5. Session 1: Teaching Project
What is a Teaching Project?
How do we choose a project/theme?
What does a project need?
Creating a teaching project.
Build around language skills
9. Teaching Project: Goals
A variety of ways to use language
Introduce new language
Introduce new ideas
Basically: Broaden their world view
Pick a theme and HAVE FUN!!!
15. Theme Selection: Assigned
Given by management
Flexibility is constrained
Less or More Stress? it Depends...
Likely comes with specific expectations!
17. Theme: Material Driven
It could be class material
or prepared material
MUCH LESS prep than self-generated
Less prep = less opportunity for
creativity
21. Keys to a Good Theme
Students: Interest,
desires, ability
Schools
Requirements
Amount of Time
YOUR Interests!
22. Keys to a Good Theme
Students: Interest,
desires, ability
Schools
Requirements
Amount of Time
YOUR Interests!
23. What Makes a Good Theme
Sports Outdoor Basketball
Activities teams
Animals
Oceans Famous
Nature cities
Foods
Planets Musical
Countries instruments
Fish
Baseball Religions
teams
24. What Makes a Good Theme
Painters Historical Pets
events
Verbs Vegetables
Science
Famous experiments Coffee
writers
Trees Toys
Music styles
Flowers
Social issues
Fruits
25. What Makes a Good Theme
Cities w/ Shoes History of...
Sport Teams
Fishing Parts of ....
Clothing
Famous How to...
Fashion Companies
styles AND THE
Wars LIST GOES
CUlture ON!
Literature
Architecture
27. Every Theme has Topics
Themes are the main ideas
Themes have related areas - topics
Themes provide good opportunities to
expand language skills
Books don’t usually offer these chanes
31. Good Themes?
Students age/ability and interests
Duration of Project
Your available time to prepare
Your ability( it greater than you think)
Whether it fits with you language topics
More diversity allows more use
40. Mind Mapping
You don’t need fancy software
Use Shapes in word
A pencil and Paper!
Available Software (web based):
mapmyself.com and bubbl.us
All Platforms (with Chinese): XMind
42. Why Use Mind Mapping?
It helps organize ideas
It organizes information
This helps narrow down possible themes
The foundation for outlining the project
Doesn't tell you your theme just helps!
49. Establishing the Goal
Passing a pre-determined test
Learning specific language skills
Gaining specific knowledge
Creating an fun format for learning
Either Way: Systematically teach skills
51. Language Skills
How are we getting the language portion?
If you have textbooks use the project to
MOSTLY reinforce that
No textbooks? Build on an appropriate
level book
Create your own!
(NOT easy!But satisfying!)
53. Divide Theme into topics!
Think like a puzzle
Each Topic should stand on its own
A topic is a “unit”
Fewer units=deeper teaching
How much to teach depends on abilities
55. Building out Subtopics
Subtopics: GO CRAZY!!!
The more the better!
Go unit-by-unit; step-by-step; !
Take your time!
Start thinking about activities/
handouts/games
61. Resource Guidelines
Age Range Students abilities
Classroom Students
Technology motivations
Students Interest Your abilities
Project Duration Topic Needs
Duration of each What is suitable?
class
63. Resources and Activities
Posters Physical Activities
Flashcards Group/Pair-work
Worksheets Videos
Fun Activities Small Projects
Songs Quizzes/Tests
Games ....
65. Where to find?
Google! iteslj.org/ (free)
Buy a simple set of esl-library.com
flash cards (NT$1667/yr)
Activity Resource taiwanenglish.com
books (free)
Coloring books eslgamesworld.com
(freeish) PPT
Develop your own! games
87. Group Assignments
Group 1: 12 Hours of content for
intermediate elementary school. 12 1hr
classes
Group 2: 12 hours of content for
intermediate adults. 6 2hr classes
89. Group Assignments
Group 3: 12 Hours of content for basic
kindergarten. 24 1/2hr classes.
Group 4: 12 hours of content for
advanced elementary school.
16 45min classes.
91. Group Assignments
Group 5: 12 Hours of content for
advanced kindergarten. 12 1hr classes.
Each Person needs about 4hrs or
material.
Hinweis der Redaktion
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Assigned gives structure to work with in\n\nAssigned doesn’t allow full freedom\n\nIf you like structure it is helpful, especially the first time\n\nExpectations could be detailed\n
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Tennis is one unit in a project on sports\nSubtopics could span several units\nThey can tie the whole series together\n
sufficiently broad or narrow depending on time\n\n\n
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There are other download packages but they generally cost money\nSimplemind\niMind\nA free mac appFreeplane \n
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Is the goal passing a test?\nIs the goal learning about some specific topics?\nIs the goal Language Skill acquisition. \nThe sections should remain flexible.\nThey are are still guidelines at this point.\n
Is the goal passing a test?\nIs the goal learning about some specific topics?\nIs the goal Language Skill acquisition. \nThe sections should remain flexible.\nThey are are still guidelines at this point.\n
Is the goal passing a test?\nIs the goal learning about some specific topics?\nIs the goal Language Skill acquisition. \nThe sections should remain flexible.\nThey are are still guidelines at this point.\n
Is the goal passing a test?\nIs the goal learning about some specific topics?\nIs the goal Language Skill acquisition. \nThe sections should remain flexible.\nThey are are still guidelines at this point.\n
Where you are GOING is more important than where you are starting!\nLanguage skills must be taught systematically\nRecycle grammar\nKeep in mind: are you meeting the expectations of the students, bosses, parents?\nFor our projects we are creating a fun format for learning\n
You can use the book material\nor simply use the grammar and language skill layout\n\nWith adults I recommend the later then you don’t need to buy the book to repeat the project.\nIt is substantially more work.\n
Fewer units should equal deeper teaching\nMore units requires quicker teaching quicker = more shallow or more light\nThat is not good or bad\nDepth is dependent on students ability and your ability\n
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Notice connections in nations that play soccer, cricket, and rugby\nHistorical importance\n
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What I am teaching will of course depend on the factors mentioned earlier\n\n
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Materials include lesson plan; game/activity descriptions; worksheets/homework; quizes \n
