Instituto Cultural Peruano Norteamericano (ICPNA)

Course Syllabus

Course name: Methodology for EFL Teachers VI

Course code: MET6

Course description:

Methodology for EFL Teachers consists of 6 courses (MET1 - MET6), each of which, offers a solid preparation
for anyone interested in teaching English as a foreign language. MET6 discusses important issues when
teaching English for different types of classes. It also provides participants with practical ideas on how to use
a wide variety of tools, techniques and activities to meet different teaching purposes. Finally, MET6 looks into
ways to understand what involves learning teaching and continue teacher development.

Class activities and tasks constantly appeal to the trainees previous experiences as students and promote
critical thinking and reflection. Trainees are involved in analyses, comparisons, discussions, technique
demonstrations and demo classes, all of which will allow them to relate their educational experiences with the
teaching options they explore so that they can make informed decisions and apply the theory and research
covered in the course in their teaching practice. A more detailed list of the teaching skills/sub-skills developed
can be found in the Objectives forms.

Core training material:

The core training material for the course is the book Learning Teaching by Jim Scrivener and published by
Macmillan (ICPNA split edition 6 parts). You may refer to the internet links for additional information about
the book and the author. The structure along each chapter consists of (1) introductory information to provide
background information on the topic and to clarify relevant specialized terms, (2) a task that stimulates critical
thinking and reflection on the topic, and (3) commentary to provide guidance and conclusions, respectively.
For trainees easier reference, chapter tasks appear shaded in the ICPNA edition books.

Parallel course:

At this point, all participants must have completed their ELT Advantage course (An Introduction to Teaching
Young Learners). Participants should be referring to what has been learnt in this course to participate actively
in the pertinent discussions and tasks related to the topic of teenage classes in MET6.

Course Themes:

Chapter 15 Teaching different classes: This chapter discusses issues when planning work for
teaching English for different types of classes such as English for Specific/Special Purposes (ESP),
business English classes, exam classes, teenage classes and large classes. It also looks into ways to
use posters, lexis box/files.

Chapter 16 Toolkit 3: tools, techniques, activities: This chapter looks into ways to use varied tools,
techniques and activities to meet different teaching purposes; namely, flashcards, story-telling, songs and
music, getting-to-know a new class activities, fillers, lexical games, TV, DVD, video, computers & Internet,
dictation, sound-effects recordings, poetry, drama, projects, etc.

Chapter 17 Learning teaching: This chapter seeks to help participants understand what involves
Learning Teaching. It examines formal class observation, training, class assessment, data collection,

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peer observation, etc. It also discusses ways to study your own teaching (feedback, reflection, action
research, etc.)

Learning Objectives:

There are two documents specifying the objectives to be met for each of the methodology courses. One
version is for trainees to follow up on their progress on a regular basis and the other for the trainer to record
the overall progress of the class and plan actions to be taken along the course.

Make sure you explain to your trainees how to use the forms as soon as they start the course. The forms will
also be available through the ICPNA web portal (teacher zone & student zone) and the virtual assistant so
that you can use them in class. Please go over the specific forms with your trainees every time a specified
objective is met. Remember that trainees assigning themselves a ranking of 3 does not necessarily mean that
is the grade they will get. The trainees form is meant specifically for self-assessment. The ultimate evaluator
of their true progress will be the trainer.

Course Advance:

Please refer to the respective Suggested Teaching Schedule attached. Make sure you read the additional
notes provided and proceed accordingly. Remember that the course advance (Suggested Teaching
Schedule) will help you maintain a safe pace for the course by giving you a specific number of hours for each
chapter, but allowing you to use flexible time to cover the sub-topics.

As MET6 is the last course of the program, more hours will be dedicated to final teaching performance.

Evaluation Criteria (exams, course tasks and class lists):

The two major areas you will be focusing on for assessment and evaluation during the course comprise (1)
understanding relevant TEFL concepts and their implications and (2) the ability to apply them to teach English
in a Foreign Language context.

In-class ongoing assessment:

For practical reasons, the regular class list will be used until a special one is put together. Based on the
quality and quantity of the trainees work and/or compliance with the tasks below, kindly assign 5 grades
as explained below.

* Whenever a grade is not applicable for one of the courses, please assign an additional grade based on
class tasks. Take note that grades are not to be duplicated, instead grades can be assigned per unit or
block of units.
E.g. one grade for the first two units and another for the last one. This will allow you to evaluate the
trainees skills more accurately.

1. Class participation in tasks: Along the chapters, trainees will be involved in different tasks
(discussions, comparisons, opinions, recognition, reflection, etc.). Please assign an overall grade
based on the success in participating in these tasks in class.

2. Ability to convey message clearly: As trainees engage in varied tasks (discussions, demonstrations,
demo-classes, etc.), they will need to demonstrate an acceptable command of the language that can
allow them to make themselves understood. Though native-like command of the language is not a
requirement, trainees are expected to communicate their ideas without any major difficulty in an
articulate manner. Please assign a grade based on the overall ability of the trainee to communicate
effectively.

3. Remedial classes/tutoring for B01 and B02: The purpose is to make sure trainees have the
opportunity to work with real students in an EFL context. These are hardly whole classes of 25
individuals, but small groups, instead. Trainees will basically offer support to B01/B02 groups.

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Please, make the arrangements with the due Supervisor for MET4, MET5 and MET6. Trainees are to
teach two sessions, one for B01 and one for B02 depending on the availability of these courses in the
site. As it would be logistically difficult to create the conditions for micro-teaching, please assign a
grade based on the compliance with this task and the lesson plans, materials and/or reports you can
ask the trainees to present before/after their B01/B02 class, respectively.

Course Remedial Class to support Class contents

MET1 No remedial class x
MET2 No remedial class x

MET3 No remedial class x

MET4 B01 and B02 remedial class Trainees may offer additional work and/or
explanations depending on units covered
MET5 B01 and B02 remedial class (Suggested Teaching Schedule) and B01/B02
needs
Trainees are not expected to repeat or
MET6 B01 and B02 remedial class
replace, but to support and/or complement
what the regular B01/B02 teacher has done.

Written Exams:
Formal written evaluation is done through the official standardized final written exam from the office. The
exam focuses on testing (1) knowledge and understanding of the relevant TEFL topics covered and (2)
their practical application for a class. The exam uses different assessment formats (charts to complete,
true-false sections, sample activities from real textbooks to specify class procedures, etc.).
Do not forget to check when you need to administer the exam in the suggested teaching schedule. The
date was chosen to give you sufficient time to correct.

Oral Exams:
Oral exams will seek to give you evidence that the trainees are able to (1) plan a coherent class and (2)
conduct effective instruction.

As this is the last course of the MET program, participants should be able to demonstrate everything they
have learned along the program. Thus, participants will work jointly to present one entire unit in a World
Link book (make sure it is one book available in the Resource Center, so they can be used in class when
participants deliver their class). Most participants, if not all, have used World Link books while they were
studying here. If they did not happen to have a World Link book, they can get a copy of the relevant
segment to prepare their classes.

Depending on the number of participants you have in your class, you will need to assign one or two units.
For example, if you have 25 students, you can split the class in two groups so that each group will teach
one different unit. If you have only 15 participants or so, one unit will suffice. In case, participants have to
take care of activities that include some type of listening, please make the arrangements with the
supervisors so you can provide your trainees with copies of the necessary transcripts.

Check for additional details in the Suggested Teaching Schedules. This scheme should give participants
the opportunity to plan their lessons and provide the transitions necessary in a real class. In order to help
you keep track of the major aspects in the teaching performance, there is a specific observation form to
this purpose. The form will be made available to students through the webpage so they are informed of
the aspects you will focus on and can duly prepare. For the performances, make sure you get the
necessary number of copies from the office for you to annotate the pertinent comments and
recommendations. Ask your local MET supervisor. This form will be handed out to the participants after
everyone has delivered his/her class.

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Remember that for the teaching performance to be considered reasonably successful, it should have
aspects 1, 3 and 6 (class management, principles pedagogical sequence, language model) rated as at
least satisfactory

Do not forget that this teaching performance is different from what they will have to teach in the remedial
classes.

Autonomous Learning Projects (portfolio):

Written products from tasks such as summaries, reflection paragraphs, material design, lesson plans, test
items/test designs, collected information from the web, etc. are to be archived in a trainees portfolio. This
will serve as the evidence of the trainees relevant artifacts and ongoing learning progress. Please assign
an overall grade based on the quality and quantity for all the work done by the trainee along the course.

Supplementary training material & resources:

To supplement the book and help you meet the course objectives more easily, you may use the materials
listed below. Unless specified otherwise, the video materials are not linked to a particular chapter or course.
Their choice of use will depend on the tasks designed or selected by the trainer in order to meet the pertinent
objectives. You will certainly find the video materials useful to address the video recognition tasks or you can
also use them to support/supplement the topics covered along the book. Make sure your video tasks and not
the video itself use the most productive time.

1. Powerpoint presentation files:

For each of the book chapters, a powerpoint file summarizing the main points has been put together. You
can use these files as wrap-up, introductory, or ongoing presentation material. The powerpoint (PPT) files
will be available through the Virtual assistant for you to use them in class and the ICPNA Web Portal
(teacher zone) so that you can view it in advance and decide how you wish to best use it to meet your
course objectives.

2. Progress Quizzes on line:

In order to facilitate review material and self-progress assessment, progress quizzes on line have been
designed for trainees. The quizzes test knowledge and practical application of the TEFL topics covered in
the core book. There will be at least 2 quizzes for each of the book chapters. The quizzes make use of
true/false, multiple choice and task-based formats. The quizzes are available to trainees through the
ICPNA Web Portal (student zone). Please advise your trainees of this valuable resource.

3. Shaping the Way we teach Videos and Manual:

Created from a joint project between the US government and the University of Oregon, this resource
provides you with a set of videos where English classes in the US are shown. These videos have all been
digitalized like the World Link videos. Through the Virtual assistant (class computers), you will be able to
access them directly as videos, the Oregon University website http://oelp.uoregon.edu/shaping.html , or
the approved Utube links. The official manual will be available to you in the Academic Department in your
site. There is also a short guide available through both the ICPNA web portal (teacher zone) and the
Virtual assistant. This material is suitable for the video recognition task.

4. Cambridge Teacher-Training Video and manual:

This video shows different class segments to teach multi skills using the Interchange book series. The
manual contains additional activities for TEFL training. This resource is available through the Academic
Department in your site in VHS tape format. Feel free to browse through it and please make sure you
request the VHS tape and equipment with due time. This material is suitable for the video recognition
task.

5. TEFL Videos:
Each video provides practical, how-to instructions on designing and executing activities in the classroom.
A professional teacher guides you through the planning step by step, and then demonstrates it with real
students so you can see it in practice-not just theory. These videos are available in DVD format in the

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Academic Department in your site. Please refer to the quick reference guide available through the
Teacher Zone and the Classroom Virtual Assistant. Make sure you request the equipment with due time.

6. Pronunciation for Success ESL Videos, Workbook and manual: (for MET5)
In each unit on the videos, students from 13 different countries demonstrate problem areas and
techniques to help learners improve specific difficulties. The teachers help learners identify incorrect
patterns, understand the strategies and steps to solve those problems, and demonstrate improvements.
These videos and audio recordings are available in DVD/CD format respectively. The DVDs, CD and
accompanying manual with additional activities can be found in the Academic Department in your site.
Please make sure you check the material in advance and request the DVD/CD equipment with due time.

7. Reference books from the Academic Department and local Library

Should you need to look for additional activities or deepen information on the topics covered in the
course, you may wish to resort to the relevant books available at the Academic Department in your site
and your local library. The book lists (one from the Academic Department and one from the regular site
Library) will provide you with useful information about the specialized literature. In addition, a collection of
practical books will be available specifically for the Methodology courses. You can refer to these book lists
in the ICPNA Web portal, teacher zone.

8. Book sets (B01, B02, I01, Kids 1, and Junior 1)

In order to make actual book material available to students, a set of B01, B02 and I01, Kids 1 and Junior
1 books will be available in the Resource Center in your site. You can use them to refer to different
skills/systems covered in the Learning Teaching book. Trainees can work out the procedures to carry out
the different activities (pronunciation, grammar, vocabulary, reading, etc.) You can also request them to go
over your trainees lesson plans for remedial classes. It is important that trainees can experience working
with activities aiming at different levels and types. You can also use the sets for B01 and B02 in case you
and your trainees need to go over the materials/activities for the remedial/tutoring classes.

9. A set of Focus on Pronunciation Books by Linda Lane (for MET5)

Feel free to supplement chapter 13 on Phonology with these books. The set is available in the Resource
Center in your site.

10. Macmillan Onestopenglish website:

This is a teachers resource site published by Macmillan English Campus, part of the Macmillan
Education Group. Available at www.onestopenglish.com , here you will find useful resources for English
teachers. All materials are written and edited by a team of teachers and authors and are organized into
core subject areas such as Skills, Grammar and Vocabulary, Business and ESP, Exams and Young
Learners. As part of this website, there is a blog where teachers from around the world exchange ideas
and techniques. The link will be available through the ICPNA Web portal (teacher zone & student zone)
and the Virtual assistant.

11. Macmillan at Youtube website:

Here you can find short talks given by well-known ELT specialists (Scott Thornbury, Pete Sharma, Adrian
Underhill, etc.) You can access the videos at www.youtube.com/macmillanelt The link will be available
through the ICPNA Web portal (teacher zone & student zone) and the Virtual assistant.

12. Macmillan webinars:

Here you can also find short talks given by well-known ELT specialists (Scott Thornbury, Pete Sharma,
Adrian Underhill, Carol Read etc.) Trainees only need to fill out a registration form on-line. Registration is
free of charge. You can access these webinars at http://www.macmillanenglish.com/BlankTemplate.aspx?
id=43108 The link will be available through the ICPNA Web portal (teacher zone & student zone) and the
Virtual assistant.

Additional support Websites:

The following internet links can be used as additional, review, and/or supplementary material for the topics
covered in the core book. If you wish to, you can assign trainees to watch/read them in advance and discuss

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the information in class. You may also assign a specific task. The video links can be used for the second
objective (video viewing - recognition of TEFL elements). Make sure you revise the material before you use it
and that your tasks are useful to meet the course objectives. All the links below will be available through the
virtual assistant, teacher and student zones (ICPNA Web Portal).

Chapter 15:

Text links:
http://www.teachingtips.com/blog/2008/06/24/100-best-resources-and-guides-for-esl-teachers/ (100 Best
Resources and Guides for ESL Teachers)
http://www.bbc.co.uk/worldservice/learningenglish/general/ (General and Business English)
http://www.oup.com/elt/local/es/odm/odm_upper_secondary/20314854?cc=es (Tips for Teaching Business
English)
http://www.usingenglish.com/teachers/articles/teaching-english-for-specific-purposes-esp.html (Teaching
English for Specific Purposes)
http://eslsite.com/rd/Business_English/tips_business(1).html (Some Ideas for Business English)
http://www.teachingenglish.org.uk/transform/teachers/specialist-areas/english-specific-purposes (English for
Specific Purposes)
http://www.macmillandictionaries.com/MED-Magazine/October2004/23-Top-Tips-Meeting.htm (Teaching
meeting skills)
http://www.patentprosecutionblog.com/component/content/article/3-finance-articles/181 (Teaching Business
English)
http://www.jobs.ac.uk/blogs/my-tefl-journey/2008/08/07/teaching-english-for-specific-purposes-esp/ (Teaching
English for Specific Purposes)
http://ezinearticles.com/?Top-Tips-for-Teaching-Business-English&id=240983 (Top Tips for Teaching
Business English)
http://www.eslgo.com/resources/ba.html (Business English Activities for ESL or EFL)
http://www.onestopenglish.com/section.asp?sectionType=listsummary&catid=59454 (Young Learners:
Teaching Children)
http://teachertipstraining.suite101.com/article.cfm/teaching-business-english---a-needs-analysis (Teaching
Business English: A Needs Analysis)
http://www.developingteachers.com/tips/pasttips67.htm Teaching Tips 67 (Teaching Tips 67)
http://teaching.uncc.edu/resources/best-practice-articles/large-classes/handbook-large-classes (A Survival
Handbook for Teaching Large Classes)
http://www.englishclub.com/teaching-tips/teaching-large-classes.htm (Teaching Large Classes)
http://www.simplyesl.com/articles/83/1/Teaching-English-Tips-to-Stay-in-Control-of-a-Large-Class/Page1.html
(Teaching English Tips to Stay in Control of a Large Class)
http://tefltips.blogspot.com/2008/05/teaching-large-classes.html (Teaching Large Classes)
http://edition.tefl.net/ideas/teaching/teaching-large-classes/ (Teaching Large Classes)
http://tefltips.blogspot.com/2008/06/teaching-mixed-level-classes.html (Teaching Mixed Level Classes)
http://www.eltnews.com/features/kids_world/2000/09/12_tips_for_teachers_of_childr.html (12 Tips for
Teachers of Children)
http://www.englishonline.org.cn/en/teachers/workshops/teaching-listening/teaching-tips/helping-teens#
(Helping Teens to Listen)
http://www.onestopenglish.com/section.asp?sectionType=listsummary&catid=59482 (Teenagers: Topic Based
Material for Teaching Teenagers English)
http://www.teachingenglishgames.com/Articles/Why_Teach_Children_with_Games.htm (5 Top Reasons to
Teach Children English with Fun Games)
http://www.tesl-ej.org/wordpress/issues/volume10/ej39/ej39f1/ (Teaching EFL to Children: The Delight of
Being Constantly Challenged)
http://teachertipstraining.suite101.com/article.cfm/what-is-teyl---a-definition (TEYL Teaching Young Children
English)
http://www.teflteachthai.com/Tips_for_Teaching_Children.html (Tips for Teaching Children)
http://www.esltower.com/pronunciation.html (English Pronunciation Resources for All)
http://www.teachingenglishgames.com/Articles/One_to_One.htm (Teaching Children One to One: Tips to
Make your Lessons Fun)

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 Instituto Cultural Peruano Norteamericano (ICPNA)

http://www.onestopenglish.com/section.asp?sectionType=listsummary&catid=59478 (Young Learners:

Teenagers)
http://www.teachingenglishgames.com/Articles/Teach_Your_Child.htm (How to Teach your Child English and
Have Fun)
http://www.eslbase.com/articles/esl-children.asp (Teaching ESL to Children)
http://www.seasonworkers.com/tefl/tefl-guide/teaching-teenagers.aspx (Season Workers TEFL Guide:
Teaching Teenagers)
http://www.tnewfields.info/Articles/child.htm (Tips for English Education in the Home)
http://www.english-4kids.com/games.html (Games and Ideas for ESL Kids Classroom Learning)
http://www.ehow.com/how_4549513_teach-pronunciation-esl-learners.html (How to Teach Pronunciation to
ESL Learners)
http://www.supersimplesongs.com/teachingtips.html (Teaching Tips)
http://www.britishcouncil.org/greece-english-teach-english-resources-teaching-children-and-teens-
updates.htm (Teaching Children and Teens Updates)
http://www.authorstream.com/Presentation/eflclassroom-72926-teaching-teenagers-teens-entertainment-ppt-
powerpoint/ (The Teenage)
http://www.eslkidstuff.com/Tips4Teachers.htm (Tips for Teachers)

Video links:
http://www.youtube.com/watch?v=GSxvWuJKXiA&feature=related (Business English: A Day in the Life of a
HR Manager)
http://www.youtube.com/watch?v=ubPXfdxxBNI&feature=related (Business English: Words at work #4)
http://www.youtube.com/watch?v=q0ZGmMzaJeU&NR=1&feature=fvwp (Learn English with Steve Business
English #3)
http://www.youtube.com/watch?v=jn2pUlG80PI&feature=channel (Learn English with Steve Business English
#7 Writing Letters)
http://www.youtube.com/watch?v=ubPXfdxxBNI&feature=related (Learn English with Steve Business English
#4 Writing Letters)
http://www.youtube.com/watch?v=cuNH_hC8RDE&feature=related (Test taking Strategies)
http://www.youtube.com/watch?v=T7iTkdzxWYM&feature=related Strategies to Take Multiple Choice Tests)
http://www.youtube.com/watch?v=35_ok4_G2cA (TOEFL or IELTS ? Which exams should you take?)
http://www.youtube.com/watch?v=dJg138YlwvA&feature=channel (How to Structure your TOEFL Essay.)
http://www.youtube.com/watch?v=05DsENOhRso&feature=channel (IELTS Writing Letters)
http://www.youtube.com/watch?v=_Mu5UVP9br0&feature=related (TOEFL Speaking)
http://www.youtube.com/watch?v=4l-fjncwvPQ&feature=related (IELTS/ TOEFL Information)
http://www.youtube.com/watch?v=xmsJJRmVbX8&feature=related (TOEFL Speaking Question 6 )
http://www.youtube.com/watch?v=sfEOhHF546o&feature=fvw (Learn English with Steve Ford)
http://www.youtube.com/watch?v=QpGlUMmynz0 (Ways of Leading into a Text: Herbert Puchta (Teaching
Teenagers)
http://www.youtube.com/watch?v=vAXzIMkHRe4 (How to Teach Life Skills: Teaching Teens Life Skills)
http://www.youtube.com/watch?v=znswuO4goYg (Error Correction in Speaking: The Fun Way: Herbert
Puchta (Teaching Teenagers)
http://www.youtube.com/watch?v=sisFOrESlpU (Getting Students to Stick to English During the Lessons:
Herbert Puchta (Teaching Teenagers)
http://www.youtube.com/watch?
v=ndZzqkC_LGE&feature=PlayList&p=5BB7C07C42564194&playnext_from=PL&playnext=1&index=16
(Getting Students to Listen in a more Focused Way: Herbert Puchta (Teaching Teenagers)
http://www.youtube.com/watch?v=YoSzByQPsuU (Jeff Stranks Teaching Teenagers Tip#1 : Developing
Lexis)
http://www.youtube.com/watch?v=RqvBjvbsUxs (Shaping the Way we Teach English: Managing Large
Classes)
http://www.youtube.com/watch?v=C99fYXIDeS4 (How to Teach Large Classes: Teaching Large Classes)
http://www.youtube.com/watch?v=00Eg0sZQORw (What Students Like about Large Classes)
http://www.youtube.com/watch?v=mfdEFaeqzoM&feature=related (What Students Dislike about Large
Classes)
http://www.youtube.com/watch?v=nUK_xMvXTLk&feature=related (What Students Recommend about Large
Classes)

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 Instituto Cultural Peruano Norteamericano (ICPNA)

Chapter 16:

Text links:
http://esl.about.com/od/esleflteachingtechnique/a/t_usecall.htm (CALL Use in the ESL/EFL Classroom)
http://www.eslcafe.com/idea/index.cgi?Internet (Daves ESL Caf Ideas Cookbook)
http://www.helleniccomserve.com/michalakellicomputers.html (Using Computers in ESL Teaching: Some
Suggestions)
http://www.khoaanh.net/index.php?module=News&func=display&sid=1002 (Using Technology to Help
ESL/EFL Students Develop Language Skills)
http://esl.about.com/od/esleflteachingtechnique/a/t_compclass.htm (Computer Use ion the ESL Classroom)
http://esl.about.com/library/howto/htcall.htm (How to Use a Computer in Class)
http://esl.fis.edu/teachers/support/teach.htm (Using Computers in Language Teaching)
http://www.jswl.cn/course/czwyjx/refrences/thesis/Using%20the%20Internet%20.htm (Using the Internet for
Teaching English)
http://tech.worlded.org/docs/cesol/links.htm (Integrating Technology)
http://www.onestopenglish.com/section.asp?docid=146602 (Imaginative Materials: Using Computers to Teach
English)
http://www.inforteach.com/teaching-english/using-computers-to-teach-children.html (Using Computers to
Teach Children)
http://www.matefl.org/_mgxroot/page_10687.html (Warmers, Fillers, Ice-breakers and Coolers)
http://www.matefl.org/_mgxroot/page_10737.html (Warmers, Fillers, Ice-breakers and Coolers)
http://www.developingteachers.com/newsletterplans/News_warmers_nov1999.htm (Warmers)
http://bettereflteacher.blogspot.com/2009/03/12-keys-to-using-songs-for-teaching.html (12 Keys for Using
Songs for Teaching)
http://iteslj.org/Articles/Schoepp-Songs.html (Reasons for Using Songs in the ESL/EFL Classroom)
http://www.eslbase.com/articles/pop-songs.asp (Using Pop Songs)
http://www.usingenglish.com/articles/using-songs-with-young-learners.html (Using Songs with Young
Learners)
http://www.ericdigests.org/pre-9220/english.htm (Creative Activities for Teaching English as a Foreign
Language)
http://www.pauljinks.co.uk/efl/songs.htm (Songs and Music in TEFL)
http://www.authorstream.com/Presentation/eflclassroom-370123-using-songs-efl-classroom-esl-english-
teaching-music-education-ppt-powerpoint/ (Using Songs in the EFL Classroom)
http://www.lingolex.com/userpages/music.html (EFLs Songs Page)
http://www.hltmag.co.uk/jun08/less03.htm#C3 (Application of Popular English Songs in EFL Classroom
Teaching)
http://www.esl4kids.net/songs.html (Songs for Young Learners)
http://www.eslbase.com/articles/songs.asp (9 Reasons Why You Should Use Songs to Teach EFL)
http://myenglishpages.com/blog/ten-reasons-to-use-songs-in-efl-esl-classes (Why Teachers Should Use
Songs in EFL/ESL Classes)
http://www.grsites.com/sounds/ (Absolute Sound Effects Archive)
http://www.partnersinrhyme.com/soundfx/noise.shtml (Noise Sounds)
http://www.stonewashed.net/sfx.html (Sound Effects)
http://www.netrover.com/~kingskid/soundstory/soundstories.htm (Sound Stories)
http://www.webplaces.com/html/sounds.htm (Sound Files and Sound Effects)
http://www.soundjay.com/ (Sounds)
http://iteslj.org/Techniques/Alkire-Dictation.html (Dictation as a Language Learning Device)
http://www.onestopenglish.com/section.asp?docid=146617 (Skills: Dictation for Teaching English)
http://miguelbengoa.com/elt/2008/10/23/dictation/ (Dictation)
http://myenglishpages.com/blog/why-dictation (Why Dictation ?)
http://www.tefl.net/esl-lesson-plans/esl-activity-dictation.htm (Dictation)
http://esl.about.com/od/childrenslessonplans/a/l_dictation.htm (Childrens ESL Musical Dictation)
http://iteslj.org/Lessons/ (EFL/ESL Lessons Lesson Plans)
http://www.esl-kids.com/flashcards/classroom.html (Flashcards)

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 Instituto Cultural Peruano Norteamericano (ICPNA)

http://how-to-learn-any-language.com/e/guide/flash-cards.html (How to Use Flashcards to Improve your

Vocabulary Using Time you did not Know you Had)
http://www.how-to-study.com/study-skills/en/remembering/32/using-flash-cards-to-remember-information/
(Using Flash cards to Remember Information)
http://www.eltnews.gr/art_details.asp?art_id=76 (Using Audio-Visual Aids in EFL Classroom)
http://www.mr-damon.com/flash_cards.htm (Flash cards)
http://www.lovetolearnplace.com/SpecialHelps/Flashcards.html (Special Helps)
http://bogglesworldesl.com/cards.htm (ESL Flash cards)
http://homeworktips.about.com/od/studymethods/a/flashcards.htm (Flash cards)
http://www.ehow.com/how_2144219_foreign-language-vocabulary-flash-cards.html (How to Use Foreign
Language Vocabulary Flash cards)
http://iteslj.org/links/TESL/Poetry/ (TESL Poetry)
http://www.etni.org.il/etnirag/issue1/mitzi_geffen.htm (Add some Drama to your Teaching)
http://iteslj.org/Articles/Boudreault-Drama.html (The Benefits of Using Drama in the ESL/EFL Classroom)
http://pc171115.pc.waseda.ac.jp/ccdl/cl_korea/0626_handout.html (Drama and EFL)
http://www.eslbase.com/articles/drama.asp (Add Drama to an EFL Class)
http://iteslj.org/Articles/Royka-Drama.html (Overcoming the Fear of Using Drama in English Language
Teaching)
http://www.teachingenglish.org.uk/think/articles/using-drama-texts-classroom (Using Drama Texts in the
Classroom)
http://bettereflteacher.blogspot.com/2008/05/using-drama-in-efl-classroom-essential.html (Using Drama in
the EFL Classroom)
http://jalt.org/pansig/2005/HTML/Matsuzaki.htm (Discovering the Magic of Harry Potter)
http://teachingenglishgames.com/eslplays.htm (Fun ESL Plays for Children)
http://www.hltmag.co.uk/aug09/sart07.htm (Using Different Forms of Drama in the EFL Classroom)
http://ezinearticles.com/?Using-Drama-In-The-EFL-Classroom---Essential-Props-And-Materials-To-Have-On-
Hand&id=1195771 (Using Drama in the EFL Classroom)
http://www.humanb.org/html/teoria/texts/BBC%20%20British%20Council%20teaching%20English%20-
%20Methodology%20-%20Project%20Work%20with%20Teenagers.htm (Project Work with Teenagers)
http://teachingtreasures.com.au/English_more.html (English Projects and Activities)
http://www.microdevpartners.org/ArticleTeachingEnglish.html (Teaching English to Large Classes)
http://www.countryschool.com/engnatur.htm (Teaching English Through Projects in the Natural Environment
ESL Resources)
http://eng.1september.ru/2003/38/2.htm (How to Introduce Project Work into your Classroom)
http://www.englishonline.org.cn/en/community/featured-blog/jane/autonomy-project (Project Work
Promoting Learner Autonomy)
http://www.eldrbarry.net/roos/eest.htm (Effective Storytelling)
http://www.aaronshep.com/storytelling/GOS.html (Gifts of Story)
http://www.eslteachersboard.com/cgi-bin/lessons/index.pl?read=1458 (Interactive Storytelling)
http://www.wheelcouncil.org/storytellers.html (Stories)
http://www.storyarts.org/library/nutshell/index.html (Stories in a Nutshell)
http://www.storyarts.org/classroom/index.html (Why Storytelling?)
http://reviewing.co.uk/stories/intro.htm (Story Making and Telling for Telling)
http://www.literacyconnections.com/Storytelling.php (Storytelling Tips for Oral Language Development)
http://www.timsheppard.co.uk/story/storylinks.html#Classic%20Tales%20and%20Collections (Tim Sheppards
Story Links)
http://share-ws2-md.aarp.org/family/articles/goyer_family_storytelling.html (Make your Family Stories Come
to Life)
http://www.microsoft.com/athome/morefun/vacationstories.mspx (Have More Fun Vacationing)
http://www.storycraft.com/files/crafts.htm (Kids Storytelling Crafts)
http://www.storyarts.org/library/aesops/index.html (Aesops ABC)
http://www.storyarts.org/lessonplans/lessonideas/index.html (Storytelling Activities and Lesson Ideas)
http://www.teachingenglish.org.uk/think/articles/story-telling-language-teachers-oldest-technique (Storytelling:
The Language Teachers Oldest Technique)
http://www.storyconnection.net/?content=games#storigami (Storytelling Games)
http://digital-photography-school.com/telling-stories-with-photos (Telling Stories with Photos)
http://www.grandmatrix.com/downloads/caz-word-1.html (Download Word Games)

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 Instituto Cultural Peruano Norteamericano (ICPNA)

http://www.manythings.org/vocabulary/ (English Vocabulary Word Lists)

http://www.onestopenglish.com/section.asp?catid=58173&amp%3Bdocid=145343 (Extras: Team Games)
http://www.gamequarium.com/evocabulary.html (Vocabulary Games)
http://www.vocabulary.co.il/ (New LookNew Games New Fun)
http://www.manythings.org/lulu/ (English Vocabulary Games with Pictures)
http://iteslj.org/c/games.html (Games & Activities for the ESL/EFL Classroom)
http://madridteacher.com/Activities/index.htm (Vocabulary Activities)
http://www.onlinemathlearning.com/vocabulary-games.html (Vocabulary Games)
http://www.eltnewsletter.com/back/February2002/art882002.htm (Using DVD Feature Films in the EFL
Classroom)
http://www.esl-galaxy.com/video.htm (Teach English with Movies)
http://www.learnenglishfeelgood.com/eslvideo/ (ESL Listening Comprehension Exercises)
http://esl-programs-lessons.suite101.com/article.cfm/movie_trailer_esl_video_lesson (Movie Trailer ESL
Video Lesson)
http://www.eslpartyland.com/teachers/nov/film.htm (Teaching with Film and Video)
http://www.eslbase.com/articles/video.asp (Using DVD and Video in your ESL Class)
http://www.eslteachersboard.com/cgi-bin/lessons/index.pl?read=1298 (ESL Teachers Boards)
http://www.esl.ucsb.edu/people/rightmire/workshops/Video2009.html (Using Video in the ESL/EFL
Classroom)
http://www.usingenglish.com/teachers/articles/video-in-efl-classrooms.html (Video in the ESL Classroom)
http://www.englishmeeting.com/esl_video_lessons_page.htm (Daves Video Lessons)
http://www.eslcafe.com/idea/index.cgi?Video: (Daves ESL Caf Idea Cookbook)
http://www.buzzle.com/editorials/1-14-2006-86350.asp (More Ways to Use DVD and Video in the ESL
Classroom)
http://iteslj.org/Lessons/Tatsuki-Video.html (Ideas on Using Videos)
http://iteslj.org/Lessons/Tatsuki-Video.html (TEFL Guide to Teaching with SKYPE)
http://www.buzzle.com/editorials/1-14-2006-86349.asp (Using DVD and Video in your ESL Class)
http://www.esl.ucsb.edu/people/rightmire/workshops/Video.html (Using Video in the ESL Class)
http://www.musicalenglishlessons.org/video/bean.htm#bed (Using Video to Teach)
http://www.englishclub.com/tefl-articles/video.htm (Notes on Using Video in the Language Classroom)

Video links:
http://www.youtube.com/watch?v=vcKGi_PCjc4 (Teach English : What time is it Mr. Wolf: ESL Song)
http://www.youtube.com/watch?v=bVKmqFG8Vvs&NR=1 (Teach English: the Thank You Song)
http://www.youtube.com/watch?v=QrfmTAoobcI&NR=1 (Teach English: First Lesson Warm-up)
http://www.youtube.com/watch?v=wMQHd1UBkeI (ABC Song/ASL Alphabet American Version)
http://www.youtube.com/watch?v=OlMPQ-Lr2_Y&feature=channel (ABC Song/sounds of the Letters
American Version)
http://www.youtube.com/watch?v=uXip5wNE9P0 (Flashcards for Kids and Children in English)
http://www.youtube.com/watch?v=JR8n2NyJH8c&feature=related (New FAST Alphabet - ABC Phonics Chart)
http://www.youtube.com/watch?v=uUmSnvJfzEg (Childrens Book Story that is Engaging with Beautiful
Illustrations)
http://www.youtube.com/watch?v=-2nS05T9Qk4&feature=related (The Hare and The Tortoise)
http://www.youtube.com/watch?v=H7e0sgb4dGQ&feature=related (Leppits Birthday)
http://www.youtube.com/watch?v=UFC-URW6wkU (Storytelling Theory and Practice)
http://www.youtube.com/watch?v=FRJ9GDpSiLE (How to Tell Stories: Storytelling Tips)
http://www.youtube.com/watch?v=Lr9erxqTOOI&feature=channel (How to Tell Stories: Storytelling Tips:
Timing)
http://www.youtube.com/watch?v=8FGVtWhX-yQ&feature=channel (How to Tell Stories: Storytelling Tips:
Adding Humor to Stories)
http://www.youtube.com/watch?v=uu-
Knzb8ozs&feature=PlayList&p=141958E097DD57CB&playnext_from=PL&playnext=1&index=4 (Persuasive
Storytelling)
http://www.youtube.com/watch?v=JrZc6eztoH4&feature=related (Teaching Storytelling in the Classroom)
http://www.youtube.com/watch?v=qBBW1Ofh8QA&feature=related (Storytelling)
http://www.youtube.com/watch?v=yj6Q1ZwmTpM&feature=related (Madeleine Storytelling Part 2)
http://www.youtube.com/watch?v=nOMAr8f-nks&feature=related (Good Cats Bad Catsby Charles Ghigna)

Copyright @June 2010 by ICPNA 10/11

 Instituto Cultural Peruano Norteamericano (ICPNA)

http://www.youtube.com/watch?v=NuibcBkIpro (Video Projects Computers in the Class)

http://www.youtube.com/watch?v=D60wqvgT4ug (How to Help with Homework)
http://www.youtube.com/watch?v=Fw4i49SUed4 (Dictation)
http://www.youtube.com/watch?v=FyEI3s_jOQg (Poets and Poems in the Classroom)
http://www.youtube.com/watch?v=yfeOLoElbPA (Drama in the Classroom)
http://www.youtube.com/watch?v=GqGBQGE08-8&feature=related (Interactive Learning through Role Play)
http://www.youtube.com/watch?
v=x3Ec1MvfaSE&feature=PlayList&p=BB6EC600E3CC6849&playnext_from=PL&playnext=1&index=109
(Little Black Book Project)
http://www.youtube.com/watch?v=QzmXqDdNp0s (Spelling Bee Class Project)

Chapter 17:

Text links:
http://www3.telus.net/linguisticsissues/actionresearch (Action Research)
http://www.cal.org/resources/digest/0308donato.html (Action Research)
http://www.teachingenglish.org.uk/think/articles/peer-observation (Peer Observation)
http://en.wikipedia.org/wiki/Action_research (Action Research)
http://www.gtce.org.uk/teachers/rft/lead_learn0405/lead_learn0405cs/casestudy6/ (Research for Teachers
http://www1.umn.edu/ohr/teachlearn/resources/peer/guidelines/ (Peer Observation Guidelines and
Observation)

Video links:
http://www.youtube.com/watch?v=wDdC8_e3Aog (An introduction to Teacher Development)
http://www.youtube.com/watch?v=9MqljBEInCI&feature=related (Classroom Observation Points)
http://www.youtube.com/watch?v=0akVmCfUJiQ (Tim Bedley Part 1)
http://www.youtube.com/watch?v=fXTAp_Fa3Z0&feature=related (Tim Bedley Part 2)
http://www.youtube.com/watch?v=R0TKHJEhdOM&feature=related (Tim Bedley Part 3)
http://www.youtube.com/watch?v=MDVH0u4tUWo (Action Research in the Classroom Part 1)
http://www.youtube.com/watch?v=ZZHvpgU7pc8&feature=related (Action Research in the Classroom Part 2)
http://www.youtube.com/watch?v=jSwoVt-QEGY (Teacher Impact through Reflection)
http://www.youtube.com/watch?v=_yxrgmbgCkY&feature=related (Reflective Practice)
http://www.youtube.com/watch?v=1AfHPV-YBdI&feature=related (The Purpose of Reflective Practice)
http://www.youtube.com/watch?v=CRowFh8dNGo&feature=related (Teaching for Success)
http://www.youtube.com/watch?v=qKVTh6HG-T4 (Reflective Teaching)
http://www.youtube.com/watch?v=KftQowcOcYk&feature=fvsr (Teaching is Amazing)
http://www.youtube.com/watch?v=xMm2CkibHos&feature=related (Teaching a short inspirational Movie)

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Copyright @June 2010 by ICPNA 11/11