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This document summarizes key events in the history of the ELS Language Center and School of Teaching ESL through quotes and statements from various individuals at different points in time. It describes how Nan Butler started offering TESL courses in 1984 which later led to her founding the first Intensive TESL class in 1988. This class then insisted on naming the overall teaching approach "Facilitative Language Teaching". It also outlines how the school was moved to different locations over time, including being relocated to its current location in Licton Springs in 2003 under the new directorship of Bernice Ege-Zavala when Nan Butler wanted to retire.
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Teaching listening and speaking
Tetyana Pavlenko, TEFL, E-Teacher Scholarship -2010 Alumna shares material of her team work, presentated in UMBC/ University of Maryland Baltimore County/, USA. Sincere thanks to all my colleagues of TEYL group, special thanks to Professor Joan Kang Shin.
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1. The document is a teaching manual for a lesson on the short story "The Light on the Hills" by Lucy Clifford. It provides details on the class such as the teacher's name, school, subject, and number of students.
2. The manual outlines the objectives of the lesson which are to have students read and analyze the story based on its theme, understand the value of art and nature, and engage in group activities.
3. Procedures for the lesson are described, including an introduction, reading and discussion of the story, defining difficult words, group work, and assignments. The goal is for students to comprehend the story and its themes of dedication to one's work and finding happiness through
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This lesson plan is for a kindergarten English class with 5 students who are beginners. The lesson focuses on identifying wild animals. During the lesson, students will identify lions, snakes, elephants, zebras, hippos, monkeys, giraffes, tigers, and crocodiles. They will say the names of the animals and imitate their sounds. Students will participate in activities like making animal crafts with spaghetti and coloring worksheets. They will also play a memory game with animal flashcards. The lesson incorporates singing, videos, and physical activities to engage the students.
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The K-W-L approach is a three-column reading strategy used to help students actively engage with a text. It consists of columns labeled K (Know), W (Want to know), and L (Learned). In the K column, students brainstorm what they already know about a topic. In the W column, they generate questions about what they want to learn. As they read, students record what new information they learned in the L column. This helps improve comprehension and metacognition by tapping prior knowledge and setting learning goals.
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This document provides summaries of titles and classroom activities that align with different learning styles. For visual-spatial learning, it recommends a resource with instructional and assessment strategies. For bodily-kinesthetic learning, it describes a teacher role-playing a train ride while reading The Polar Express. For linguistic learning, it discusses using letters and persuasive writing activities with specific book titles. The document also reflects on learning styles as strengths, assessing students' styles, and enhancing learning through style-aligned instruction. Several book titles are suggested for different learning styles, along with examples of classroom activities.
Catch Up Friday Week 1 TG
This document provides a daily lesson log for a catch-up Friday at a grade school. It outlines the following activities:
- A 140 minute Drop Everything And Read session to strengthen reading skills.
- A 70 minute session on respecting neighbors and community to develop relationship and value skills.
- A 40 minute health education session identifying body parts and their functions.
- A 30 minute session for students to share newly discovered skills and knowledge and appreciate their learning.
The log details objectives, facilitation strategies including integration of themes from other subjects, and reflective questions for each activity to enhance student skills in reading, values, health and discovery.
Listening Pre Listening & Post Listening
This document provides guidance on effective strategies for teaching listening skills to students. It discusses the challenges students face with listening comprehension and recommends pre-listening, listening, and post-listening activities. Some key strategies include activating background knowledge, predicting vocabulary, focusing on specific details after getting the overall idea, and using the transcript to check comprehension after listening.
teachinglisteningandspeaking-110107132547-phpapp01.pdf
This document discusses strategies for integrating listening and speaking skills in teaching English. It provides examples of activities to develop these skills separately and together. Specifically, it outlines two activities where partners sit back to back and describe drawings to one another, one focusing on listening and one integrating listening and speaking. It also shares perspectives from TEYL participants on improving speaking skills for young learners through activities like games, stories, and role-plays. Additionally, it presents a fable told in two parts about frogs traveling to find a beautiful lake, emphasizing the importance of listening and speaking integration.
Teaching Statement
1) The author had a memorable first English class taught through the communicative approach by a stern but engaging teacher named Ms. T.
2) In college, the author studied TEFL and became a strong proponent of the communicative approach, using it exclusively in all lessons.
3) During her teaching internship, the author was surprised to find that Ms. T would be her supervisor, and Ms. T became her mentor through the process.
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This document discusses several theories and concepts related to beginning reading instruction. It describes the bottom-up theory which emphasizes mastering basic phonics and phonemic awareness skills before reading words. The whole language/psycholinguistic theory takes a top-down approach and focuses on authentic texts. Schema theory builds on background knowledge to aid reading. Metacognitive theory teaches reading strategies to increase awareness. Finally, it identifies five key early literacy skills that affect reading performance: phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension.
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5 statements
- 2. Who said it? Joe Helms, Student Advisor, ELS Language Center When? 1984 Why? Nan Butler had just returned from a meeting with Seattle University Office of Off- Campus Education and gotten approval to offer a course titled “TESL Theory and Application” (now the foundation course, EPDES 930 “TESOL Theory and Education”).
- 3. Nan at ELS in 1984 Some day you’ll be a school.
- 4. Who said this? The two night classes of “TESL Theory and Application” in Spring Quarter, 1988 Why? They were mostly public school teachers who wanted summer credits in TESL. The result? Nan Butler quit her job at ELS Language Center and offered the first Intensive TESL class in her dining room in August, 1988
- 6. Who said this? The August, 1988, Intensive TESL class. Why? They were tired of hearing Nan Butler say “This is the way I think you should teach” and insisted we give the overall approach a name. The result? Facilitative Language Teaching.
- 8. Who said this? A friend who wanted to retire from owning/running the Peppermint Playhouse, a Montessori preschool in Ballard. When? 1990 The result? In 1991, the school was moved from temporary headquarters near Northgate to Ballard, where it remained for 13 years. The preschool was closed.
- 10. Who said this? Bernice Ege-Zavala When? 2003 Why? Nan Butler wanted to retire; Bernice Ege-Zavala was ready to train for transition to the directorship of the School of Teaching ESL. The result? Bernice Ege-Zavala became the Director and moved the school to its current Licton Springs locale.