Jan 23rd TESL

Recommended books North Star by Longman

Productive S/W/P (pronounce)
Receptive R/L
How do we assess people in the classroom?
- Tests
- formal (summative; a way to evaluate where theyve come
from. Like a cut off line. AKA achievement tests). Depends on
school but dont expect to design one since most schools provide
them for you.
- informal
- papers/essays
- presentations
- assignments/homework
- standardized test (normative test)
- we test for a students feedback, progress, motivation,
pedagogy
ex: TOEFL
- verbal conformation (a combo of feedback/pedagogy)
Grammar
- a great way to teach is to use adjectives, drawing pics of comparative
form (Leo + Einstein ____ is more intelligent than ____ )
- Adjectives to describe something (size, color, shape, number,
material, condition, age, origin/nationality )
- cups (big, round, silver, 2, gold, rusted, 21 year old, China)
order of these adjectives? Age come first while origin comes last
1) number
2) age
3) size
4) shape
5) colour
6) condition
7) material
8) origin/health
4) syllable counts
- easy, hard, funny, unintelligible into superlative form?
- so combining hard + day hardest day
- easy easiest day
- funny funniest
- unintelligible MOST unintelligible

- so basically, 1 or 2 syllables ending in y, we just change the y

iest
6) syntax problem
- example of transition words
F132 (training manual)
pg 65 (Harmer)
- structuralistic approach to grammar lesson
Words
- verbs (gerund - ing, infinite, base, past, past participle ex:
went)
ex: goes
go
gone
going
went
to go
- nouns (person, place, thing, subject science, count/non-count)
- we count apples, but we dont count money
- adjectives (equative talking about 2 things, comparative,
order
- equative: B is as important as A
- comparative: B is more important than A
- adverbs (adding ly)
- pronouns
- articles ( a, an, the)
- preparations (locations)
- transition (connect words like and, as a result, they indicate
relations and are finite small lists)
Syntax
- sentence
subject, verb, object (direct/indirect)
they
eat
lions
lions
eat
then/me/us
he
eats
Clause
- independent (putting a period and it wont sound awkward)
- dependent (but I like it; sounds weird by itself. But is a
coordinating conjuction/transition. It connects a full clause/a
complete stand alone clause)
- simple (ind. clause)
- compound (ind. Clause + depdent )
- complex (ind. Cl + ind. Cl)
- subject predicate
topic anything that can be said about that topic

article
a/an indefinite (apply to single things, like nouns, and when we
discuss somethings thats unknown to the speaker. Theyre not
specified)
the definite (something that we do know and is specific. Hey,
want to watch THE movie. Lets go look at THE CN tower;
theres only 1 CN tower)
proper nouns names of things or place; ALWAYS capitalized
(place names, people names)
word choice

Verb Tense
Past----------------------------Present-------------------------------Future
Simple
Progressive (gerund)
Perfect tense
Perfect progressive
Jenn was dancing when the phone rang
Jenn danced when the phone rang
*** explain when/how to use different forms of tenses ***
-

student making a mistake; recast

explicit (Accuracy) / implicit (meaning)

Twas brillig (adj) and the slithy (adj) toes (n) did (v) gyre (v) and
gimble (v) in (prep) the (art) wabe (noun; place).
Topic main idea (thesis) major/minor details
- this all follows a time order + pattern/organization
reading
- guided comprehension (reading out loud is encouraged)
[excerpt from a book] Marcel
- get them to circle grammar
- details, time line, events (ex: ____ then ____ )
- important to give them quiet reading time with sufficient time
- ideal books (depending on age and level)
- picture books / comics (maybe without any writing and get
class to write them)
- poems
- scripts

- songs (lyrics)
- dialogue (read + acting out)
- COOKING RECIPES!!!!!
-

determining complexity?
- vocab
- metaphors/idioms

ENGAGE (presentation)
- topic
- lots to do with
prediction (what
do you think were
going to be
reading about)
- formulating
questions
- what is your
favourite ___?
- get students to
think with
predictions or prediscussions

STUDY (practice)
- guided reading
- scanning
- be selective since you
cant teach them
everything

ACTIVE (production)
- post-discussions
- projects
- oral summaries
- what we did/learned in
class
- written summaries (more
difficult)
ex: emphasizing
paraphrasing
-i+1
- WHY QUESTIONS!
- lists
- ask I see 4 things.
What are they?
- vocabulary
- key words written in
paragraph that defines
the word
- comparison questions
- to connect with other
readings if applicable
significance/value/moral?
- applications from
reading
- ex: real life situations

Skimming vs scanning?
scan (look for specific details, transitions, topic sentence/thesis)
- skim (no target; number of paragraphs; title?)

Inference
- reading between the lines;

He is yelling. His face is red. He is ____ (mad)