher can then ask your partner further questions
about you. Your partner will ask you these additional questions (in writing), and you
must answer them in writing. Your partner will then incorporate this new information into
his/her written introduction of you.
2.
3.
4.
5.
(b) Reverse roles and repeat the process of introduction, etc.
(c) Variations: Give directions to your house/apartment, suggest a good restaurant, pose a
problem and ask for help solving it.
SHORT ANSWER PRACTICE (advanced)
Choose a subject and ask students to write a definition or comparison, describe a relationship
or circumstance or give an opinion.
SENTENCE-COMBINING (advanced)
This beneficial technique forces students to focus on meaning—combining blocks of ideas
rather than sentence parts.
(a) Provide an exercise having two related sentences that can be combined rather easily.
(b) Students work in pairs to come up with a good combination.
(c) Students read their combinations aloud.
(d) Students choose what they consider to be the best combination—and discuss why it is
best.
CLASS NEWSPAPER
This is an outstanding example of Cooperative Learning. To publish successfully, students
become news gatherers, interviewers, artists, designers, proofreaders and editors.
FISHBOWL
(a) The author reads his/her story aloud twice to a response group, a select group of
students who have been invited to be in the “fishbowl.”
(b) The rest of the students (those “looking in” the fishbowl) observe and record impressions
and responses in the same manner as the response group (in the fishbowl).
(c) The response group in the fishbowl tells at least one thing they like, one thing they do
not like and one question they have about the story.
(d) After the author has completed taking notes from the respondents in the fishbowl,
participants from the audience are invited to add comments, suggestions and questions
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not previously raised inside the fishbowl. Usually, each audience member is allowed
only one turn to speak, and not everyone is required to add to the discussion.
(e) The author can then ask for clarification of the audience and respondents’ comments;
can ask questions about parts of the paper he/she is curious about but has not heard
anyone mention; cannot defend or clarify the paper.
Benefits of the Fishbowl Technique: (1) It encourages students to rely on and learn from
their peers and develops a community of readers and writers. (2) It emphasizes listening
skills as students receive extensive feedback on their work.
GUIDELINES FOR COMMENTING ON STUDENTS’ WRITING
1. Acknowledge the student’s intentions first.
2. Skim the entire paper before writing comments.
3. Phrase comments tentatively.
4. Pinpoint a major strength.
5. Pinpoint a major weakness.
6. Be patient! It takes time for errors to disappear.
7. Let the student solve the problem.
8. Correct only those errors the student is likely to understand.
9. Consider focusing on one particular error type in a single draft.
10. Remember that students grow as writers by drafting and redrafting.
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PRONUNCIATION CLASS
The goal for teaching pronunciation should be realistically focused on helping students’ speech to
be clear and comprehensible. Too much correction or negative feedback will inhibit student
effort. Too much positive feedback reinforces errors. Your job is to provide enough ‘green lights’
to encourage continued communication, but enough ‘red lights’ to call attention to crucial errors-those that hinder the message (Brown, p. 263). Relax about this. You have much to contribute
simply by your presence as a native English speaker in the classroom.
A major paradigm shift began in the mid 1980s that has placed emphasis on maintaining balance
in language instruction with a communicative, interactive, integrative approach. In keeping with
this contemporary view of human speech, the thinking about pronunciation has also undergone
major changes. Rather than a bottom-up approach or focus on the mastery of individual sounds,
there is now a top-down approach in which “the most relevant features of pronunciation—stress,
rhythm, and intonation—are given high priority.” (Brown, p. 259)
FACTORS IN PRONUNCIATION INSTRUCTION (most relevant to EFL settings)
 Age of Students
No matter how advanced your students are, if they did not learn English prior to puberty,
they will likely always speak with an accent.
 Fossilized Speech
Your students may have been speaking English long enough to develop pronunciation habits
that appear to be “set in stone” and are difficult to change.
 Native Language Interference
Try to find out the sounds that exist or do not exist in your students’ language that will pose
a problem for English pronunciation, for example, the l/r distinction in Japanese and the
European substitution of ‘v’ for ‘w.’ (Pronunciation Contrasts in English—a good resource!)
ASPECTS OF PRONUNCIATION
 Sound production (all the sounds of English consonants and vowels)
 Syllable Stress (within a single word)
This is especially difficult for speakers whose native language has no syllable stress. An
unintelligible word is more likely to result from incorrect syllable stress than from incorrect
sound production.
 Sentence Stress (words within a sentence)
Special stress is placed on key words in English (those with new or important information,
i.e., nouns, adjectives, adverbs and demonstrative pronouns).
 Intonation (a significant carrier of meaning that is especially important to the social
appropriateness of language; tells whether an utterance is a statement, question or
suggestion)
Statements - rising then falling at the end
Questions - rising at the end, with the exception of wh-questions (who, what, where,
when, why--also how) that fall at the end
 Enunciation (speaking with clarity)
SUGGESTIONS FOR TEACHING SOUNDS
 To work on difficult sounds, provide minimal pairs (two words that are identical with the
exception of one sound difference). It is helpful--if students can make one of the two sounds
correctly--to contrast it with the troublesome sound in initial, medial and final positions within
a word (e.g., lace-race, filing-firing, dial-dire).
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





Note: It is important, when using minimal pairs, to say the words briskly, forcing students to
watch how you form the words and to listen to (not read) the sounds you make. Do not
discuss word meaning. The focus is on hearing and producing sounds, on ear training and
the mechanics of sound production. (Pronunciation in Contrasts in English by Nilsen and
Nilsen is a rich source of minimal pairs.)
Using minimal pairs, say the same word twice or the two different words, e.g., pan-pan or
pan-pin. Ask students to tell you if the words they hear are the same or different.
For a variation of the above suggestion, use a “minimal pair plus one” (saying one of the two
words a second time, e.g., go-blow-go). Then ask: “Which is different?” Students respond by
holding up one, two or three fingers. For example, with go-blow-go, students would hold up
two fingers, since the second word has the sound that is different.
Make a chart contrasting the voiceless and voiced consonants (p-b, k-g, t-d, f-v, s-z, š-ž, č-ĵ).
Sometimes a student can produce one of these and not the other. Contrasting sounds will
help.
Use a feather or paper to blow, illustrating the explosives, such as /p/, /k/ and /t/.
Make a chart showing the interior mouth cavity. Cut out the interior. Use a red sock over
your hand behind the chart (puppet style) to show tongue position in relation to teeth and
interior cavity.
Use linear drawing in certain one-syllable words to show transition from the initial vowel
sound to the “uh” sound, as in the words feel and hill.
SUGGESTIONS FOR TEACHING STRESS
 Count syllables on fingers to make students conscious of how many syllables are in a word.
Then clap the word to determine the stressed syllable(s).
 Make a clear distinction between numbers ending in –teen and –ty by drawing on the board.
Take 16 and 60, for example: ___ ________ (16) and ________ ___ (60). Clap “short-long”
for 16 (holding hands together to indicate elongation on -teen) and ‘long-short’ for 60
(quickly releasing the clasped hands on -ty).
 Stretch rubber bands (one per student) to demonstrate important elongation of certain
syllables in words or certain words in sentences.
 Within a word, circle the accented syllables or write them in capital letters.
 Circle and/or clap the stressed words in a sentence.
 Whisper words or sentences to highlight points of stress.
SUGGESTIONS FOR TEACHING RHYTHM (the ‘drumbeat of language’)
Spoken English tends to have ‘beats’ at regular intervals, no matter how many words are in a
sentence. For example, feel the rhythm in the following sentences (clapping, snapping fingers,
tapping feet on floor or pencils on desks):
Dogs eat bones.
The dogs eat bones.
The dogs will eat the bones.
The dogs will have eaten the bones.
The big dogs will have eaten the bones.
The big dogs will have eaten the big bones.
Raising rhythmic awareness helps students focus also on thought groups or ‘chunks’ of language
and gets them away from saying each word separately. (Small Talk by Carolyn Graham is an
excellent source for helping students feel the rhythm of spoken English. You may also make your
own chants for this purpose.)
SUGGESTIONS FOR TEACHING INTONATION (the “melody” of language)
 Use kazoos or hum to emphasize intonation pattern within a word or sentence. (Have fun
with entire dialogs or questions/answers in pairs!)
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
Make linear drawings (letting a single line follow the direction of intonation—rising, falling,
remaining constant, etc.) within single words or in sentences. Do this first on the chalkboard,
then with your hand and/or body (for fun!).
GENERAL TIPS FOR TEACHING PRONUNCIATION
1. Remember that you, as a native English speaker, will naturally be a model for pronunciation.
2. It is helpful to understand the difference between an error and a mistake:
An error truly hinders communication, at least from the standpoint of the listener. It involves
some part of English usage that the speaker does not understand. For example, we may hear
pencil/pencils--then hair/hairs and milk/milks, when students do not understand the rule for
count/non-count nouns. In the case of an error, we must simply re-teach for clearer
understanding.
A mistake, on the other hand, involves a slip of the tongue or lapse of memory. The student
knows what is correct but is forgetting to do it! A common ‘mistake’ involves omitting the
final –s third person singular verbs, as in He like candy. . . and She play outside. If a student
can self-correct, it is a mistake. If not, it is an error.” Celebrate mistakes as a sign of
progress. Students are risk-taking!
3. When a limited amount of choral drill is necessary, select a text that represents normal
spoken English in dialogs, prose, poetry or a chant. Read sentences aloud at a normal rate,
while students listen once or twice before repeating with you. Insist that they mimic your
rhythm, stress and intonation, as well as individual sounds.
[Note: In support of “limited” drill, Snow (p. 143) says, “It generally only takes a short period
of drill for students to get the point you wish to make, and drill beyond that point rapidly
turns into mindless parroting.”]
4. Acquaint yourself with the symbols and sounds in the International Phonetic Alphabet (a
variation of which may be seen on p. 101). EFL students who have studied English previously
will likely be familiar with the IPA. You may use this knowledge as a useful shortcut in
teaching English sounds.
5. Find out the local standard for English pronunciation and point out any ways your
pronunciation differs from it. Otherwise, your ‘model’ may hinder your students when they
take exams based on the local standard.
6. Begin with sounds that are easiest to correct: /th/, /f/, /v/, /sh/, /ch/ and whatever affects
your students’ pronunciation the most. (Harder to correct are the blends, those combinations
of English consonants that frequently appear together, e.g., br-, sl-, etc. Hardest to correct
are the problems with /l/ and /r/.)
7. Your students will have certain patterns of errors, depending on which native language they
speak. Correcting these patterns will save time, and your students will see results faster. Use
the Accent Inventory on pp. 99-101 to help you determine each student’s pattern of errors.
8. If your students have access to a tape recorder, invite them to read something on tape and
bring it to you. Listen to the tape and make a list of words that are mispronounced or have
incorrect stress. Beside each word, make suggestions for correcting the problem. Return the
tape to the student, along with the suggestions for eliminating the difficulties. Go over your
comments with the student to make sure there is understanding of your notations. Highly
motivated students may want to make a second or third recording, until they clear up the
pronunciation errors. Serious students may wish to work regularly with taped readings. This
gives an opportunity for you to individualize instruction and spend additional time with
students in a 1:1 relationship.
9. Use a lesson in giving/receiving directions to work on /l/ and /r/. Sample phrases might
include directions such as the following:
Turn right at the next street.
Go left on Huron Street.
Go straight until you hit Liberty.
The bakery is around the corner from my house.
It’ll be on your left.
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10. Try a choral reading that is fun and entertaining, e.g., Where the Sidewalk Ends by Shel
Silverstein.
11. The following idea helps with pronunciation of the English consonants and vowels. Students
focus on rhyming letters, in addition to learning to say the alphabet in correct sequence.
Follow these steps in presentation:
 First verify the concept of rhyming words by writing on the board “no” with “go”
underneath it. Do the same for “you” and “2” (using the numeral, not the word).
Next write “no” with “you” underneath—and mark this out with a big “x” to indicate
that these do not rhyme. Do the same for “go” and “two.”
 Write the vowels horizontally on the board. Insert the corresponding short vowel
following each long vowel.
 Begin going through the alphabet, one letter at a time. Say its name and (together
with the class) decide which vowel sound is heard in the enunciation of each letter.
Your listing will look like the following:
Ā
H
J
K


Ă
Ē
B
C
D
G
P
T
V
Z
Ĕ
F
L
M
N
S
X
Ī
Y
Ĭ
Ō
Ŏ
R
Ū
Q
W
Ŭ
Ask students to copy this listing from the board, so they can practice saying the
letters in this way at home.
If time, you can do any of the following:
a. Write letters individually on cards and turn this into a more physical (TPR)
exercise. (“Put the H under A,” etc.)
b. Prepare letters on large cards. Laminate them for extended use. Issue three
cards, one to each of three students (e.g., B, L, G). Ask questions about rhyming
letters. (Do the sounds of these letters rhyme? Which do? Which do not?)
c. Prepare individual practice sheets based on a rhyming task (or write this on the
board for a whole class exercise). For example:
Which letter does not rhyme? Circle it.
1.
j
g a
2.
e a k
3.
p i
c (etc.)
d. Ask students to spell their own names as you write them on the board (writing
exactly as you hear them, not as you know them to be). This demonstrates the
need for clarity!
e. Invite individual students to lead in a dictation exercise. When finished, provide a
copy of the dictated material on the board for students to check their work (and
for the ‘dictator’ to judge his/her own pronunciation effectiveness).
98
ACCENT INVENTORY INSTRUCTIONS
Materials needed:
 One laminated copy of the “What Do You See?” text (on p.100)
 Multiple copies of “What Do You See?” in phonetic symbols (on p.101)
 Tape recorder
 Blank tapes
1. Give the student a laminated copy of the “What Do You See?” text to read aloud. (Note: The
font on p. 100 is larger to help students who may have difficulty seeing.)
2. Allow approximately one minute for the student to become familiar with this printed page
before reading it aloud.
3. Tape-record the student’s reading of the text: “What Do You See?”
4. Take back the laminated copy. Bid farewell. Thank the student and affirm his/her efforts.
5. Listen to the tape while looking at a copy of “What Do You See?” transcribed in phonetic
symbols.
6. Circle the student’s errors that you hear on the tape. Note any variance from normal English
stress and intonation.
7. Write the date and the student’s name on the paper.
8. This critique will supply you with the student’s pattern of errors that need attention. It will
also be useful in measuring future progress.
9. Later, on a separate piece of paper, list the student’s difficult sounds and recurring problems
with stress and intonation. Give a copy to the student to help him identify the areas that
need extra work.
10. Plan to have the same student read and tape “What Do You See?” at mid-term to check
progress and at the end of the semester to assess overall improvement.
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WHAT DO YOU SEE?
Look around, John. What do you see?
I see . . .
ten men talking, measuring and building a fence,
nine birds flying high in the sky,
eight flocks of geese quacking around a cool, blue lake,
seven pretty clouds floating in the air above your house,
six brown sticks a boy threw on the ground,
five wild berries that children will bite with pleasure,
four hot, thirsty horses drinking water noisily,
three apple trees heavy with juicy fruit,
two old walking shoes by the barn door, and
one sun that shines until the day is done.
100
101
WHAT MATERIALS TO TAKE*
“Unless you are absolutely certain that you know what courses you are preparing for, it makes
more sense to prepare for a variety of eventualities rather than putting all of your eggs in one
basket.” (Snow, p. 30)
MATERIALS RECOMMENDED FOR VOLUNTEERS (especially for longer-term volunteers)
1. A good book on language teaching
2. A grammar book
3. A picture dictionary
4. A pronunciation book
5. A book of speaking and listening activities (with a good list of topics or activity ideas)
6. A book of reading selections to prompt interaction
7. A vocabulary book
8. An idioms book
9. A book of U.S. cultural information
Use locally available reading materials as much as possible; or mail yourself lots of second-hand
paperbacks well in advance of your trip, using the special low rates for mailing printed matter in
the “M-bag” provided by the U.S. postal system.
ADDITIONAL SUGGESTIONS FOR VOLUNTEERS
1. Pictures of hometown and family (for getting acquainted)
2. A self-made picture file as described on pp. 55-56 (Don’t leave home without it!!!)
3. A tape recorder/short-wave radio with a good microphone (to access good listening materials
from worldwide news broadcasts in English)
* For those going to teach for more than two weeks
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HOW TO CHOOSE MATERIALS
INTRODUCTION
 Does it include a scope and sequence (telling what is covered and in what order)?
 Does it describe the target audience (level of proficiency and needs being addressed)?
 Does it mention the writer’s perspective on language teaching and learning?
ORGANIZATION
 Is the organizational plan easy to follow?
 Is there a Table of Contents that clearly lets you know what is in each chapter?
 Are the chapters approximately the same length?
 Are the pages numbered for easy location?
 Are there any useful special features (e.g., an answer key, tape transcriptions, a useful
index)?
 Are grammar and vocabulary recycled throughout?
 Must lessons be taught in order, or can you lift out chapters to use independently?
PRESENTATION OF MATERIAL
 Is it visually attractive?
 Is it easy to read?
 Are the illustrations and examples clear?
 Is the material contextualized?
 Is the material culturally sensitive? authentic? interesting?
ACTIVITIES AND EXERCISES
 Do they provide meaningful communicative practice?
 Are they interesting?
cognitively challenging?
fun?
logically sequenced?
adequate in length?
adequate in variety?
appealing to different learning styles?
 Are there enough activities for work in class and as homework?
FLEXIBILITY
 Can the material be adapted for students at different skill levels?
 Can it be used for large classes as well as small?
 Can it be used without involving audiovisual or duplication equipment, which may not be
available in other countries?
LAYOUT
 Is the book attractive and clear?
 Is it easy to use?
 Is there attention to detail, or will I have to add a lot to make these lessons interesting and
complete?
 Is the book well-made, so that it won’t fall apart?
 Can the book be transported easily?
103
USING THE BIBLE IN TEFL
Using the Bible to teach English is an effective ministry tool for reaching people around the world
and changing lives for eternity. When students come to English classes and meet loving, caring
teachers, they may be more open to exploring Christianity than at any other time in their lives.
The goal of an evangelical TEFL program is to meet the students’ need to learn English, and--in
the process of meeting that need--to build a relationship out of which to share God’s love and the
Good News of Jesus Christ.
CHOOSING HOW MUCH BIBLE TO TEACH
The amount of Bible content used in the TEFL class will vary according to your students’
proficiency level, your ministry location, your students’ interest, the time allotted and what is
permitted by law where you teach.
Make your plans with the leadership of the Holy Spirit. He will surely give you the wisdom you
seek. You can be confident that He will never ask you to defy the line of authority in your host
country nor ignore the counsel from the missionaries who are there to help you. Remember that
you are an invited guest. Your attitude and actions must be such that other invited guests will be
welcome in the future.
Allow students to discover spiritual truths for themselves. Keep in mind that you and your
students may have two different goals. While you are eager to share your faith, your students’
need to learn English must be met--or they will not continue coming to your class.
DECIDING WHICH SCRIPTURE TO TEACH (when the law allows!)
Scripture selection is critical. Consider how many class sessions will be held. Remember that this
might be the only time the students hear anything from the Bible. Ask yourself: “What is most
significant about each passage? What if this student only hears one truth?” Choose essential
passages to teach, for example:
1. Who God Is
2. Who God Loves
3. How God Loves
4. How Man Can Know God
5. How Man Can Live for God
At the conclusion of any lesson with biblical content, ask: “What important biblical truth or
concept did my students learn?”
INCLUDING BIBLICAL MATERIAL IN LESSON CONTENT
1. Proverb or Spiritual Thought for the Day Linked to Lesson Topic
For Using Proverbs:
 Select several proverbs. (As warm-up you may select secular proverbs and compare cross
culturally.)
 Prepare a set of cards with half of proverb on one card and the other half on another card.
Randomly distribute these cards. Ask students to mingle and match, then discuss their
proverb’s meaning with their matching partner. OR
 Write halves of proverbs on paper strips and place a complete set in one envelope. Prepare
an envelope for each pair or small group. Assign the following task (and write this on the
board):
– Match the halves to complete each proverb.
– Discuss the meanings of each proverb.
– Try to think of an example of a similar proverb from your culture.
– Join another pair or group of three to compare ideas.
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For Using Scripture as a Related Thought for the Day:
 Introduce a verse of scripture that is related to the lesson topic. (It is not necessary to
identify the passage as biblical.)
a. Work on pronunciation in presentation.
b. Have students work in pairs or small groups to guess at its meaning.
c. Use the verse for further discussion, an opinion survey or dictation. (See Dictation Relay
on pp. 67-68 in ‘Idea Bank’ for a lively form of dictation.)
 Suggested scripture verses:
* “A good name is more to be treasured than great riches.” (Proverbs 22:1)
Use in a lesson on success, names, etc. Ask students to agree or disagree and
indicate choice by moving to opposite sides of the room. Ask these two groups to
discuss reasons for their choice or prepare to debate those with opposing viewpoint.
In case everyone agrees, assign half the class to pretend to disagree for a debate.
* “The tongue also is a small part of the body, but it can speak big things. See how a very
small fire can set many trees on fire.” (James 3:5)
Use with lesson on body parts. In pairs or small groups ask students to tell when
they were hurt or helped by spoken words.
* “Think on these things...love, joy, peace, patience, kindness, goodness, faithfulness,
gentleness and self-control.” (Galatians 5:22)
Use in lesson about family. Assign each of the words from this verse to a different
group. Ask students to prepare a skit demonstrating the meaning of this word in a
family situation.
* “There is a special time for everything. There is a time for everything that happens under
heaven.” (Ecclesiastes 3:1 NLV1)
Use in lesson about seasons. Ask pairs or small groups to list activities, clothing,
and/or weather for each season; then tell which is their favorite season and why. A
lesson about clock time could include telling time/time of day (morning, afternoon,
evening, night), using adverbs of frequency (always, never, usually, etc.). For a
lesson about life passages, have each student do his/her own lifeline and share this
in a small group. Another option is a cross-cultural sharing of attitudes about time.
* Psalm 136:1-9; 100, and other timeless passages (also good as choral reading!)
2. Spiritual Concept Embedded in Real-Life Topic
Examples of Use:
 Asking/Giving Instructions (Kindness)
(a) Ask students to work in small groups to think of kind and unkind responses for
culturally appropriate situations, such as waiting in line, speaking to a salesperson,
etc. Ask these small groups to join another group for comparison of ideas.
(b) Introduce common idioms for pairs or small groups to classify as kind or unkind.
 Sports (Discipline)
(a) Write these discussion questions on the board for small group discussion:
How is discipline important in an athlete’s life?
What other areas of our lives require discipline?
Can you ever have too much discipline?
How does discipline benefit our lives?
(b) Expand the concept of discipline to talk about parents’ discipline of their children.
This could be a fruitful time of cross-cultural sharing by inviting students to ask you
questions about family life in your own country. Many other cultures could relate to
the biblical concept of honoring parents.
(c) Another option is self-discipline—why this is important; discussion of delayed
gratification; consequences of an undisciplined life; agree or disagree: “Business
before pleasure.”
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







Apologizing (Forgiveness)
Guide students to roleplay apologizing/asking forgiveness for hurtful things done to
another person.
Weekend activities (Worship)
Ask pairs or small groups to talk about what they do on weekends. To provide an
example, tell the class what you do on weekends, including your Sunday activities. Ask
for a report from each group. Tally results on chalkboard or ask for a show of hands to
find common activities.
Housing (Being a Good Neighbor) - Ask pairs or small groups to talk about what makes a
good/bad neighbor. Share personal experiences of having good and bad neighbors.
Familiarize students with the story of the Good Samaritan (Luke 10:30-36), then ask
small groups to roleplay. Ask for one or two groups to share with the whole class.
(Discussing the Golden Rule would also be a good option.)
Fears (Trust) - Ask students in pairs or small groups to share what makes them afraid;
share a time when they were most afraid; then tell what they do when they are afraid.
Share what King David—a famous king—once said: “When I am afraid, I will trust in You
(God).” (Psalm 56:3)
Stress (Worry) - Ask pairs or small groups to talk about the common causes of stress
(generally and personally); then share remedies for stress. Conclude by telling about
Paul’s “medicine” for stress: “Don’t worry about anything, but in all your prayers ask God
for what you need...” (Philippians 4:6-7)
Priorities (Values) – Ask small groups to make a list of what is most important in life and
to rank the items on their list, beginning with what is most important. A secular proverb
to go with scripture: “All that glitters is not gold.”
Friendship (Love) – Ask small groups to discuss: “Actions speak louder than words.” Ask
if they agree or disagree; then ask that they think of examples to illustrate this truth.
Tips for Success (Perseverance) – Ask small groups to discuss what is meant by the
proverb: “Where there’s a will, there’s a way;” and state whether they agree or disagree
and why.
(Commitment to Excellence) “Whatever your hand finds to do, give it your best.” (Eccl.
9:10)
3. Real-Life Content Embedded in a Bible Passage
Examples:
 Jesus healing Peter’s Mother-in-Law (Matt. 8:14-15; Mark 1:29-31; Lk 4:38-39)
Topics: health, medical terms, home remedies, etc.
 Noah and the Ark (Gen. 6-9)
Topics: tools and construction, weather, animals
 Jesus calming the Storm (Matt. 8:23-27; Mk 4:35-41; Lk 8:22-25)
Topics: emotions, the weather
 God Making the World (Gen. 1-2)
Topics: foods, animals, plants
 Jesus Healing a Dried Up Hand (Matt. 12:10; Mk 3:1; Lk 6:6)
Topics: body parts, ailments and remedies
4. Bible Passage as Content for Reading Lesson
Examples of passages for a Reading Lesson:
 Prodigal Son (Lk 15:11-32)
 Good Samaritan (Lk 10:30-37)
 Jonah and the Whale (Jonah 1:1-17)
 Noah and the Ark (Gen. 6-9)
 Jesus Calms the Storm (Matt. 8:23-27; Mk 4:35-41; Lk 8:22-25)
 Build your House on the Rock (Matt. 7:24-27; Lk 6:46-49)
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Procedure for a Reading Lesson:
(1) Present the story and establish meaning with pictures, dramatization and simple
sentences. (Advanced students should silently read the story from an easier version of
the Bible, listing any words they do not understand. Discuss the meaning of these words
with the whole class.)
(2) Ask a single question to check understanding of the main idea of the story.
(3) Ask students to answer questions written on the board—two or three for beginning
students, more for intermediate and advanced. Use question-words in this order: who,
what, where, when, how and why. ‘Why’ requires critical thinking and should be reserved
for advanced students.
(4) Ask partners to discuss their answers, then quickly go over them with the whole class.
(5) Ask the class to read the story with you—line-by-line repetition for beginning students or
as a choral reading with more advanced students.
(6) Ask pairs to read the story to each other.
(7) Ask volunteers to tell the story in their own words.
TIPS:
(1) When possible, have students read the scripture passage in their native language prior to
reading it in English. This will aid understanding and allow its message to speak to their
heart.
(2) For a further check of understanding use a cloze activity (listed on p. 7) and/or a strip
story (listed on p. 10).
5. Bible Studies or Devotionals in EFL Settings
See the list of “Bible Studies for EFL Students,” p. 127-128, and the options for devotionals,
p. 129. You may choose to create your own Bible Study, using existing lessons as a model,
and prepare your own devotionals to use in class or large-group assembly. Consider such
themes as “God Helps Me When I Am Afraid (Lonely, Worried, Discouraged, etc.)” and the
essential passages listed under “Deciding Which Scripture to Teach,” p. 104 (especially good
for short-term volunteers).
6. Chronological Bible Storying
Sequenced Bible stories follow God’s pattern of progressive revelation of Himself and His plan
of redemption within the context of history. The theory of CBS is that non-readers can learn
and remember the stories of the Bible, if told in order. This technique originated with the
disciples of Jesus but is used extensively by today’s New Tribes Mission, whose missionaries
work with tribes that have no written language. CBS has proven to work effectively in crosscultural settings. (See “Firm Foundations: Creation to Christ” under “Bible Study for ESL/EFL
Students,” p. 127.)
Benefits include the following:
 Builds foundation for telling people about Jesus, stressing who God is, how He created
the earth, the sinfulness of man, His provision for sacrificial atonement, etc.
 Helps unbelievers know there is a God and why Jesus had to come
 Enhances long-term memory
 Follows the way the Bible was originally presented (two-thirds narrative)
 Is especially valuable for those without a written language and those who know nothing
about the Bible
 Motivates listeners to become literate
Procedure:
(1) The storyteller shares the stories in the order that they happened.
(2) The stories are told without exposition.
(3) The teacher asks probing questions.
(4) The students are free to discover truths and grasp meaning for themselves.
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The suggested topics and sequence below may be used regardless of the time frame or
frequency of classes. You may need to make adjustments in order to have Christmas and
Easter stories at appropriate times.
God Made All People/God Loves All People
1.
2.
3.
4.
God Made the World (Genesis 1)
God Made Man and Woman to Live in the Garden of Eden (Genesis 2)
Man and Woman Chose to Sin/They Hid From God/ God Must Punish Sin (Genesis 3)
Cain and Abel (Genesis 4)
5.
6.
7.
8.
God’s First Traveler/Noah and the Flood (Genesis 6)
God Made All Languages/The Tower of Babel (Genesis 11)
God ‘s First Refugee/ Abraham (Genesis 12,14,15)
God’s Gift of Isaac (Genesis 22)
God and People All Over the World
God’s Love Reaches Everyone: The Refugee, The Child, Women
9. God Loves a Political Refugee/Joseph (Genesis 37; 39; 41:41-57; 42;44-45; 47-50)
10. God Loves Babies/Moses (Exodus 2,3,7,12)
11. God Loves Women/Ruth: The Great Grandmother of King David (Book of Ruth)
God’s Plan of Love
12. God Wants All People to Hear of His Love/Jonah (Book of Jonah)
13. God Promised His Love: Prophets (Isaiah 9:6,7; Isaiah 7:14; Micah 5:2; Isaiah 53)
14. God Loved Us and Sent His Son/ Wise Men from the East Came to Worship (Matthew 1,
Luke 2)
Jesus Understands Us
15. God’s Son Was a Refugee in Egypt (Matthew 2: 13-23)
16. Jesus Grows (Luke 2: 41-52)
17. Jesus is Baptized, Tempted, and Speaks about His Mission to Help (Luke 3:21-22, Mark
1:9-11, John 1:29-34, Luke 4:1-13 Luke 4:16-18)
Jesus Shows His Love
18. Jesus Heals and Preaches: Man with a Demon, Simon’s Mother-in-law (Luke 4:31-44)
19. Jesus Teaches About Love/The Good Samaritan (Luke 10:25-37)
20. Jesus Loves Hungry People/Feeding of the 5,000 (John 6:1-13)
Jesus Wants All People to be Right with God
21. Jesus Approves of the Faith of a Foreigner/The Captain’s Helper (Matthew 8:5-13, Luke
7:1-10)
22. The Lost Sheep, The Lost Coin, The Lost Son (Luke 15)
23. Up a Tree—Zacchaeus (Luke 19:1-10)
24. A Happy Day/ Entry into Jerusalem (Mark 11:1-11)
Jesus Explains Why He Came
25. A Woman Shows Her Love for Jesus/Mary and the Perfume (Mark 14:3-9)
26. Women Who Cared for Jesus/Jesus trial, crucifixion and resurrection (Mark 14,15,16)
27. Jesus Explains the Bible/Road to Emmaus (Luke 24:13-35)
Those Who Love Jesus
28.
29.
30.
31.
Jesus Talks to Thomas (John 20:24-31)
Jesus Talks to His Followers and to Peter (John 21)
Jesus Tells His Followers What to Do (Acts 1:8)
Peter Preaches to All People (Acts 2:14-4:20)
For rich resource re: Bible Storying, Google search the word ‘storying’ for the following:
MisLinks Storying (a manual for short-term mission volunteers)
Storying the Bible by Jack and Doris Day, retired missionaries to Brazil (21 lessons—pictures
and script--in 25 languages); Bible Storying Project, POB 1248, Ashville, AL 35953)
Storying Scarf (order information on p. 128 of this manual)
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THE BIBLE IN 50 WORDS
God made,
Adam bit,
Noah arked,
Abraham split,
Jacob fooled,
Joseph ruled,
Bush talked,
Moses balked,
Pharaoh plagued,
People walked,
Sea divided,
Tablets guided,
Promises landed,
Saul freaked,
David peeked,
Prophets warned,
Jesus born,
God walked,
Love talked,
Anger crucified,
Hope died,
Love rose,
Spirit flamed,
Word spread,
God remained.
Amen.
109
CROSSCULTURAL
WITNESSING STUDY GUIDE
1. Identify the following aspects of the Biblical Basis for Missions:
WHO (II Corinthians 5:19 and John 20:21-22)
WHERE (Matt. 28:19 and Acts 1:8)
WHY (Matt. 9:36-38 and Romans 10:14-15)
HOW TO PREPARE (John 15:5 and Eph. 6:11-12)
WHAT TO EXPECT (II Corinthians 12:9 and John 12:32)
2. What is the meaning of World View?
What three factors comprise one’s World View?
3. Define culture:
4. Define Culture Shock:
5. What are the four stages of acculturation, i.e., the process of becoming adapted to a new
culture?
6. What is Prayerwalking—and how is it done?
7. With a partner, relate I Corinthians 3:5-10 to the work of TEFL missions.
110
BEHAVIOR INVENTORY
Directions: Read each item and mark P if it is personal, U if it is universal or C if it is cultural.
_____
1. Women eating separately from men
_____
2. Sleeping on a straw mat
_____
3. Sleeping regularly
_____
4. Liking Mel Gibson movies
_____
5. Considering a broken mirror to bring seven years bad luck
_____
6. Being concerned about your child’s illness
_____
7. Believing that your child’s illness is caused by a hex
_____
8. Honoring your ancestors
_____
9. Tracing your family tree
_____ 10. Speaking English
_____ 11. Speaking English as a foreign language
_____ 12. Desiring justice when you have been robbed
_____ 13. Cutting off the hand of a thief
_____ 14. Having conversations
_____ 15. Laughing
_____ 16. Laughing to hide embarrassment
Used by permission of the International Mission Board of the Southern Baptist Convention
111
MY TESTIMONY
My life before I became a Christian:
How I became a Christian:
The difference Jesus Christ makes in my life:
How others can have a similar experience (The Plan of Salvation):
Words to Avoid:
Christian
Saved
Revival
Under conviction
Sin
Repent
Believe
Born again
Walked the aisle
Baptism
What to say instead:
A follower of Christ
Going to heaven when I die
A special church meeting
Being inwardly convinced of my need for God
Rebellion against God
Admit my wrong and turn from it completely
Know something is true by experience or heart
knowledge
A personal experience with Jesus Christ in which
God became real to me
Made public my decision to follow Jesus Christ
Immersion in water to symbolize death to sin
(the old way of life) and being raised to new
life in Christ
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HOW TO DIRECT CONVERSATION
TOWARD SPIRITUAL MATTERS
As an interested and non-judgmental listener, you may begin by saying: “Tell me about your
religion/spiritual journey.” Or you may find the following questions to be helpful in guiding the
conversation:
1. Do you ever think about spiritual things?
2. What do you know about God?
3. What do you know about Jesus Christ?
4. Would you like to know that God loves you?
5. Do you think that you must earn God’s love?
6. Would you like to have a personal relationship with God?
7. Would you like to have peace/joy/purpose in your life?
8. May I share the most important thing to me?
9. If you were to die tonight, are you sure you would go to heaven?
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CASE STUDIES
Case Study No. 1
The volunteers were so excited about their trip to an eastern European country. They had heard
how responsive people were to the open sharing of the Gospel. As they planned their trip they
decided that they could involve many people in the trip even though they would not all go. The
project descriptions asked for coaches and teachers to use sports evangelism as an outreach to
children and youth. The volunteers planned an extensive teaching/coaching program. They
planned a countrywide sports tournament to cap the coaching/teaching emphasis.
Many people who were not able to go had a part in contributing sports equipment or uniforms for
the project. The team arrived in the country with sports gear and great plans. It was a little
dismaying to them when they had to pay high customs fees for the “luxuries” they were bringing
in, but, nonetheless, they felt it was worth it.
The team was greeted warmly by the national hosts. The warmth cooled quickly as the
volunteers spelled out their plans for sports evangelism. The nationals considered organized
sports destructive to social harmony. In dismay, the volunteers gathered together and decided
that . . .
Case Study No. 2
A team responded to the need of a new congregation for a church building. The well-meaning
team wanted the congregation to have the very best they could offer. With this in mind, they
proceeded to build a good-sized building, looking much like the one they had in the U.S. Care
was taken to provide as much comfort as possible, including an air-conditioning system which
was rare in the country. The team did all the work on the project and was pleased when they
saw the completed building.
Proudly the team returned home. One month later they received a hefty electric bill from the
church with the note that said, “You built this church and thus it belongs to you. We are sure
you will want to pay the electric bill.” The team . . .
Case Study No. 3
A group of volunteers were assigned to help start a mission in a very poor community. As they
walked the streets with the missionary and some local believers, hundreds of people came out of
their houses. They were very cautious about the presence of the Americans in their community.
The volunteers saw this as a golden opportunity to share the Gospel. Without the prior
knowledge of the missionary, they began to give away “power bracelets” with a short printed
description in the local language. However, the volunteers were not aware that many of the
people could not read. They also were not aware of the strong presence of spiritism in the
community. Suddenly, many of the adults asked for more and more “power bracelets.” The
volunteers were thrilled at the response. However, as the missionary listened to the people, it
was clear to him that the people wanted the bracelets because the different color beads
represented the spirit gods that they served. For them the “power bracelets” were another
means to manipulate the spirits. After the missionary explained this to the volunteers, they . . .
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Case Study No. 4
The evangelistic team had prepared well before arriving in the large Asian city. They all had
mastered the use of chopsticks, knew a few important phrases and words in the local language,
and knew how to dress appropriately.
Each team member understood that sharing the Gospel was not too difficult, because of the
politeness of the host culture. However, the team had been well oriented that public professions
of faith were rare and infrequent. “At the end of a service we do not give an invitation,” the
missionary had told them. “In this culture people do not draw attention to themselves nor do
they want to embarrass a speaker by not responding to an invitation. So we have found it wise
not to give an invitation.”
Before the team realized it, their time was almost over. They had worked hard. Bible studies,
individual witnessing evangelistic services, visiting—all these things packed into a full two weeks.
At the final service the team evangelist and his interpreter seemed to be one. The room was
filled. The evangelist preached the Gospel powerfully. As he was finishing he decided to give an
invitation.
As an invitation hymn was begun, the crowd was restless. Slowly, one by one, many came
forward. Some slipped out the door. The local pastor and the missionary . . .
Case Study No. 5
The missionary and a volunteer finally got a taxi after many had ignored the two Americans
standing in the monsoon rain. They had been prayer-walking in the city center. The city was one
of the world's mega-cities located in a restricted access country. As the two men entered the
taxi, the driver greeted them in halting, but understandable English. Almost immediately he
asked them if they were priests. The volunteer started to deny they were, remembering that this
was a security three city. However, the missionary answered first by saying they were Christians.
The driver then related that his daughter had been attending a meeting of Christians and was
learning about the Bible. He, too, was curious about the Bible. As they reached the destination,
the missionary suggested to the volunteer that he offer the Scripture portion to the driver. When
the volunteer offered, the driver was delighted. He accepted the Scripture portion gladly. After
the taxi drove away, the volunteer looked at the missionary and asked if they had done a safe
thing. The missionary replied . . .
Case Study No. 6
Two things in India overwhelmed the volunteers: heat and poverty. They responded to both in
ways that created on-going problems for the local churches and missionaries.
In the heat, the youth music team went against the stateside training and preparation they had
about wearing shorts and halters. “It is too hot!” the young women protested. They then
proceeded to the local bazaar as they had done the previous day. As they entered the bazaar, a
large crowd gathered. Although the interpreter had protested their dress, the team joyfully
handed out Scripture portions, not knowing that the women’s dress was marking the entire team
and its message as immoral. Later that evening the local pastor, missionary and interpreter met
with the team and . . .
115
Case Study No. 7
Two things in India overwhelmed the volunteers: heat and poverty. They responded to both in
ways that created on-going problems for the local churches and missionaries.
The evangelism team included a pastor, a former IMB trustee and several successful
businessmen.
From the minute they stepped off the plane, the poverty of India weighed heavily on their minds.
The team was working in an area where Baptist churches were thriving. Although poor and with
limited resources, the churches were growing and supporting their primarily bi-vocational pastors.
After prayer one evening, the team discussed their feelings. They decided that they could do
something about the poverty. Each team member would buy a mo-ped for his local counterpart.
Additionally, they pledged to provide salary support so that the pastors could become full-time
ministers.
Word of the team’s generosity quickly spread. The local missionary heard about it from three
angry, frustrated pastors who had not been teamed up with the volunteers. The missionary
sought out the former trustees. Together they . . .
Used by permission of the International Mission Board of the Southern Baptist Convention
116
CONSTRUCTIVE ATTITUDES TO TAKE TO THE FIELD
1. I will give away all my rights. They belong to the Lord anyway.
2. I will not become bitter or discouraged if any of my rights, privileges and responsibilities are
taken away.
3. I will resist the temptation to have an answer for everything on any subject.
4. I will not play the role of the wealthy provider.
5. I will cheerfully adjust, change, or drop my planned program to meet the local needs and fit
into the local context.
6. I will consult and support the local leadership and believers.
7. I will conduct myself in such a way that those with whom I come in contact will be drawn to
Jesus Christ living in me.
Used by permission of the International Mission Board of the Southern Baptist Convention
117
WHAT YOU NEED TO DO BEFORE YOU GO
You are beginning an incredible journey—physically, mentally, and spiritually. The road that lies
ahead is thrilling, far-reaching, personally rewarding and life-changing. You will be stretching and
growing in ways you never thought possible. The best part of all is that God Himself will
empower you for the task that He calls you to do. “He who calls you will do it, for He is faithful.”
(I Thess. 5:24 Good News)
God has gone before you to prepare the way. But there is preparation that you now must do.
Preparation is always an essential ingredient for success. But how much more important is the
preparation for a task with eternal significance. You must “be kind to His reputation in your life.”
(Oswald Chambers in My Utmost for His Highest)
As you stand before your students, you will have the wonderful opportunity to make a positive
contribution to the cause of Christ. You may be the first Christian your students have ever
known. If your lessons are educationally sound, well prepared and relevant to the needs and
interests of your students, you will automatically earn their trust and respect. With your
investment of time and resources, you will be participating in one of the most effective ways of
doing missions in our world today!
To do your job with excellence, you must complete the following four homework assignments
before you go:
1. Participate in workshop training for teaching English as a Foreign Language (EFL).
2. Find out as much as possible about where you will be teaching and who your students
will be.
3. Make specific plans for your team’s assignment.
4. Gain as much teaching experience as possible.
ASSIGNMENT #1: PARTICIPATE IN WORKSHOP TRAINING FOR TEACHING ENGLISH
AS A FOREIGN LANGUAGE (EFL).
You may hear a well-intentioned person say: “If you can speak English, you can teach it!” 'Tis
true that you do not need a degree in English language teaching. But it is important to
understand the basics of language learning and teaching, to know how to prepare lessons and to
develop your own bag of tricks for making instruction clear, enjoyable, and effective.
ASSIGNMENT #2: FIND OUT AS MUCH AS POSSIBLE ABOUT WHERE YOU WILL BE
TEACHING AND WHO YOUR STUDENTS WILL BE.
Find answers to the following questions:
1. What will be the purpose of your English school?
a. To lay foundation for future work in the area by establishing and developing positive
relationships in the community?
b. To strengthen and encourage a local congregation with new contacts?
c. To meet students in existing EFL classes being taught by a journeyman or career
missionary, intending to open doors for sharing the gospel?
d. To help career missionaries determine local interest in ongoing EFL classes offered as
ministry outreach and/or a tool for church planting?
2. Will the classes be government-sponsored? academic? job specific? sponsored by an existing
church? used in church- planting?
3. Will the setting be urban or rural?
4. What age group will you teach—younger or older children? teenagers? college students?
young adults? older adults? a mixed population?
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5. What are the goals and interests of these students?
6. How much, if any, EFL study have they had?
7. What level will you be teaching—low novice? beginning? intermediate? advanced?
multilevel?
8. Where will the classes be held—in a church? a public school building? outdoors?
9. What lesson topics will be most appropriate for these students in this setting?
10. How much time is allotted for the classes?
11. How many days will you teach?
12. What language teaching methods have customarily been used where you are going?
13. Will textbooks be provided? required? already selected?
14. Will you be permitted to use Biblical material or to speak of spiritual matters in class?
15. Will you be allowed to share your faith openly outside the classroom?
16. What are the cultural taboos regarding manner of dress? body language? relationships?
topics of discussion? What are the expectations as to eye contact? punctuality? teacher /
student roles? formality/informality within the classroom? What do you call your students?
and how do they address you? What is the cultural perspective toward group/individual
effort? If students do not understand their teacher, do they feel free to express opinions and
ask questions?
17. What teaching helps will await you--a copy machine? audiovisual equipment? a chalkboard
(with chalk and eraser!)? paper and pencils? sharpeners? staples? paper clips?
18. Will your team be responsible for extracurricular activities, such as picnics, recreation, a
Scavenger hunt, a coffee house, and/or an evangelistic event?
ASSIGNMENT #3: MAKE SPECIFIC PLANS FOR YOUR TEAM’S ASSIGNMENT.
1. Develop a daily schedule for the English classes and extra-curricular events. Short-term
schools often begin each session with a general assembly that includes such things as
singing, announcements, and special presentations.
2. Make tentative plans for what proficiency level each person will teach.
3. Plan lessons and gather needed materials and props
 To allow more time for developing relationships with your students.
 To position yourself for hearing and responding to the Holy Spirit as you interact with
your students.
 To avoid last-minute rush.
ASSIGNMENT #4: GAIN AS MUCH TEACHING EXPERIENCE AS POSSIBLE.
1. In the U.S., ask to observe in the English as a Second Language ministry of your church, in
public school K-12 and/or Adult Education or in a community-based literacy organization.
2. Volunteer as a teacher's aide or conversation partner in any of the above settings.
Hands-on experience provides the following benefits:
 Discovering how long activities take
 Learning to make smooth transitions from one activity to another
 Finding out what it takes to give clear directions before beginning an activity
 Gaining familiarity with how a lesson flows
 Increasing comfort level around persons from another culture
 Developing self-confidence through greater awareness
119
TEACHING MATERIALS
LANGUAGE TEACHING

MORE THAN A NATIVE SPEAKER: AN INTRODUCTION FOR VOLUNTEERS TEACHING
ABROAD – for volunteer teachers from a variety of English-speaking nations; addresses
issues of classroom survival—basic principles of language learning and teaching, lesson
planning, evaluation/grading; includes sample course plans, detailed chapters on teaching
macro-skills (listening, speaking, reading, writing), as well as vocabulary, grammar and
culture; features a Trouble-Shooters’ Guide to the Classroom, tips on adapting to the host
culture, a Starter Kit for Course Planning with goals for Listening, Speaking, Reading and
Writing on Beginning, Intermediate and Advanced levels; also contains a most useful Culture
Topics List for EFL settings; Snow; Delta (ISBN 0-939791-64-1)

SHANGHAI MATERIALS FOR TEACHING TEACHERS – developed by Glenda Reece to improve
Chinese EFL teachers’ oral production with an understanding of why they do what they do;
for information e-mail [email protected]

TEACHING ENGLISH BY PRINCIPLES: AN INTERACTIVE APPROACH TO LANGUAGE
PEDAGOGY – per Snow: “probably the best single introduction to the general issues and
practice of language teaching; readable as well as insightful”; Brown; Pearson (ISBN 0-13328220-1)

TEACHING ENGLISH OVERSEAS: AN INTRODUCTION – addresses the social, political,
economic and cultural factors that influence EFL settings; recommended especially for
extended-stay volunteers teaching in overseas institutions; McKay; Oxford University Press
(ISBN 0-19-4328147)
GRAMMAR

CLASSIC CLASSROOM ACTIVITIES (to accompany The Oxford Picture Dictionary) – 100+
reproducible communicative practice activities and 768 reproducible picture cards with
teacher’s notes and step-by-step instructions for use; Shapiro and Adelson-Goldstein; Oxford
University Press (ISBN 0-19-435186-6)

FAVORITE THINGS
Part One - The Summer Student Workbook (19 lessons based on The Oxford English Picture
Dictionary with additional lessons for teaching American culture and holidays, including
weddings, Thanksgiving, and Christmas) compiled by Betsy Cunningham and revised by
Peggy Dockery and Phyllis Merritt ([email protected])
Part Two - Teaching Manual (lesson plans with teaching activities to accompany The Summer
Student Workbook) developed by Dockery and Merritt ([email protected])

FOCUS ON GRAMMAR – (2nd ed.) an integrated skills course that makes grammar fun and
easy to understand; in each lesson—grammar in real-life context (dialogues and readings of
contemporary interest), grammar presentation, guided practice, and communicative practice;
activities including information gaps and error analysis; teacher’s guide providing teaching
strategies for each unit, scripts for all recorded exercises; plus diagnostic and final tests;
Schoenberg, Maurer, Fuchs, Bonner & Westheimer; Pearson (Introductory Level ISBN 0-20161979-2; Basic ISBN 0-201-34676-1; Intermediate ISBN 0-201-34682-6; High-Intermediate
ISBN 0-201-38301-2; Advanced ISBN 0-201-38309-8)
120

GRAMMAR PRACTICE ACTIVITIES: A PRACTICAL GUIDE FOR TEACHERS – a conveniently
referenced collection of communicative activities for grammar practice or as supplement for
listening/speaking classes; Ur; Cambridge (ISBN 0-521-33847-6)
PICTURE DICTIONARIES

OXFORD PICTURE DICTIONARY – 3700 words in full-color, contextualized illustrations
covering 140 topics of interest, grouped into 12 thematic areas for beginning to intermediate
adults/young adults; index / pronunciation guide; variety of activities teaching many verbs
adjectives, and phrases; full-colored overhead transparencies available; Shapiro and AdelsonGoldstein; Oxford University Press (ISBN 0-19-470059-3)

WORD BY WORD BASIC PICTURE DICTIONARY – low/high-beginner and literacy levels;
1500+ essential words for students’ everyday language and survival needs; conversation
practice and discussion questions in every unit for sharing experiences, thoughts, opinions
and information about themselves, their culture and their country; excellent Teacher’s
Resource Book and Activity Masters; correlated with the Foundations text by the same
authors; Molinsky & Bliss; Pearson (ISBN 0-13-278565-X)
PRONUNCIATION

BIBLE VERSE CHANTS – a secular workbook containing lessons for Teaching Speakers of
Other Languages (TESOL) using a variety of teaching techniques and verses from the NIV
Bible; lessons teach pronunciation and writing with emphasis on linking, sound units and the
rhythm of American English; Glenda Reece; from Amazon.com for $15.00

PRONUNCIATION CD – 2 hrs/23 mins recorded live in July 2011 in Arlington, TX; featuring
rhythm and sound units in English sentences; three booklets included; Glenda Reece; $15
plus shipping/handling from http://www.eslts.com

PRONUNCIATION CONTRASTS IN ENGLISH – corrects problems in English sound production
by contrasting two similar sounds (minimal pairs) until they can be readily distinguished both
in hearing and speaking; features a Language Index with page numbers of sounds that are
potentially difficult for speakers from a particular language; comparative charts and diagrams
for sound production; minimal-pair practice in words and sentences; Nilsen and Nilsen;
Waveland Press (ISBN 1577662377)

SMALL TALK – jazz chants for teaching natural stress and intonation; categorized by
functions; notes for teacher with each chant; Graham; Oxford University Press (ISBN 0-19434220-4)

WORD BY WORD BASIC PICTURE DICTIONARY – low/high-beginner and literacy levels;
1500+ essential words for students’ everyday language and survival needs; conversation
practice and discussion questions in every unit for sharing experiences, thoughts, opinions
and information about themselves, their culture and their country; excellent Teacher’s
Resource Book and Activity Masters; correlated with the Foundations text by the same
authors; Molinsky & Bliss; Pearson (ISBN 0-13-278565-X)
121
LISTENING/SPEAKING

CHICKEN SOUP FOR THE SOUL: Conversation Starters to Open the Heart and Rekindle the
Spirit – Each of 50 cards condenses a Chicken Soup story, then poses a soulful question to
share. #USGCSSL50 from educationallearninggames.com/chicken-soup-for-the-soulconversation-cards.asp

GREAT IDEAS – a unique collection of absorbing and enjoyable activities for int.-adv.; based
on photos, ads, maps, cartoons, clips from magazines and newspapers; partners have
incomplete information that necessitates sharing genuine communication; teacher’s guide
has detailed notes, transcripts of recordings, and suggestions for follow-up activities; Jones
and Kimbrough; Cambridge (ISBN 0-521-31242-6)

KEEP TALKING: COMMUNICATIVE FLUENCY ACTIVITIES FOR LANGUAGE TEACHING – 100+
exercises (interviews, guessing games, jigsaw tasks, problem-solving, values clarification
techniques, mime, role play, story telling); reproducible worksheets; alphabetical list of
activities categorized according to grammar point and level of difficulty; Klippel; Cambridge
(ISBN 0-521-27871-6)

OVER 1,000 CONVERSATION STARTERS – (beg.-adv.) written especially for EFL, using the
internet, authentic materials and realistic experiences to teach language through practical
application; strategies including roleplay, improvisation and skits, brainstorming, panel
discussion, story chains, social event simulations, Warm-Ups—and more; reproducibles;
Fenton; Delta (ISBN 0-663-34341-0)
READING SELECTIONS

READ ALL ABOUT IT (to accompany The Oxford Picture Dictionary) – high-interest reading
selections drawn from authentic materials; cassettes available; Shapiro and AdelsonGoldstein; Oxford University Press; Book One (ISBN 0-19-435196-3) and Book Two (ISBN 019-435224-2)
Note: Each book in the following five texts by Sandra Heyer features pre-reading questions;
exercises in vocabulary, comprehension, discussion, and writing; carefully controlled
vocabulary and structures; a variety of essential reading skills and activities for pair or smallgroup work:

VERY EASY TRUE STORIES – (low beg.) an ideal first text for students with little or no
experience with English; real-life human interest stories consisting of humor, poignancy, and
astonishment; universal appeal; story in pictures, then in present tense simple text; may be
used for reading and/or for listening/speaking (looking at pictures, hearing a teacher-made
tape or the teacher, then re-telling the story in students’ own words); Heyer;
Pearson/Longman (ISBN 0-201-34313-4)

EASY TRUE STORIES – outstanding first reader for false beginners; stories introduced with
comic-strip style pictures; most stories less than half a page; Heyer; Pearson/Longman (ISBN
0-8013-1089-X)

TRUE STORIES IN THE NEWS – (beg.) 22 human interest adaptations from newspapers and
magazines; told in present tense; pre-reading drawings to introduce each unit visually; a first
reader for students with some experience in English but equally effective for listening/
speaking (looking at pictures, hearing teacher-made tape or the teacher, then re-telling the
story in students’ own words); Heyer; Pearson/Longman (ISBN 0-201-84660-8)
122

MORE TRUE STORIES – (high beg.-int.) human interest adaptations from newspapers and
magazines; authentic photo to introduce each unit; may be used effectively for reading
and/or listening/speaking (hearing teacher-made tape or the teacher for a Cloze exercise,
then re-telling the story in students’ own words); pre-reading questions, exercises in
vocabulary, comprehension, discussion, writing (or oral reporting); pair/small group work;
Heyer; Pearson/Longman (ISBN 0-201-69516-2)

EVEN MORE TRUE STORIES – (int.) same as above + challenge pages at the end of each
unit-- readings related to the main story, but written at a slightly higher level; Heyer;
Pearson/Longman (ISBN 0-201-34672-9)

BEYOND TRUE STORIES – (high int.) eight thematic units, each based on a real-life, humaninterest story; reading strategies/vocabulary building activities to prepare for academic work;
thought-provoking discussion and writing prompts; Heyer; Pearson/Longman (ISBN 0-13091814-8)
VOCABULARY

504 ABSOLUTELY ESSENTIAL WORDS – 42 lessons, each introducing 12 new words in
sample sentences, a short article, and fill-in-the-blank/matching exercises; highly
recommended for use with Vocabulary Expansion (p. 88 in this manual); Barron’s Educational
Series (ISBN 081-209-5308)
IDIOMS

ATTITUDES THROUGH IDIOMS – (int.-adv.) 200+ idioms rich with insight into American
culture with opportunities for cross-cultural sharing; each unit—situation analysis, expansion
exercises (may be oral), open-ended questions; each ‘attitude’— a potential lead-in for
discussion of Biblical teaching; Adams & Koder; Heinle & Heinle/Thomson Learning; (ISBN 08384-3975-6)

CAN YOU BELIEVE IT? – stories and idioms from real life; three-level series for adults/young
adults; unusual/true news stories; Huizenga; Oxford University Press (ISBN 0-19-437279-0
for Beg.; 0-19-437275-8 for High Beg.; 0-19-437276-6 for Low Int.)

PRACTICE WITH IDIOMS – high-frequency idioms for Int.-Adv. students; more than half the
lessons devoted to two-word or phrasal verbs; variety of exercises with suggestions for class
discussion; Feare; Oxford University Press (ISBN 0-19-502782-5)
CULTURE

A BEGINNING GUIDE TO CROSSING CULTURES: Making Friends in a Multicultural World –
shows Christians how to reach out to people of every nation, culture and ethnicity; real-life
examples shed light on frequently misunderstood aspects of culture, debunk stereotypes and
suggest ways to resolve cross-cultural conflicts; Lane; InterVarsity Press (ISBN 0-8308-23468)

A LOOK INSIDE AMERICA – an introduction to history, customs, and celebrations of 17
American holidays with Christian perspective; chapter on history of American cultural values;
Perry; Multi-Language Media (ISBN 0-9633645-5-3)
123

CULTURGRAMS – teacher resource pamphlets of information for 182 countries—customs and
courtesies (greeting, good manners, gestures), the people (personal appearance, population,
language, religion), life-style (family, dating/marriage, diet, business, recreation, holidays),
the nation (land/climate, history, government, economy, education, transportation/
communication, health); ProQuest Information and Learning or culturgrams.org for individual
copies

ESL TEACHER’S HOLIDAY ACTIVITIES KIT – (great for EFL also) 175+ reproducible activity
pages of holidays and special events in the U.S.; Claire; Pearson Education (ISBN 0-87628305-9)
TEACHING FROM THE BIBLE
Teacher Resource

ALL NATIONS ENGLISH DICTIONARY – uses international phonetic alphabet; approximately
45,000 carefully chosen, clear and easily understood words; definitions followed by examples
of meaning from scripture; Watkins & Watkins; All Nations Literature (ISBN 0-9628789-0-1)

ENGLISH TEACHING AS CHRISTIAN MISSION: AN APPLIED THEOLOGY – examines the
special role that Christian English teachers have to bear witness, engage in ministry, serve
the poor, contribute to peace, and build bridges of understanding; Donald B. Snow; Herald
Press (ISBN 0-8361-9158-7); may order directly @ 800.759.4447
Bibles

CONTEMPORARY ENGLISH VERSION OF THE BIBLE – Intermediate-Advanced Level; faithful
to the meaning of the original; maps and a Word List in the back; each book preceded by an
introduction and an outline of contents; American Bible Society (#104860)

NEW LIFE VERSION OF THE BIBLE with Topical Study Outlines and Topical Verse Finder –
High Beginner-Intermediate Level (850 words); Christian Literature International (ISBN 0913201-60-X)
Complete Curricula

AMITY TEACHER’S TOOL KIT – a practical resource containing a complete 20-lesson Oral
Skills Course; ready to take into the classroom; featuring A and B versions for multi-level
instruction; designed especially for summer volunteers teaching in China; Snow; Amity
Foundation

ENGLISH LESSONS FROM THE BIBLE: BOOK OF MARK – using Bible stories to teach English
while presenting the great truths concerning Jesus Christ; new vocabulary and grammar
systematically introduced using repetition/drill and the Lipson Method’ a two-volume text with
48 lessons; replete with pronunciation helps, exercises, drawings, charts, discussion
questions; integrated skills approach; cumulative comprehension testing in every 4 th lesson;
Reece; http://www.eslts.com

HIS ENGLISH (Helping Internationals Succeed with English) – an evangelical self-contained
curriculum for use in countries where multiple resources are not readily available and/or
there is insufficient time to develop original lessons; a total of 108 hours of instruction (nine
lessons for each of three levels); an integrated skills conversational English program written
according to ACTFL standards; student book with eye-catching graphics; Teacher’s Manual
with detailed instructions; varied communication activities, vocabulary flash cards,
conversation sentence strips, and full-page pictures in each lesson; a comprehensive final
124
exam provided for each level; may be used with or without the Bible-based component in
each lesson; training required for maximum benefit; Burkhart; [email protected]

SPEAK ENGLISH: OPEN THE DOOR TO THE WORLD – designed especially for short-term (1-3
weeks) evangelistic English schools in Eastern Europe; 38 lessons (14 novice-low int., 24 int.adv.); theme-based (e.g., family, telling time, leisure, emotions, occupations, family, success,
stress); emphasis on functions, such as asking favors, giving advice, apologizing, and
expressing opinions; a spiritual focus in many lessons; teaching instructions, numerous
pictures, handouts included; Corley ([email protected]); Michael Gott International

WINDOW TO THE WORLD: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES
(2016) – revised twelve lessons correlated with segments of the JESUS Film (from Gabriel’s
pronouncement through the resurrection); follow up to students’ viewing the film in their
‘heart’ language; interactive/integrated skills approach for high-beginners plus adaptations
for more advanced students; initial Life Skills component transitions to a related ‘Jesus’ story
with its film clip and concludes with Life Application and God’s Truths; includes detailed
Teaching Guide with reproducible Student Study Guides and Handouts; Edwards; curriculum
on CD-Rom for easy use or for downloading hard copy with bonus DVD of JESUS film clips
from the following: http://www.jesusfilmstore.com/Window-To-The-World/
productinfo/ZPACK-WTTW-COMBO/
Multilevel Instruction Using Bible Content

ADVENTURES IN ENGLISH – two components: Multilevel Lessons and the companion
Reading and Conversation Lessons from the New Testament; 12 lessons with topics relating
to everyday life, e.g., family, food, friendship, occupations, outdoors, health, cultures,
holidays; numerous activities in each lesson with resource pages for students; Erickson;
International Network

EXPLORING ENGLISH – Multilevel Lessons and the companion Reading/Conversation Lessons
from the Old and New Testaments; 12 lessons with topics, e.g., Employment, Famous
People, Ecology, Travel, Cultures, Government, Marriage, Compassion and Care, Business;
numerous activities in each lesson with resource pages for students; Erickson; International
Network
English Lessons with Bible Content

ADULT BIBLE STUDY IN BASIC ENGLISH – (adv.) book studies of OT and NT; well-done but
low-cost Student Books and Teaching Guide; available in several translations from web site;
undated lessons produced on a quarterly basis; out of print copies available in Adobe PDF
files; teaching helps and commentaries available with free download from
www.baptistwaypress.org

ENGLISH IN ACTION – (beg.-low int.) 15 lessons using Total Physical Response with drills
and exercises; 130 pages; Student Book and Teacher’s Guide; Cirafesi; Navigator Press

GOD LOVES INTERNATIONALS – an adaptation of Chronological Bible Storying for students
of ESL/EFL; a study from Genesis using picture sequencing; Merritt; [email protected]

LEARNING OF JESUS: Twelve Lessons for Teaching English to Speakers of Other Languages
(TESOL) Using the Lipson Method – Jesus as a Friend (Zacchaeus and Matthew), Enjoying
People (Mary/Martha/Lazarus; Wedding in Cana of Galilee), Caring About People (Feeding
Five Thousand; Calming the Storm), Healing the Sick (blind; crippled), Telling Stories
(Prodigal Son; Lost Sheep and Coin), Giving Gifts (God’s love to the world; Jesus’ gift of
eternal life); an earthly objective and heavenly objective, strip story, cloze exercise, and life
125
application in each lesson; Edwards; free download of curriculum and accompanying Power
Point from http://www.ncbaptist.org/index.php?id=143 or from https://www.eslts.com/
Bible Studies for ESL/EFL Students

ADD TO YOUR FAITH (adv.) – creative NT survey and a Biblical principles of spiritual growth
for all cultures; for self-study, 1:1 mentoring, or the classroom; easy-to-follow directions;
handouts; personalized application questions; Perry; Multi-Language Media (ISBN 0-96336451-0)

CROSSING OVER WITH PARABLES (adv.) – a complete teacher resource providing detailed
cultural research, helpful outlines, and teacher notes; uses parables of Jesus to address
family issues, culture issues, lifestyle/obedience issues, and truth issues—all concerns for
people when considering/responding to the Gospel; Perry; Multi-Language Media (ISBN 09633645-3-7)

FIRM FOUNDATIONS: CREATION TO CHRIST – Bible studies for evangelistic outreach among
people from all cultures; chronological teaching from Genesis through the life of Christ—the
nature and character of God, man’s sinfulness, God’s hand in history, the grace of God, and
Christ as the promised Redeemer; 50 Bible lessons with extensive teacher’s helps; 22”x66”
chronological chart and three 17”x22” maps; McIlwain & Everson; New Tribes Mission

GOD’S PLAN FOR CHRISTIAN LIVING – (high beg.-int.) for believers; First Baptist Church,
Jackson, MS

GOD’S PLAN OF LOVE – (high beg.-int.) 86 lessons for Adult Sunday School in easy English;
teaches spiritual truths with no Bible knowledge assumed; uses Good News (1976) for text
and drawings; First Baptist Church, Jackson MS

HOW CHRISTIANS GROW – (high beg.-int.) a book in easy English to help new Christians
understand such things as believer’s baptism, Bible study, prayer, stewardship, serving,
witnessing, seeking God’s will daily, living a Spirit-controlled life, the Lord’s Supper for
Christians, and belonging to a family of faith; 800-word vocabulary; Eby; Nazarene Publishing
House (#083-412-0593)

OUTLINES OF BIBLE STORIES FOR STORYING SCARF – script in simple English, colored
picture, suggestion for transition into story and visual aid to use in telling story;
downloadable Outlines 1-7, 8-14, and 15-21 for use with Storying Scarf;
www.storyingscarf.com

STORYING SCARF – 4x5-in. pictures on 22.5x44-in. washable fabric; generic ethnicity; FBC of
Concord, Attn: Scarf Ministry, 11704 Kingston Pike, Knoxville, TN 37922; minimal cost;
www.storyingscarf.com

STORYTELLER’S BIBLE FOR INTERNATIONALS (adv.) – for non-Christians and new Christians
from non-Christian backgrounds; combines a chronological approach to investigative Bible
study with the storytelling method; from Creation to the Ascension in 12 stories; Perry; MultiLanguage Media (ISBN 0-9633645-0-2)

TEACHINGS OF JESUS – (high beg.-int.) reading with questions after each of 13 lessons;
Eby; Nazarene Publishing House (#083-412-1514)

THE LIFE OF JESUS CHRIST: THE GOSPEL OF MARK – (beg.) a study of the life and
teachings of Jesus; readings with questions after each of 29 lessons; Eby; Nazarene
Publishing House (#083-412-0607)
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
TOPICAL STUDY OUTLINES – (850-word vocabulary) – included in the back of the New Life
Version of the Bible: What the Word of God Teaches About God..About Itself..About
Christ..About The Holy Spirit..About Angels and Demons..About Man..About Sin..About The
Church..About The Last Things (ISBN 0-913201-60-X)

WHAT CHRISTIANS BELIEVE – (high beg.-int.) 15 brief lessons about God, the Bible, Jesus,
and salvation; 450 different words presented in clear, easy language; workbook format
(questions/puzzle/key words defined; every 5th lesson a review); Eby; Nazarene Publishing
House (#083-412-0615)
Bible Lessons for Children

BIBLE STORIES FOR CHILDREN – stories in chronological order, each with introductory
activity, written activities, handwork, games, and life application; younger (with no
reading/writing) and older children’s versions; Day; PO Box 1248, Ashville, AL 35953; cell ph.
(205) 937-1248

INTERNATIONAL CHILDREN’S BIBLE (NEW CENTURY VERSION) – 3rd grade reading level;
Word Publishing Company

KINDERGARTEN CURRICULUM – lessons written by Barbara Martin, NC state Literacy
Missions Coordinator and member of the EFL team at Forest Hills Baptist Church in Raleigh,
NC, to train kindergarten EFL teachers in China ([email protected])
DEVOTIONALS

COMMUNICATING HEART TO HEART – 41 devotionals designed especially for 10-15 minute
large group time between class sessions; all-level understanding; topics including holidays,
environment, and activities; for ESL but may be adapted for EFL; Lee; Grace M. Lee in
Pineville, LA (318.640.0258)

DEVOTIONALS FOR CONVERSATIONAL ENGLISH CLASSES – 31 topics including creation
through ascension and living the Christian life; for students with limited vocabulary and no
prior Biblical knowledge; 10-15 minutes each; flannel graph use; Sugg et al; Metro Baptist
Association in Jackson, MS
TIPS: (1) An easy and quick way to order and receive materials is through Delta Systems or the Alta Book
Center. A ‘live’ person helps you on the other end of their toll-free numbers; and by using a single
distributor to purchase books from several publishers, you save on shipping and handling costs. Delta
customarily sells at list price or below list price online. (2) Check Amazon.com for used or out-of-print books
at greatly discounted prices. (3) If possible, before buying a book, examine a sample copy or see an online
sample to determine its usefulness to you. (4) Check http://www.eslts.com for other materials by Reece.
127
PUBLISHERS
All Nations Literature
PO Box 26300
Colorado Springs, CO 80936
800.962.0080
Delta Systems, Inc.
1400 Miller Parkway
McHenry, IL 60050-7030
800.323.8270
www.delta-systems.com
Alta Book Center
14 Adrian Court
Burlingame, CA 94010
800.ALTA-ESL
www.altaesl.com
First Baptist Church
PO Box 250
Jackson, MS 39205
601.949.1908
www.fbcj.org
American Bible Society
1865 Broadway
New York, NY 10023
800.32-BIBLE
www.americanbible.org
Hands-On English
Anna Silliman (Ed.)
PO Box 256
Crete, NE 68333
handsonenglish.com
Amity Foundation
Dr. Don Snow, Overseas Coordinator
5 Jordan Street
Hong Kong
[email protected]
Heinle & Heinle/ITP
Thomson Learning
PO Box 6904
Florence, KY 41022-6904
800.354.9706
www.ThomsonLearning.com
Baptistway
Baptist General Convention of Texas
33 North Washington
Dallas, TX 75246-1798
866.249.1799
www.baptistwaypress.org
Herald Press
Scottdale, PA 15683
800.759.4447
www.heraldpress.com
Barron’s Educational Series, Inc.
250 Wireless Blvd.
Hauppauge, NY 11788
800.645.3476
www.barronseduc.com
International Mission Board
PO Box 6767
Richmond, VA 23230-0767
800.999.3113
www.imb.org
Cambridge University Press ESL/EFL
110 Midland Avenue
Port Chester, NY 10573-4930
800.872.7423
www.cup.org
International Network
Don Erickson
PO Box 640
Menomonie, WI 54751
262.697.1180
Christian Literature International
PO Box 777
Canby, OR 97013
503.266.9734
JESUS Film Project
100 Lake Hart Drive – Dept. 3100
Orlando, FL 32832-0100
800.432.1997
www.jesusfilmstore.com
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Lifeway Christian Resources
127 Ninth Avenue North
Nashville, TN 37234
800.458.2772
www.lifeway.com
Pearson Education
200 Old Tappan Road
Old Tappan, NJ 07675
800.223.1360
www.eltcatalogue.pearson.com/
www.longman.com/ae/ushome
Metro Baptist Association
6530 Dogwood View Pkwy
Jackson, MS 39213
601.326.8676
Pro Lingua Associates
15 Elm Street
Brattleboro, VT 05301
802.257.7779
www.prolinguaassociates.com
Michael Gott Ministries
800.468.8850
ProQuest Information and Learning Co.
PO Box 1346
Ann Arbor, MI 48106-1346
800.528.6279
Multi-Language Media
PO Box 301
Ephrata, PA 17522
717.738.0582
www.multilanguage.com
Reece, Glenda
212 Westbrook Drive
Raleigh, NC 27615
[email protected]
www.eslts.com
Navigator Press
PO Box 6000
Colorado Springs, CO 80934
800.366.7788
www.navigators.org
Teachers of English to Speakers of
Other Languages (TESOL)
1600 Cameron Street, Suite 300
Alexandria, VA 22314
703.836.0774
Nazarene Publishing House
PO Box 419527
Kansas City, MO 64141-6527
800.877.0700
www.nph.com
Waveland Press
4180 IL Route 83, Suite 101
Long Grove, IL 60047
847.634.0081
www.waveland.com
New Tribes Mission, Inc.
1000 East First Street
Sanford, FL 32771-1487
800.321.5375
www.ntm.org
Woman’s Missionary Union (WMU)
PO Box 830010
Birmingham, AL 35283-0010
800.968.7301
[email protected]
North American Mission Board
4200 North Point Parkway
Alpharetta, GA 30202-4174
800.634.2462
www.namb.net
Word Publishing Company
PO Box 2518
Waco, TX 76702-2518
800.933.9673x2634
Oxford University Press
2001 Evans Road
Cary, NC 27513
800.451.7556
www.oup-usa.org
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WEB SITES
Please be advised that web addresses (URLs) are subject to change. All of the URLs given in this
listing were correct and active as of 9/12/08.
Teacher Resource
Aardvark’s EFL Resources for Teaching English
http://www.baysights.com/aardvark
This useful, friendly interactive site offers resources for learners and teachers, dictionary
interfaces, games, quizzes, class activities, and lots of links to other ESL/EFL sites.
Center for Applied Linguistics
http://www.cal.org
Better known as “CAL,” this site sponsors on-line chats with ESL experts on a variety of topics. It
also provides articles on bilingual education, reviews new teaching materials, and has a catalog
of resources.
Christian Book Distributors
http://www.christianbook.com
Christian Educators in TESOL
http://www.cetesol.org
Christian educators in the international organization for Teachers of English to Speakers of Other
Languages (TESOL) enjoy membership in the Christian Educators TESOL Caucus, which meets
yearly at the TESOL conventions. One service this organization provides is this Web site for
anyone who considers teaching English as a ministry. The home page features such helps as a
bulletin board, a copy of the current newsletter, a materials section, and training opportunities.
The materials link brings up several categories of published and unpublished materials: drama,
games, grammar, listening, reading, speaking, vocabulary, and writing.
CNN
http://www.cnn.com
Dave’s ESL Café
http://www.eslcafe.com/index
Considered one of the friendliest sites on-line, Dave’s ESL Café offers a chat room for students
and teachers, a graffiti wall for students, and a message exchange board. The Café includes
pages on phrases, slang, idioms, and quizzes on a variety of topics. For teachers there are idea
pages, a bookstore, and useful links to other ESL Web sites.
EFL Ideas from Teachers in China
http://www.TEFLChina.com
This site features ideas from teachers of EFL in China. Included are lesson plans and teaching
tips, as well as links to other resource sites.
ERIC – Education Resource Information Center
http://www.eric.edu.gov
ESL/EFL Lessons, Games, Songs
http://www.eslgames.com
The writers of this site are intent on having you buy their book. Nevertheless, the site offers free,
worthwhile ideas on how to incorporate music, songs, and games into classroom.
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ESL LESSONS.COM
http://www.esllessons.com
This contains lots and lots of ESL/EFL lessons and resources, and links to other helpful sites.
Internet TESL Journal
http://www.iteslj.org
This is a monthly web journal for ESL teachers (but useful to EFL also). One can find many
excellent articles at this site related to diverse aspects of language teaching.
National Clearinghouse for English Language Acquistion
http://www.ncela.gwu.edu
This site contains many links to web pages on different aspects of English learning including
lesson plans.
TESOL
http://www/tesol.org
This is the home page of the professional international Teachers of English to Speakers of Other
Languages (TESOL) organization. The “Wandering the Web” columns from TESOL Matters have
been put online at this site. There are also links to all of the TESOL affiliate home pages.
The ESL Loop
http://www.linguistic-funland.com/esloop/
The ESL Loop is a list of sites relevant to English teaching and learning on the World Wide Web.
Children’s Classes
Kidproj
http://www.kidlink.org/KIDPROJ
This extensive and well-organized site is maintained by teachers and youth leaders who design
and oversee projects, particularly collaborative writing activities for children (10-15 years of age).
Projects include The KIDPROJ Multi-Cultural Calendar, Holiday Legends, Poems and Stories from
Around the World, the KIDPROJ Online Magazine, and the Multi-Cultural Recipe Book.
The Children’s Literature Web Guide
http://www.acs.ucalgary.ca/~dkbrown/index.html
Grammar
Grammar Safari
http://www.iei.uiuc.edu/web.pages/grammarsafari.html
This adventure-packed site invites students to participate in hunting activities such as “Hunting
past perfect verbs in a magazine article” and “Hunting adjective clauses in Little Women.”
Self-Study Quizzes for EFL Students
http://a4esl.org/q/h/
This is another project of The Internet TESL Journal. Students can take grammar quizzes in a
variety of subject areas such as holidays, sports and culture. The quizzes are graded on the spot.
Idioms
Tune in to Idioms
http://www.elfs.com/2nInX-Title.html
At this attractive site, students find an idiom along with an amusing illustration and a sample
dialogue that they can listen to if their computer has speakers.
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Reading
Britannica Online
http://www.britannica.com/
Internet Public Library
http://www.ipl.org/
The On-Line Books Page
http://onlinebooks.library.upenn.edu/
Vocabulary
Crossword Puzzles for ESL Students
http://www.aitech.ac.jp/~iteslj/cw
The Internet TESL Journal offers this site with puzzles and solicits volunteers to create additional
ones.
Dave’s ESL Slang Page
http://www.eslcafe.com/slang
This slang page is very useful for students who want to feel more a part of the target culture.
Focusing on Words
http://www.wordfocus.com
This very advanced vocabulary site offers quizzes and stories about words.
The Word Wizard
http://www.wordwizard.com
The Word Wizard will answer your students’ questions about words. He also offers amusing word
contests and a student favorite called “Slang Street” where they can find slang words related to
talking, sleeping, eating, and drinking.
Writing
Dave’s Graffiti Wall
http://www.pacificnet.net/~sperling/wall.html
Your students will have fun writing on Dave’s wall!
Purdue’s Online Writing Lab
http://owl.English.purdue.edu
Instructional handouts are available here on subjects such as punctuation, spelling, writing
research papers and citing sources. Originally created for native speakers, this site has a special
section for ESL students that includes explanations about the use of articles and the use of
prepositions in English.
The Electric Postcard
http://postcards.www.media.mit.edu/Postcards
Your students can send an electronic postcard to anyone in the world who has an e-mail address.
This site offers a nice selection of post-cards to choose from.
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Other Web Sites of Interest
LESSON MATERIALS:
http://www.classicweb.com/usr/jseng/jstefl.htm
http://www.csun.edu/~hcedu013/eslplans.html
http://www.ling.lancs.ac.uk/staff/visitors/kenji/kitao/material.htm
LINKS:
http://www.pacificnet.net/~sperling/links.html (ESL Links Page for Students)
http://www.tesol.net/teslact.html (Linguistic Funland TESL Page)
http://www.wfi.fr/volterre/weblinklearners.html (Volterre Web Links for Learners)
JOURNALS AND MAGAZINES:
http://www.iteslj.org (monthly Internet TESL Journal with articles, lesson plans, teaching
techniques, book reviews and links; 500+ quizzes to test students on grammar, vocabulary,
idioms and crossword puzzles)
http://www.life.com (10 million free photos from the archives of Life magazine + bilingual
quizzes in 42 languages, crossword puzzles, grammar quizzes)
http://www.soon.org.uk (resource for an easy English web magazine, for database of Christian
pen pals by country, for help writing a Christian testimony + articles such as “How did Christmas
start?” and “How does the West celebrate Christmas?”)
http://www.writing.berkeley.edu/TESL-EJ (quarterly web journal with articles on a wide range of
topics)
http://www.teflweb-j.org (new quarterly TEFL Web Journal)
http://www.tesol.edu/pubs/articles/index.html (TESOL Matters Online--newsletter from the
international organization for Teachers of English to Speakers of Other Languages; must have
TESOL membership I.D. and password to access articles)
http://www.time.com (Time magazine online)
NEWSPAPERS:
http://www.chinanews.com (site in Chinese)
http://www.nytimes.com
http://www.usatoday.com
http://www.washingtonpost.com
http://www.wsj.com (Wall Street Journal)
SEARCH ENGINES:
http://www.altavista.com
http://www.google.com
http://www.hotbot.com
http://www.infoseek.com
http://www.thegateway.org (for lesson plans in many areas, including EFL)
http://www.webcrawler.com
http://www.yahoo.com (an all-purpose search engine)
TEFL MISSIONS VOLUNTEERS:
http://www.amityfoundation.org (lots of teaching resources under “Teacher Programs”)
http://www.bartleby.com (has most any novel, play, poem, essay or story written before 1900 +
critical material for all this; also Columbia encyclopedia, dictionaries, usage and style manuals,
thesauri, quotation collections, Gray’s anatomy, Columbia Gazetteer of North America, King
James Bible, Farmer’s Cookbook, Emily Post’s Etiquette—and more!
http://www.bogglesworld.com (lots of activities)
http://www.cia.gov/cia/publications/factbook/index.html (CIA World Fact Book—information
about each country)
133
http://www.calebproject.org (to help Christians mobilize toward awareness, prayer and service to
the 3000+ unreached people groups)
http://www.esl-lounge.com (lesson plans, teaching aids, flash cards, role play cards, book
reviews, etc.)
http://www.eslpartyland.com (resources for both teachers and students)
http://www.grammarlady.com (answers any grammar question you may have)
http://www.half.com (books, music, etc. at half price)
http://www.iei.uiuc.edu/free.html (broad range of resources and links from U. of IL Intensive
English)
http://www.powells.com (with U.S. $50 purchase—free shipping of new/old/out-of-print books to
anywhere in the world)
http://www.sitesforteachers.com (links to a huge numbers of web sites for teachers)
http://www.soundsofenglish.org (for American English--with information, activities, exercises,
links, etc.)
http://www.teachingfish.com (lots of games, activities and links to resources)
http://www.teflgames.com (word games, etc.)
http://www.tolearnenglish.com (resources for both teachers and students)
TEFL STUDENTS:
http://www.aec.ukans.edu/leo (online classes, activities, resources for students)
http://www.askoxford.com (dictionary-related)
http://www.Englishlistening.com (site for listening practice; has Chinese language version)
http://www.rice.edu/projects/topics/Electronic/Magazine.html (lots of interesting features)
NOTE: Also of interest is The Internet Guide for English Language Teachers (Pearson Education,
1997) by Dave Sperling, WebMaster of the ESL Cafe Web site.
134