1. Idiom of the Day To be antsy
I don’t know what’s wrong with me . I’ve been antsy
all day.
To have ants in one’s pants.
Why can’t you sit still? Do you have
ants in your pants?

2. Lesson Plan 2
Open Lesson Plan 2 file

3. Icebreaker and Reflection
STAND IN A LINE

4. Stand In A Line Focus: Interacting with Others Using Minimal Language
Preparation: Because this activity is based on students having to arrange themselves in a line, think of the criteria you would like to use, for example: date of birth, zodiac sign, alphabetic order by first name, favorite month, etc.

5. Stand In A Line Procedure
1. Ask the students to form a line according to the criterion you have chosen, for example, in alphabetical order of their names. Tell them they should speak to each other in order to decide how to line up. For example:
Student 1: What´s your name?
Student 2: Fernando.
Student 3: Oh, you´re after me. I stand here. I´m Eva.

6. Stand In A Line
2. After the students have formed a line, ask them to bend around into a circle. When they are in a circle, ask them to say their names (or whatever criterion was used) in order.

7. Reflection Form groups of four or five and discuss these questions.
What is the purpose of this activity?
Would you students enjoy this activity?
What problems might you have using this activity with your students?
What can you do to adapt this activity to overcome any problems you might have?

8. Reflection Promotes student-to-student communication.
Provides grammar practice in an authentic context.
Eliminates the need for complex instructions.
Repeating is a very simple skill.
It trains students NOT to depend on Portuguese translations.

9. Reflection Teacher can get a sense of what the students know.
This type of activity has a REAL purpose: Playing a game and getting to know each other.
It creates a safe environment to practice and talk.
It emphasizes FLUENCY over accuracy.

10. Chapter Presentation by Students

11. Homework Review Questions 9, 10, and 11 from Snow Chapter 1
Working alone, make a written list of areas in which you would still like to improve your English. What kind of improvement would be most practically useful to you? Write this down. What improvement would you find most personally satisfying? Write this down.

12. Homework Review
What would be most helpful in your teaching? If you were to carry out a plan to improve your English, what would the main challenges be? List them in order of importance. (Consider practical as well as methodological issues.) How much time will you have? Make a written estimate. What access to English and opportunities to use it do you have?

13. Homework Review
What do you like – and not like – about English study? Write specific ideas about this. How can you make your LLP as appealing as possible? Again, be as specific as possible based on your answer to the previous question.

14. NEW HOMEWORK ASSIGNMENT
MAKE A LANGUAGE LEARNING PROJECT (LLP) I’ll discuss the details in our closing section at the end of this session.

15. STUDENTS’ CLASSROOM ACTIVITY PRESENTATION

16. RESOURCE/OPPORTUNITY
ENGLISH TEACHING FORUM
Available at: americanenglish.state.gov
then click on English Teaching Forum

17. Resource/Opportunity
English Teaching Forum
page 41 My Classroom
- a publishing opportunity
page 45 Role-Play Party
page 21 Professional Development Article

18. MAIN PRESENTATION
From Language Learner to Language Teacher, by Don Snow Chapter 2: Principles of Language Learning and the Role of the Teacher

19. STUDENT CENTERED What does that mean?
STUDENT CENTERED teaching (and learning) – occurs when teaching (including curriculum, goals, activities, etc.) is based on the NEEDS of the students.

20. Starting from Language Learners
p20- Why start with the students?
Each class is made up of MANY DIFFERENT students.
Students should be active participants in their own learning.
Students don’t have enough time during English courses to learn English very well. Student-centered teaching helps to show students how to continue to study on their own.

21. Starting from Language Learners
P21- Basic Principles of Language Learning (4)
p21- Language as communication
p22 - Language as both knowledge & skill
p23- Language Learning as a battle of the heart (feelings about it)
p25- Learners differ in their learning styles
Language is not just words, grammar, and tests.
It lets you interact in the way that you want. You can do or get what you want.
It makes achieving goals easier.
Students need to experience language as communication early in their education.

22. Starting from Language Learners
P21- Basic Principles of Language Learning (4)
p21- Language as communication
p22 - Language as both knowledge & skill
p23- Language Learning as a battle of the heart (feelings about it)
p25- Learners differ in their learning styles
Students (and teachers) value knowledge over skills  students study more than practice.
Language learners need a lot of practice.
Language learners need repeated practice.

23. It’s not just an activity of memorizing a dialog and vocabulary.
Example
Ordering food – How do I grade this?
FIRST, did the student get what he/she wanted?
THEN, did they use vocabulary and phrases correctly. If they forgot a word, could they adapt the conversation?
It’s not just an activity of memorizing a dialog and vocabulary.

24. Starting from Language Learners
P21- Basic Principles of Language Learning (4)
p21- Language as communication
p22 - Language as both knowledge & skill
p23- Language Learning as a battle of the heart (feelings about it)
p25- Learners differ in their learning styles
Real language learning takes a LONG time.
It often requires learning about a new culture and about the people who use the language.
Students are often unrealistic in their expectations. Even good students can work so hard that they sometimes can’t keep up the pace.
The better you are, the harder it is to improve more. Sometimes you can’t even notice improvement.
Many students quit at the intermediate stage.
At the beginning of learning, there are few rewards.

25. Starting from Language Learners
P21- Basic Principles of Language Learning (4)
p21- Language as communication
p22 - Language as both knowledge & skill
p23- Language Learning as a battle of the heart (feelings about it)
p25- Learners differ in their learning styles
Visual - seeing
Auditory - hearing
Kinesthetic – doing/moving
Tactile – feel & touch
Sensory Learning Styles
extroverted vs. introverted
thinking vs. feeling
judging vs. open /perceiving
Personality Type Learning Styles
No learner is a pure example of any learning style.
A student is often a combination of styles.
Your own teaching style probably matches your learning style. Does it match your students’ learning styles?

26. Example There is not one perfect way to teach...
Because every student learns differently.
Some like to work together.
Some like to work alone.
Some like to talk.
Some like to write.
Silently / With noise and action.
Read a book / listen to the teacher
Grammar exercises / role plays and talking.

27. The Role of the Language Teacher
Typically this is what teacher-centered looks like.
p26- Some teaching must be this way, of course, BUT it has some bad effects:
Passive learning
Objective  cover the material (finish the book)
Most learning is done in the classroom with the teacher.
Learning = accumulation of knowledge, not application of knowledge.

28. The Role of the Language Teacher
p27- Helping students understand language learning.
The way students need to study English is different from the way they need to study other subjects.
Show students different methods/strategies such as
Strategies for acquiring knowledge: vocab, grammar, etc.
Strategies for building skills: listening, speaking, reading, etc.
Strategies for planning learning: how to select goals, etc.
Strategies for sustaining motivation: positive attitude, finding rewards, etc.
Teach students strategies (how to do these things on their own).

29. The Role of the Language Teacher
p29- Encouraging and motivating students.
Tests, getting into college, getting a job
Effective, but can be short-term
Extrinsic Motivation
Loving to learn, loving English, meeting foreigners, watching movies
More POWERFUL than extrinsic motivation
Good for long-term motivation
Intrinsic Motivation
FIND or MAKE motivators for you students.

30. The Role of the Language Teacher
p29- Encouraging and motivating students (continued)
p30- TEACHERS are the biggest MOTIVATORS
Personal characteristics
Teacher immediacy
Active motivational socializing behavior
Classroom management

31. Personal Example
I BELIEVE  People (especially in school) want to be good at what they are doing.
If I create conditions under which EVERYONE can succeed, it will motivate my students.
NOT one situation for ALL my students, but different situations at different times.

32. The Role of the Language Teacher
p31- Build accountability and discipline.
School courses naturally have this: tests, homework, projects, speaking in class.
Positive reinforcement is better than negative.
p31- Building learner autonomy
Autonomy = independence. Our goal is to make our students independent learners so they know how to learn without us.
Not only ‘delivery’ of language, but also how to ‘receive’ language.
Suggestion – present students with a problem and let them figure out how to solve it. Don’t just tell them the answer.

33. Example: Research says
Research says that in school students somehow get a label (good student, bad student, trouble maker, etc.). This label often stays with them throughout their education and sometimes even longer.
I FEEL that if you teach students how to succeed, they can start to change the label they were given.

34. Making your Assumptions Explicit
Focus on your students as language learners.
Consider the individuality of each student.
Teach language as communication skill.
Communicative Language Teaching (CLT)
CLT is not the ONLY way or the ONLY RIGHT way to teach.
It has many benefits, and it can ADD to your teaching. My goal is for you to use more CLT in your teaching.

35. Example A teacher should be well- balanced.
You don’t have to change from one way to another.
Grammar+ reading + writing + communication
Just check yourself… if you add something to the right, you must add to the left also.

36. Discussion Questions
What is student-centered teaching? Imagine - What does the teacher do and what do the students do? Describe it.
What is the motivation level of your students? What things motivate them? Are those things extrinsic or intrinsic motivators?
The book talks about how genuine communication (real-life communication) is important for learning a language. What do you think? Can you do it in your classes? Why or why not? Explain.

37. Discussion Questions
4. Consider Dõrneyi’s ten suggestions for motivating language learners. Which would be more effective or relevant in your teaching situation and which would be less so: 1. Set a personal example with your own behavior. 2. Create a pleasant, relaxed atmosphere in the class. 3. Present the tasks properly. 4. Develop a good relationship with the learners. 5. Increase the learners’ linguistic self-confidence.

38. Discussion Questions
6. Make the language classes interesting. 7. Promote learner autonomy. 8. Personalize the learning process. 9. Increase the learners’ goal-orientedness. 10. Familiarize the learners with the target language culture.

39. Discussion Questions
5. What do you think about CLT? Is it useful for your students? Why? Realistically, can you do it in your classes? Why?

40. Discussion Directions
Make five total groups of people. Each group will discuss ONE question (in Portuguese or English).
Everyone take your own notes.
Switch groups  One person from each group (1,2,3,4,5) will make a new group (A,B,C,D,E)
Each of you is THE EXPERT on one question. Please share what your group discussed about each question.
While the expert speaks, others please listen and ask questions or share your ideas also.

41. Reflection – Discussion
Talk in your group about this activity.
Did you like it? Why? Why did I do it? What kinds of skills? As students, what did you do in this activity?
Compared to the discussion last week: What are some of the good and bad points of this activity?
In comparison with our discussion last week:
You talk and participate for one question, but only listen to the other four (bad?).
You are an expert on one question, so you have authority. Everyone has to listen to you.
Students who are normally silent can be silent in their first group, but not in their second one. They must speak.
There isn’t sharing, like presenting in front of the class, but only presenting in your group. It’s safer and the teacher can monitor. Also, it saves time.
It forces students to change groups and work with different ‘friends.’

42. Closing Homework: EVERYBODY
Create a personal Language Learning Project (LLP)
Due Date: Our next session
Review the material on LLPs in Snow Chapter 1 including Discussion Question 11 on page 15.
Review your notes on LLP from our Session 2.
Follow the models on pages 16 and 17 from Snow.
Be prepared to talk about your LLP in our next session.

43. Closing
Homework (continued): EVERYBODY 2. Read Snow Chapter 2 3. Think about Discussion Question 2 on page Read “On How Thinking Shapes Speaking: Techniques to Enhance Students’ Oral Discourse” in English Teaching Forum on our website in Resources and also online at forum-volume-53-number-2#child-1937

44. Closing Homework (continued) Everybody (continued)
5. Optional: Read about strategies you can teach students to use in order to improve their reading skills.
expert-readers-tricia- hilliard?utm_content=blog&utm_campaign=students-skills- expert- readers&utm_source=facebook&utm_medium=socialflow& utm_term=link

45. Closing Homework (continued) Chapter Presenters:
1. You may use some of my PowerPoint slides of Chapter 2
2. Read the material on our website about Chapter
Presentations and Rubrics
3. Contact me for help.
4. me your materials by midnight on Saturday.

46. Closing
Homework (continued) Classroom Activity Presenters: 1. Contact me for help. 2. Use The Monster Book of Language Teaching Activities for inspiration if you like. You can find this on our website: 3. Read the material on our website about Classroom Activity Presentations and Rubrics. 4. me your materials by midnight on Saturday.

47. Closing
II. Any remaining questions???? III. Summary of this session Chapter Presenters and Classroom Activity Presenters for next session: PLEASE TALK TO ME FOR FIVE MINUTES AFTER THIS SESSION.

48. Thank You.
Thank you for your attention and your participation today. If you have any concerns, questions, or comments, please contact me.

49. Closing
Chapter Presenters and Classroom Activity Presenters for next session: PLEASE TALK TO ME FOR FIVE MINUTES AFTER THIS SESSION.