Considerable difficulties in teaching English to very young learners (2.5 - 4...Hoang Tam
The presentation is revolved around experiences shared in the journal the author wrote over eight months teaching English to eight children (two three-year old children, and six four-year old ones). First, she would highlight two considerable difficulties she encountered. Specifically, I could not implement most of the activities carefully planned for I spent most of the time running, chasing, calling out these “uncontrollable” kids’ names, begging them to stop, sit down and learn. Consequently, she was always both physically and mentally exhausted after every class. However, once she could figure out effective ways to settle them down to teach, another problem arose: they did not show any interests in looking at her, listening to her, and doing what she asked and then they quickly got back to the very crazy racing, chasing and running. Second, after presenting the two significant obstacles, the author would share techniques in making these very young learners (1) ready to learn and then (2) engaging in learning English.
Some facts about me :-) Hi, everyone. It is my pleasure to be to share with you my experience in teaching English to very young learners. I am teaching English to English major at University of Social Sciences and Humanities, HCMC, Vietnam. In 2013, I had a chance to start a part-time job as a teacher to very young learners. I had 8 month experience in teaching kids (april 2013 to Dec 2013). I recognized that it was extremely important to invest time and effort in finding educational, compatible, and effective methods to teach this type of learner, so I applied for a scholarship on Early Childhood Development, then I failed. ;-) Then I had to get back to the university and continued my life as an EFL teacher to young adult! But i don’t want to make these experiences die out, so whenever having chances to share, I always grasp them and share with people interested.
Considerable difficulties in teaching English to very young learners (2.5 - 4...Hoang Tam
The presentation is revolved around experiences shared in the journal the author wrote over eight months teaching English to eight children (two three-year old children, and six four-year old ones). First, she would highlight two considerable difficulties she encountered. Specifically, I could not implement most of the activities carefully planned for I spent most of the time running, chasing, calling out these “uncontrollable” kids’ names, begging them to stop, sit down and learn. Consequently, she was always both physically and mentally exhausted after every class. However, once she could figure out effective ways to settle them down to teach, another problem arose: they did not show any interests in looking at her, listening to her, and doing what she asked and then they quickly got back to the very crazy racing, chasing and running. Second, after presenting the two significant obstacles, the author would share techniques in making these very young learners (1) ready to learn and then (2) engaging in learning English.
Some facts about me :-) Hi, everyone. It is my pleasure to be to share with you my experience in teaching English to very young learners. I am teaching English to English major at University of Social Sciences and Humanities, HCMC, Vietnam. In 2013, I had a chance to start a part-time job as a teacher to very young learners. I had 8 month experience in teaching kids (april 2013 to Dec 2013). I recognized that it was extremely important to invest time and effort in finding educational, compatible, and effective methods to teach this type of learner, so I applied for a scholarship on Early Childhood Development, then I failed. ;-) Then I had to get back to the university and continued my life as an EFL teacher to young adult! But i don’t want to make these experiences die out, so whenever having chances to share, I always grasp them and share with people interested.
8 super useful tips in teaching beginner esl lessons online & it is not w...Daniel DiDio
First, beginner ESL lessons can be tricky for “Solo” teachers when teaching them online. Mistakes happen so don’t beat yourself up about it and focus more on the student, not the material. I know you want to make a great first impression with the parents and the student. I’m a little stiff for the first few lessons so stay loose and have fun.
Teaching English Pronunciation To 10th Grade Students At Thanh Liêm C High Sc...nataliej4
Teaching English Pronunciation To 10th Grade Students At Thanh Liêm C High School = Dạy phát âm tiếng Anh cho học sinh lớp 10 trường trung học phổ thông Thanh Liêm C, Hà Nam. M.A Thesis Linguistics : 60 14 10
8 super useful tips in teaching beginner esl lessons online & it is not w...Daniel DiDio
First, beginner ESL lessons can be tricky for “Solo” teachers when teaching them online. Mistakes happen so don’t beat yourself up about it and focus more on the student, not the material. I know you want to make a great first impression with the parents and the student. I’m a little stiff for the first few lessons so stay loose and have fun.
Teaching English Pronunciation To 10th Grade Students At Thanh Liêm C High Sc...nataliej4
Teaching English Pronunciation To 10th Grade Students At Thanh Liêm C High School = Dạy phát âm tiếng Anh cho học sinh lớp 10 trường trung học phổ thông Thanh Liêm C, Hà Nam. M.A Thesis Linguistics : 60 14 10
Abstract
We are language teachers and should be teaching language, not
wasting time watching our learners struggle with pronunciation
which we all know they find boring. Living and working here, we
become inured to and sometimes over-tolerant of substandard
pronunciation, which doesn't necessarily mean sounding like a native
speaker. But how many times have we accepted walk for woke, cut
for cat and berry for very? It's not always easy to diagnose the cause
of our students' pronunciation problems, much less propose an
adequate solution. In this session, for teachers of teens and adults,
we won't be doing any choral drilling but we'll take a look at a range
of non-threatening classroom strategies and techniques that can
help students identify and overcome their pronunciation difficulties.
This workshop looks at a number of accessible ways we can work on
in and out of class to help improve our learners' pronunciation by
providing them activities which we can use in our language classes.
You will find practical in class activities and enjoyable online digital
games to integrate pronunciation teaching to your lessons.
Biographical Details
Ayşegül Liman holds BA (2009) in ELT from Marmara University. She
has been working at Marmara University, English Preparatory School
as an instructor of English. Her interest areas are educational
technology and teacher education.
Fatma Kübra Köşker holds BA (2008) in ELT from Boğaziçi University.
She worked at Aydın University one year and now she has been
working at Marmara University, English Preparatory School as an
instructor of English. Her interest areas are educational technology
and teacher education.
My Journey from ESL Teacher to Language coachJudy Thompson
I was thrilled to become a certified TESL teacher but quickly learned I didn't have the tools I needed to make the difference I wanted to make for my students. I hope my story of transition to language coach shaves years off of yours.
Too many of us, at too many events, are painfully required to sit through too many important presentations that are ruined by dreadful PowerPoint.
If presenters choose to use this powerful tool, they can benefit themselves and their audiences by learning some basic strategies and guidelines.
Death by PowerPoint Prevention provides some of these guides. The FREE accompanying learning guide is available at http://solutionsforresilience.com/articles.
Note: When slide decks are posted on SldeShare and other online sites they need more text to make sense to the viewer. During speaking events the presenter delivers the full meal deal message.
Patricia Morgan helps her audiences strengthen their everyday resilience at work and home. With a MA in Clinical Psychology, she presents to thousands of people each year aiming to lighten their load, brighten their outlook, and strengthen their hardiness. Audiences describe Patricia’s message as meaningfully fun, surprisingly insightful and
delightfully uplifting.
She has helped train speakers for United Way, served as an Impact Speaker, is a Past President of the Canadian Association of Professional Speakers (CAPS), Calgary, and the creator of the CAPS Fast Track program for emerging professional speakers.
In those capacities she has helped others find their messages, craft their stories and deliver impactful presentations.
Patricia is the recipient of the Spirit of CAPS for her contribution to the Canadian speaking profession.
To see Patricia playfully in action go to www.SolutionsForResilience.com
If you are ready to improve your presentation crafting and/or delivery, please contact Patricia at 403-242-7796 or patricia@SolutionsForResilience.com.
The Story of Essential Leadership CommunicationAndyatELC
The story of how my mind was blown by the biological factors which ALL shape human communication shaking my approach to communication training and changing the direction of my career -permanently. Hope y'all enjoy it! :)
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
A Brief Introduction to Principles & Opportunities in Open EducationPhil Venditti
"SUDS" is a simple acronym for four ways you can engage with Open Educational Resources to benefit yourself and people you work with--especially if you're an educator or a student.
6. Ray
Alex Allysa
Ernestina Inna Matt
Olivia
Patrick
Chris Linsey
Emily E&P
7. Not a student speaker!!!
Dr. Phil
What can I say about Dr. Phil…
The man knows his speeches,
he loves his students, he adores
his family and clean jokes, and
he was a great instructor.
E &P
11. Alex
Blew us all away when we
found out that he was a high
school student, and he never
used that as an excuse not to
do his work.
Always wears his hat…
15. Inna
Quiet and sweet, but never let
that stop her from standing tall
and looking the class in the eye
while speaking.
16. Patrick
Although often nervous, he
always stood up straight and
looked people in the eye as he
spoke. He also spoke very
passionately with any historical
topic. And did his best to warn
people when they weren’t
making their time limit.
17. Emily
Never had a sour face in the
class. ALWAYS had a smile on her
face and always kept a positive
attitude. Whenever there was a
speed bump, she went right over
it and accelerated through.
18. Chuck
Always spoke very well, very
well studied on every speech
he gave. Very friendly and
positive when asked how other
student speakers did.
21. Jake
Possibly the shyest student
when we started this course,
but now he’s one of the most
entertaining speakers.
22. Kyle
Gave a lot of speeches unlike any
other, and blew a lot of us away
when giving his demonstration
speech…
Then again, he brought his amazing
dog.
…There appear to be no pictures of
Kyle.
23. Chris
Always added a lot of
personality to his speeches. I
also believe that he was the
first student to use a video
during his speeches, which
started a trend.
33. Marble
Dropping
One of the most distracting
and irritating sounds I’ve ever
heard, but it made me afraid
to say “Ummm” and other
fillers.
34. Time Keeping
The timekeeping device was
bipolar: It was either your best
friend or your worst enemy…
Some of us watched that
device more intently than we
watch the Super Bowl.
35. Bell Ringing
This wasn’t too stressful to have
for most students. But for me I
just kept thinking, “Oh my
gosh, are they going to know
what my topics are? What if I’m
not clear enough?” etc.
36. Video-Taping
Video-taping was actually pretty
fun for the ones doing it, but not
so fun for the people speaking in
front of the camera. It’s even
worse when you watch the tape
of yourself speaking…
37. Being late by 4
minutes…
I’ve never hated clapping so
much in my LIFE!
Which is why when Dr. Phil
came to a student council
admin meeting we all clapped
when he walked through the
door…felt amazing!
39. SPEAKING IN
GENERAL!!
Speaking is one of the most
shared fears across the United
states. Most people would rather
do math homework for 4 hours
than give a five-minute speech.
Although Allyssa doesn’t look
stressed at all…
44. 1. What’s the best way to
start a speech?
A. Your name; people need to know who
you are
B. Your topic; people need to know what
you’re talking about
C. Something attention-grabbing, like a
quote
D. “Ummm”
45. Answer:
C!
You want to start every speech with
something that will grab the audience’s
attention. Most people don’t find speeches
entertaining, so surprise them. Add a bit of
flare and personality to your speech. Start
with a joke or quote to make your speech
memorable.
E &P
46. 2. What do you have to do
before entering Dr. Phil’s
office?
A. Bring him a Starbucks
B. Tell a clean joke to get his attention
C. Start singing, he loves singing
D. Take off your shoes
47. Answer:
D!
Dr. Phil wants everyone to take their shoes
off before they enter his office. I’m not
exactly sure why… but TAKE OFF YOUR
SHOES!!!
48. 3. What is the best number
of main points to have in a
speech?
A. Two
B. Three
C. However many I dang well want!
D. Five
49. Answer:
B!
Dr. Phil taught us early on in the course
that a good speech should usually have
three main points. It’s just enough to give
people an adequate amount of
information, but not too much to be
grueling.
50. 4.What do you need to
repeat in your conclusion?
A. Your three main points
B. Your three main points, your name, and
your topic
C. You don’t repeat anything; you wouldn’t
want people thinking you’re stuttering
D. Say “Thank you!” You don’t want people
thinking you’re rude
51. Answer:
B!
At the end of your speech you want to
repeat your three main points, your name,
and your topic. It’s a great way of
reiterating what you’ve gone over, so it’s
fresh on everyone’s minds.
52. 5. What should you always
provide while speaking?
A. An example
B. Your Social Security number
C. Your life story
D. Why you took the course
53. Answer:
A!
Always,always give an example. It’s a
great way of breaking down what you’re
saying, adding a personal
touch/personality, and taking up some
time.
54. Thanks!
We’llleave you with Dr. Phil’s favorite
saying, “The good is the enemy of the
better.”