Bics Examples

  The next example of a game that we can adapt very easily for classroom use is the game of Jeopardy and in this particular game, what we can do is to have a set of levels for our questions, I'd say one through five, where one is going to be the easiest example and five is going to be the most difficult and then, in each of these sets of boxes, we can have various grammar points, such as tenses, perhaps modals, vocabulary and maybe even conditionals. So what the students can do is they can pick a particular topic first of all and within that topic, they can pick the level of the question that they want and then we can have a set of cards that have been created to fit into these slots and we can ask them that question at that level. So, a very simple adaptation of the game jeopardy...  [Read more]

  Okay, so we're going to use this pro-forma as our lesson plan and we're going to fill one out as though we were planning for an actual lesson. So, we start off with some basic information about the class. So, the name of the teacher, date and time and the class level. In this particular case, our class is going to be an elementary class and the room will be room 3. Having looked through the registers we see that the expected number of students for this particular class is going to be 10. This will help us in creating our worksheet copies. The context of the lesson for this class is going to be present continuous tense and it may well be the first time that this particular level of class has been introduced to this tense. So, our focus is going to be fairly general and it's going...  [Read more]

  So, let's take a common game that's been played over the years, which is called Noughts and Crosses or Tic-Tac-Toe. What we're going to do is to adapt this game for classroom use. So, we've taken the normal Tic-Tac-Toe or Noughts and Crosses grid and we've just numbered out each of the particular squares. What we can then do is to form teams and those teams can then be asked a series of questions and they get to choose which question they want from 1 to 9. So, let's say, for example, they choose question 1. That could be on anything that they have studied ,the grammar or vocabulary. If they get that question correct and say they are the Noughts or the zeros then they get to put their mark here. What the next group will probably do is to try to block them in some way by choosing...  [Read more]

  So let's take an example of what those drills might involve. So here is an example of a repetition drill. I will model the language and then my class will repeat after me. So "This is a cup." "Spoon" ? "This is a spoon." "Knife" - "his is a knife." Thank you. The reason that it's called or also called the army method is that it was the method adopted by the United States military who had personnel stationed around the world at the end of Second World War and they realized that they needed those personnel to pick up the language very quickly and one of the positive things about this particular methodology is that you do very quickly learn vocabulary. Another positive thing about it is that you quickly learn the correct pronunciation of that vocabulary. However, there are some...  [Read more]

  The first part of my study phase is going to be the board work and I'm going to use the information that I generated in the elicitation part of my engage phase to move on to the actual board work. What I'm going to do is to show the structure of this particular tense. So, the phase study I'm expecting to take about ten minutes on this particular part and, again, the interaction will mainly be the students talking to me. So, how am I going to achieve that with this information? Well, we could ask the students to have a look at the sentences themselves and to tell us what they can see. If we look at each of the first words in here, then at this level, I should hopefully be able to elicit from my students what each of these words have in common and they may well give an answer that...  [Read more]

  So, having elicited this particular structure, what I'm now able to do is to move on to the actual study activities. Typically, they will be in the form of worksheets to check that the students actually understand this information. So, I might prepare three activities. They may not do them all but, for example, I could prepare these three study activities. So, the first one is going to be a fairly straightforward matching activity, where perhaps they match the subject to its correct verb "to be" in that part of the sentence. The second one is going to be a gap fill. For example, I might use this verb here and ask them to complete a sentence using that verb, so that I can check that any spelling changes that take place are correct and the final one is going to be an unscramble,...  [Read more]

4. Strategies for Effective Integration of Multimedia Resources and Digital Tools In Teaching English to Speakers of Other Languages (TESOL), multimedia resources and digital tools play a crucial role in enhancing language learning. These resources include videos, audio clips, interactive websites, educational apps, and digital games. TESOL teachers utilize these tools to create engaging and interactive learning experiences for students, helping them improve their language skills in a more dynamic and effective manner. The use of multimedia resources and digital tools in TESOL offers numerous benefits to both teachers and students. Firstly, these tools provide visual and auditory support, catering to different learning styles and enhancing comprehension. Secondly, they make learning more...  [Read more]

1. Importance of Engaging Activities in Teaching English to Young Learners 2. Benefits of Using Engaging Activities in the Classroom 3. Examples of Engaging Activities for Teaching English to Young Learners 4. Tips for Incorporating Engaging Activities into English Lessons Teaching English to young learners can be a rewarding yet challenging experience. It is essential to keep the young minds engaged and interested in the learning process. One way to achieve this is by incorporating engaging activities into your English lessons. These activities not only make learning fun but also help in reinforcing language skills in a meaningful way. Engaging activities play a crucial role in teaching English to young learners. Children have short attention spans, and traditional teaching methods may...  [Read more]

1. Introduction 2. Importance of Engaging Activities in Teaching English 3. Tips for Creating Engaging Activities 4. Examples of Engaging Activities for Teaching English to Vietnamese Students Teaching English as a foreign language can be a rewarding experience, especially when you see your students actively engaged and making progress. In Vietnam, where English proficiency is highly valued, it is crucial to incorporate engaging activities into your lessons to keep students motivated and interested in learning. This article will explore the importance of engaging activities in teaching English, provide tips for creating effective activities, and offer examples specifically tailored for Vietnamese students. Engaging activities play a vital role in the language learning process as they help...  [Read more]

Incorporating real-world contexts into TESOL teaching is crucial for creating meaningful and engaging learning experiences for students. By connecting language learning to real-life situations, students can see the practical application of the language skills they are acquiring. This approach helps students understand the relevance of language learning in their daily lives and motivates them to learn and use the language more effectively. There are various strategies that TESOL teachers can use to incorporate real-world contexts into their teaching practice. One effective strategy is to use authentic materials such as newspapers, magazines, and online articles that reflect real-life language use. Teachers can also create tasks and activities that simulate real-world communication...  [Read more]

Project-Based Learning (PBL) is an approach that emphasizes learning through engaging, real-world projects. In the context of TESOL, PBL involves students working on projects that require them to use English language skills to investigate and respond to authentic, complex questions or challenges. This approach encourages students to take ownership of their learning, collaborate with peers, and develop critical thinking and problem-solving skills. There are several benefits to incorporating PBL in TESOL teaching practices. Firstly, PBL promotes language acquisition in a meaningful context, making language learning more relevant and engaging for students. Additionally, PBL helps develop students' communication skills as they work collaboratively on projects. Furthermore, PBL fosters...  [Read more]

Project-based learning (PBL) is a student-centered teaching method that involves students working on a project over an extended period to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. In the context of Teaching English to Speakers of Other Languages (TESOL), PBL can be a highly effective approach to engage language learners in meaningful tasks that promote language acquisition while also developing critical thinking, collaboration, and communication skills. To incorporate PBL into your TESOL curriculum, you can follow a few key steps. Firstly, identify the learning objectives and language skills you want to target through the project. Next, choose a real-world problem or task that will motivate and engage your students. Then, guide students...  [Read more]

As a TESOL (Teaching English to Speakers of Other Languages) teacher, it is essential to understand the unique responsibilities and challenges that come with this role. TESOL teachers work with students who are learning English as an additional language, often in diverse and multicultural settings. They must be sensitive to cultural differences, adapt teaching strategies to meet the needs of English language learners, and foster an inclusive and supportive learning environment. Professional development plays a crucial role in helping TESOL teachers enhance their skills, stay updated with best practices, and continuously improve their teaching effectiveness. A comprehensive professional development plan for TESOL teachers should include a range of components to address various aspects of...  [Read more]

  A final example is going to be an example of a patchwork ESA lesson and remember we said the form of this particular lesson will start with and engage always and will finish with and activate and there'll be some variation of E, S and A within the brackets here. So we're going to generate our patchwork ESA lesson as follows. Starting with the engage, the students are going to look at holiday photos and talk about what they like and don't like from what they see. From that, we're going to move directly into an activate phase and what the students are going to do is to make comments about holiday brochures and try to act out a role-play between the travel agent and a customer. Again, as this is taking place, the teacher will be moving around and looking for gaps in knowledge in...  [Read more]

  Our second example sentence 'I am playing football at the moment.' is the present continuous tense. This has a different structure as the subject 'I', the verb 'to be' in the present tense 'am', 'is' or 'are' plus the verb with an '?ing' on the end. So here: 'I am playing football at the moment.' Whereas the present simple tense is used to talk about habits routines and facts, the present continuous tense is used to talk about actions in progress at the time of speaking or around the time of speaking. Our third example sentence is the present perfect: 'I have played football twice this week.' Here, the structure is the subject 'I', auxiliary verb 'have' or 'has' plus the past participle. The past participle is usually formed just by adding '-ed'- on to the end of the base form of...  [Read more]

  Now an example of a straight arrow ESA lesson for our engage phase. What we're going to do is to show the students a video of animals and they are going to say what they like about those animals and try to create a list of some more. So, remember what we're trying to do here is to get the students talking and thinking in English. We're using a typical engage activity, which is to create a list and we try to make sure that all the students have been involved in some way in creating those lists. Moving on to the study phase, the first part is going to be the board work and the teacher is going to try to elicit from the students what each of those animals can and can't do. Typically, what the students will say is just single words, so "run," "jump," "fly," etc. What we would then...  [Read more]

  Another way to approach teaching modal auxiliary verbs is in context, for example, "How to give advice". This is especially useful for students of higher levels that have some knowledge of the various modal auxiliary verbs. Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next. Unit 16 talks about conditionals and reported speec. Conditionals are statements that refer to past, present, and future possibilitie. There are five main types of conditionals which are...  [Read more]

  The next example is going to be that of a boomerang lesson and remember the structure is like this. So, again, we're going to start with an engage phase and for our engage, the students are just going to have a discussion about jobs. What happens at interviews and so on and so forth. So, during that engage phase, what we'd hope to do is to elicit some useful language about jobs and interviews and the types of questions that are being asked. Then, we're going to move immediately into an activate activity and this is going to involve a role-play. So, we'll break the students into pairs. One will be an interviewer, the other will be an interviewee and they'll generate the language that that role-play will produce. What the teacher can do whilst that is taking place is to go around...  [Read more]

  As mentioned earlier, our example sentence has used a regular verb 'to play'. With the regular verbs we simply add '-ed'. This spelling pattern changes for words that end with a consonant and a Y: 'cry' goes to 'cried', 'try' to 'tried'. Another spelling pattern we have to be aware of is our consonant plus vowel plus consonant. In these instances, we double the consonant used: 'shop' needs the double P; 'ship' needs the double P. With these spelling patterns, and most spelling patterns in general for the English language, there are always exceptions to the rules. So we have to be aware of those exceptions. We also have to impart those exceptions on to our students. We can do so through various exercises and various activities to end our class. To form the negative sentence here,...  [Read more]

  The next idea we're going to consider is the use of visual aids and visual aids can include some examples such as real, objects, which we call realia, the use of pictures and photographs and also the use of models. So let's consider some of the ideas surrounding the use of visual aids. Well, why are they useful? Well, first of all the use of a visual aid can reduce teacher talk time. It's very much more simple just to show a real object than to try to describe it so that we could just ask the students ?what is this,? and they would say ?this is a pen,? rather than trying to actually describe it. Again if we were trying to show examples of fruit and vegetables rather than to try and describe them why not use an actual model and this is going to be much more visually stimulating...  [Read more]