TESOL Supports the 25th Korea TESOL-PAC Conference

Last month, on 21 and 22 October, the 25th Korea TESOL-PAC (Pan-Asian Language Consortium of Language Teaching Societies) International Conference was held, in Seoul, South Korea, at Sookmyung Women’s University.

The PAC is made up of

English Teachers Association of the Republic of China (ETA-ROC)
Far East English Language Teachers Association of Russia (FEELTA)
Japan Association for Language Teaching (JALT)
Korea TESOL (KOTESOL)
Philippine Association for Language Teaching (PALT)
Thailand TESOL (ThaiTESOL)

Details of all these affiliates can be found on the PAC website.

My first time at an annual KOTESOL international conference was nearly 20 years ago, in 1998, just after completing my doctoral studies and shortly after moving to live and work in Hong Kong. That year, the conference theme was “Advancing Our Profession: Perspectives on Teacher Development and Education,” and my paper was titled “What EFL Teachers Learn from Action Research.” Reflecting the changes that have taken place over the last two decades, this year, the conference theme was “Why Are We Here? Analog Learning in the Digital Era,” and my plenary presentation was titled “Confessions of an Online Instructor: Returning to the Classroom.” My plenary drew on and updated my 16 blog posts on the TESOL Blog about teaching and learning online, posted between August 2013 and March 2014.

One of the main points in my plenary was that, although online technologies have greatly enhanced our connectedness and enabled teaching and learning to move beyond the confines of the physical brick-and-mortar classroom, the full sensory engagement of real-time and face-to-face, in-person, and in-class interactions cannot be simulated, duplicated, or replaced by our current technologies. I believe, therefore, that there will always be an important place for the physical, brick-and-mortar classroom.

Representatives of the Asian Youth Forum, KOTESOL 2017 Opening Ceremony

Between 1998 and 2017, I have attended several annual KOTESOL international conferences, and it was a great pleasure to be back again, this time as a recent past president of the TESOL International Association, and as part of the TESOL’s Affiliate Speaker Request Program. In addition to the celebration of KOTESOL’s 25th anniversary, this year’s KOTESOL international conference was special because it included the 16th Asian Youth Forum (AYF), which is a non-profit, volunteer, international exchange program based in Japan. The AYF is part of the PAC consortium.

One of a number of professional publications produced by KOTESOL is The English Connection (TEC) and the Autumn 2017 special issue is focused on this year’s international conference, with interviews of many of the invited speakers and an article by the other plenary speaker, Nicky Hockly, titled ‘Technology and EFL: Is the Future Tense?’ (pp. 14–15). My contribution to the preconference issue of TEC is titled “Whatever Happened to Peace (Linguistics)?” (pp. 23–24), which highlights the emergence of this important and timely new field in applied linguistics, particularly after a year of especially fraught and deeply dividing politics in the United States, the United Kingdom, and elsewhere.

Conference Chair Sean O’Connor welcomes everyone to KOTESOL 2017

The KOTESOL president, Lindsay Herron, who gave an energetic and enthusiastic welcome, and the conference co-chairs Sean O’Connor and Kathleen Kelley and their teams—which were made up of around 40 volunteers!—did a great job of creating a memorable, worthwhile, and highly enjoyable international conference, worthy of a silver anniversary event. My congratulations to all of the 2017 conference organizing committee members, and I wish KOTESOL all the best for its next 25 years.

from TESOL Blog http://blog.tesol.org/tesol-supports-the-25th-korea-tesol-pac-conference/

TPT Cyber Monday Sale!

TPT Super Sale

starts Monday November 27th!

Are you ready to shop? This super sale will get you in the mood as everything in the Fun To Teach store is on sale!

https://www.teacherspayteachers.com/Store/Fun-To-Teach

It is that time again~ Teachers Pay Teachers is having their annual Cyper sale.

Use Promo code tptcyber to save on fun to teach products!

MLK Martin Luther King Word Wall Cards

End of the Year and Summer Vocabulary Word Wall

fathers day word wall

Kindergarten Bundle
Are you looking for Kindergarten activities? Check out this bundle with a little of everything to make your winter lessons fun and engaging!

Click here to go to the store!

Happy Teaching!

Lori Wolfe
https://www.pinterest.com/funtoteach/
https://www.teacherspayteachers.com/Store/Fun-To-Teach

from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/11/tpt-cyber-monday-sale.html

5 Ways School Principals Can Support English Learners

English learners (ELs) bring a wealth of experiences from their families, homes, neighborhoods, and communities to school. Children with diverse linguistic and cultural backgrounds have stories and experiences that are unique and will enrich the culture of your school. School principals need to use these experiences to help general education staff and students begin to understand other cultures. They should build on the knowledge their EL students and families have of the countries they come from and the cultures they represent. Here are some five additional thoughts on what school principals need to do to support the ELs in their school and build an optimal educational environment for them.

1. Create a schoolwide environment of welcome and respect for students and parents who are new to the United States.

Principals need to use the expertise of their ESL staff to help their school create an atmosphere of welcome and respect for people from diverse cultures. They need to support teachers to provide a strengths-based environment for ELs. ELs need a real sense of being safe and valued members of their classroom communities. The need to be seen as capable learners who have something to contribute. These four essential experiences—feeling safe, valued, capable, and worthy—are the basis for creating a strengths-based classroom, especially those who have experienced trauma. Advise your staff not to dwell on what ELs can’ yet do and inspire them to give lots of encouragement and praise for what ELS can do.

Here are some strategies to help prepare mainstream students to welcome ELs into the school and the classroom:

Have students learn a few words of the languages of your ELs and have them teach a few words to their classmates.
Ask bilingual parents to do cultural demonstrations in classrooms or at a schoolwide program.
Display pictures and maps from your students’ home counties around your building.
Include funds in your budget for materials in the languages of your school. This includes books, music, and photographs.

2. Get to know your ELs.

Your ELs are not a homogenous group. You may have some newcomers who have interrupted formal education (SIFE) and others who demonstrate grade-level literacy in the home language. You may have a majority of students who are in ESL but were born in the United States. Some ELs may be long-term ELs (LTE).

Ask staff members to avoid the temptation to create a nickname or Americanize a child’s name. Ask parents of ELs or a native speaker to help you learn the correct pronunciation of your student’s name. I suggest that you record the student’s names on your phone so that you can practice them. Determine which part is the given name and which is the family name. Some Asian names are given in reverse order from ours. The family name is first followed by the birth name. Two-part first names are common in many cultures and may appear to be a first name and a middle name. Be sure to use both parts of a two-part name.

3.Develop quality programs for ELs, especially those who are newcomers.

Schools need to provide more ESL instruction to beginning ELs. They need daily instruction in academic English listening, speaking, reading, and writing. This instruction should be tied to what’s going on in the general education classroom. It is not enough for beginning ELs to sit in content-area classes with English speakers. They need to have extra ESL time and should have instruction at their English language development level.

Take the needs of ELs into account when you make decisions that affect all students. For example, one school that I know developed an essential question that excluded the ELs in their school. They asked, “What does being American mean to our school culture?” Decisions made at the district and school level must include all students.

4. Include parents of ELs in the education of their children.

When families of ELs are actively engaged in the education of their children, those children will attend school more regularly, be less likely to drop out, and be more successful academically. Many administrators and teachers do not know how to communicate with parents who do not speak English and who are not familiar with U.S. school practices, but it is important for schools to engage the parents of ELs.

5.Provide professional development for all staff members on English language development and the culture of your students.

It’s important to provide a specialized program for all staff members who come into contact with your ELs. This includes support staff, school secretaries, custodians, cafeteria workers, bus drivers, and security. The culture of your ELs needs to be respected outside of the classroom. This includes on the bus, in the hallways, cafeteria and playground.

from TESOL Blog http://blog.tesol.org/5-ways-school-principals-can-support-english-learners/

TESOL Executive Director Blog: Reflecting on the Start of My Journey

I can’t believe it’s been six months. I started my tenure at TESOL International Association on 1 May and have been so immersed in all that we are doing—from convention to advocacy, from membership to publications, from association governance to professional learning—that I have hardly had time to reflect. As I do that now, I want to first emphasize what an incredible association this is. Looking at our board, our professional councils, interest sections, and affiliate leaders, all our volunteers, our staff, and our members, I am incredibly impressed and humbled by the dedication, hard work, and expertise everyone displays for English teaching and English language learning.

So, what have I done in the past six months? Well, I have learned a lot. Whether in person, on the phone, over Skype, or through email, I have already connected personally with hundreds of members. Knowing what motivates you, excites you, and, yes, even frustrates you is very important to me, and I want to continue this level of engagement and build on it over the next six months and beyond.

I have also met with more than two dozen colleague organizations dedicated to supporting education and language learning, including the American Council on the Teaching of Foreign Languages (ACTFL), the Center for Applied Linguistics (CAL), the National Association for Bilingual Education (NABE), and University and College Intensive English Programs (UCIEP). Identifying opportunities to work across organizations to support the work you do and to raise our voices collectively is so important given the challenging global political environment we face. We’ve spoken out about U.S. immigration policies and priorities, and we’ve reached policy makers at the state level. We’ve supported robust funding for international and language education in the U.S. Departments of State and Education, and I have met with colleagues at both departments to promote quality language instruction in the United States and throughout the world. In September, I met with U.S. Education Secretary Betsy DeVos and emphasized the critical importance of ELL teacher preparation, urging continued support for the Office of English Language Acquisition’s professional development grants. Advocating for our teachers and students is crucial. I plan to continue to do all I can and hope that you will all join me.

I have attended a number of TESOL events, including the Research Symposium, which we held in partnership with The International Research Foundation for English Language Education (TIRF), and our Advocacy & Policy Summit, which sold out! This summer, TESOL President Ester de Jong and I traveled to China to attend an English teaching conference, meet with English teachers, and cement partnerships with organizations that share our values in promoting inclusive, quality English teaching. This fall, I participated in a British Council dialogue on English teaching in Latin America. Our profession and the challenges we face in different contexts is so diverse that I hope and expect to continue to engage with teachers across the globe to better understand and to better serve their needs. I am especially looking forward to building on and expanding our partnerships with affiliated associations through our new Affiliate Network Professional Council. We all have so much to give and to learn from each other, and I am looking forward to expanding our opportunities to do just that.

Finally, though I have yet to experience my first TESOL International Convention & English Language Expo, it looms over and beckons me, just as I am sure it does for many of you who will attend, present, and exhibit in Chicago. I look forward to meeting you there!

TESOL is, of course, so much more than our convention. We provide opportunities for professional learning year-round, release new publications throughout the year, and issue TESOL Journal and TESOL Quarterly, well, quarterly. As we say, the world comes together at TESOL. I am so looking forward to greeting you all and to meeting and talking with as many of you as possible.

It has been a great start for me at TESOL, but in many ways, the fun—and the work—is just beginning!

from TESOL Blog http://blog.tesol.org/tesol-executive-director-blog-reflecting-on-the-start-of-my-journey/

ESP Project Leader Profile: Mark Krzanowski

Hello, ESPers worldwide!

In this ESP Project Leader Profile, we have the privilege to meet Mark Krzanowski, who has been involved in English language teaching since 1990 and was leader of the IATEFL ESP-SIG when I was chair of the TESOL ESPIS.

Please read a short version of Mark’s bio:

Mark Krzanowski holds an MA in Applied Linguistics, the RSA/UCLES Dip TEFLA, a PG DMS, and is a Fellow of HEA (the Higher Education Academy) and is at present completing his EdD at the University of East London (UEL). The topic of his dissertation is Black South African English (BSAE), and one of the aims of his thesis is to ensure that BSAE finally gains an official status of a variety of English worldwide. Mark is based in London and works at the University of Westminster as Lecturer in English, Linguistics, TESOL and Teacher Training. In the past, Mark was Academic Co-ordinator for ELT in the Dept of PACE at Goldsmiths College, University of London (2002–2005); Head of ELT Unit and Senior Lecturer in EAP at the University of Hertfordshire (1997–2002); and EAP Co-ordinator at UCL/University College London (1993–1997). Mark was the Co-ordinator of the IATEFL’s (International Association of Teachers of English as a Foreign Language) ESP (English for Specific Purposes) SIG (Special Interest Group) from 2005 until 2013, and since 2014 he has been Editor-in-Chief of its journal: Professional and Academic English (PAE).

Mark and I collaborated on launching a TESOL-IATEFL ESP speaker exchange with the sponsorship of the British Council, and three ESP project leaders were involved in that exchange: Debra Lee, Kristin Ekkens, and Prithvi Shrestha. In addition, as part of our collaboration, Mark provided TESOL ESPIS members with the opportunity to publish in the IATEFL ESP-SIG Journal. Mark writes about the creation of the journal in his responses to the interview questions.

Mark Krzanowski, EdD candidate
University of East London

1. Define leadership in your own words.
The concept of leadership is very close to my heart, mainly because I have assumed this role in a number of professional contexts and probably in each case there were some minute variations to how this role was discharged. However, the main modus operandi remained the same, with some changes as my roles evolved depending on the working environment that I was in.

For myself, leadership is the ability to lead, guide, and inspire colleagues, peers, or coworkers in such a way that the immediate team is able to perform to the best of its ability, with trust, caring, and mutual support. As most of my work has been in higher education (HE), and certainly with volunteer work in teaching organisations, it is clear to me that leadership cannot be equated with orders, commands, or line management implications. In HE and in voluntary nonhierarchical set-ups, a leader needs to gain respect through setting an example and/or being a role model.

Back in 1997 I completed a postgraduate two-year Diploma in Management Studies (DMS) which is considered to be two-thirds of an MBA. While it is a generic qualification, it offered me a set of extremely valuable transferable skills which I later successfully applied at work. It was during this course that I became aware of such concepts and principles as sub-optimisation (a euphemism for dysfunctional organisational behaviour), McGregor’s theory X and Y, the (Japanese) Kaizen philosophy, Belbin’s typology of teams, and a marketing mix of 7Ps for services—to mention but a few examples. In fact, I was able to put all this to good use in my work, and I was able to teach this and reflect on this while I delivered a module “Educational Management in TESOL” on one of the MA TESOL courses that I am still involved in.

2. Tell me an ESP project success story. Focus on your communication as a leader in the project. How did you communicate with stakeholders to make that project successful?

There have been quite a number of success stories in this respect in my career. Possibly one of the most tangible ones is establishing a journal version of the previous IATEFL ESP SIG newsletter, and editing three EAP/ESP books reflecting the expertise and knowledge of ESP/EAP colleagues within and outside the ESP SIG. All this became possible owing to the initiative of Christopher Shakespeare and Olly Twist from Garnet Education (the former no longer working with Garnet). Back in 2006 we realised that it would be worthwhile to raise the profile of ESP/EAP worldwide—as reflected in the activity of the ESP SIG—through the support and sponsorship of a publisher like Garnet Education. By that time Garnet was already gaining more and more international profile as an independent publisher, and it was obvious that for them ESP/EAP was a niche area on which they focused and in which they invested.

Soon all the SIG Committee members (at that time, Ruth Breeze and Prithvi Shrestha, who became the main editors as well), myself and Garnet Education arrived at the first historic issue of the ESP SIG journal: Professional and Academic English (PAE). We came up with a prototypical template, which, essentially in addition to a memorable title cover, would be followed inside by five to seven key topical articles, three or so conference reports, and around ten book reviews.

The formula proved to work very well: We soon received very complimentary feedback from our members who saw the journal as a vehicle of professional empowerment and an opportunity to submit their own non omnis moriar ESP/EAP contribution, be it an article or a conference report or a book review. Gradually, it became apparent that in the world of ELT still there are many Cinderellas—historically disadvantaged and/or marginalised voices—for whatever reason. It was very rewarding to realise that we have the ability and a pulling power to attract and empower such colleagues. From then onwards, each issue of the journal would include at least a couple of quality contributions representing such voices from all the continents.

In terms of the project leader’s communication with the stakeholders, to make the project successful we had to be inclusive, supportive, and encouraging. I spent many hours liaising with Garnet Education colleagues, ESP SIG colleagues, IATEFL HO colleagues, and naturally the SIG members. Everything had been done in a consultative and consensual manner, and maybe this was part of the success story.

The excellent editing work originally done by Ruth Breeze and Prithvi Shrestha has recently been continued by Bernard Nchindila and Andy Gillett (Andy now being the current deputy editor with me on the editorial board). It is a pity that in 2016, due to financial constraints and downscaling, Garnet Education was unable to support us with our journal and with our books any longer; we remain eternally grateful to them. Nevertheless, we continue to keep the tradition going and will ensure that the journal, as well as any potential future books, remains faithful to its mission.

It was a wonderful experience for me to be able to collaborate with Mark again on this profile. It also brought to mind that Shahid Abrar-ul-Hassan and I both published articles in the journal.

Please feel free to contact Mark directly.

All the best,
Kevin

from TESOL Blog http://blog.tesol.org/esp-project-leader-profile-mark-krzanowski/

🌹Monday’s Quote! 🌹

Hello everyone! The definition of quote is to repeat someone else’s statement, phrases or thoughts.
Here is today’s!
Happy Teaching,
from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/11/mondays-quote_13.html

If only I had more time in a school day!

Hello folks,
This is an article I wrote for Really Good Stuff Blog a few years ago. Still holds true so I am re-posting it here!
Happy Teaching!
Lori

“If only I had more time in a school day…”

Have you ever caught yourself uttering this phrase? You can easily add those instructional minutes to your day by explicitly planning for your transition times. Carefully considered transition times offer the key to maintaining an optimal learning environment, minimizes disruptions and behavior problems while maximizing instructional time. By providing the structure of predictable routines, procedures and behavioral expectations, teachers offer their students, including second language learners and those who struggle with poor attention and impulsivity, an avenue to success during transition times.

Plan for the transition periods in advance. Take a few minutes and think about the transition times that occur in your classroom.

Common transition times include:

· entering the classroom first thing in the morning

· changing from one subject to another

· leaving or coming into the room after assemblies

· recesses or lunch, clean up time at the end of the day

The first step in planning for transition times is selecting a signal that you will use for each transition time. Be consistent and use the same signal for all transitions. Make sure it is a visual and auditory signal. Provide enough “wait time” for students to respond.

Choose a method to instill a “sense of urgency” to the transition. Students respond well to the feeling that their work and time is important. By giving the situation “a sense of urgency” students respond quickly. Set a timer, count, or sing a song to give students that “sense of urgency. Often simply saying, “Class we have 40 seconds to enter the room quietly and slowly, return to our desks/tables safely and begin reading. Ready go.” is sufficient to instill that sense of urgency.

Always follow the same procedure. During transition times where students leave the room, teach them to put their materials away, stand up, push in their chairs, move slowly and safely to the door. During transition times to the next activity include an activity that will help children adjust to the change. Consider adding a quick opportunity to stretch, a song that focuses on the new activity or subject, skip counting or reciting a poem. This gives students a break to readjust and provides slower students a bit more time to complete the transition. Be deliberate in ending this very short brain break. Go right to work, don’t waste time here. This creates a “sense of urgency” and shows your students that you value their time and work.

Be consistent. Smooth transitions occur when students know what to do and how to do it. Adhere to your schedule. Have work ready for students. As students enter each morning have a plan for exactly what they will do as they enter. Look at your morning and plan for success. Teach students to enter the room and

· Hang up backpacks, jackets and coats

· Turn in homework

· Sign up for hot or cold lunch

· Find their seats

· Begin reading, handwriting or whichever morning activity you choose

Consider playing music or setting a timer the students can hear for the first minute students are entering the room. Be very consistent and choose the same amount of time the music ends or the timer goes off in order to create that “sense of urgency”. Transition times will be efficient and productive parts or your educational day when you value your students’ time and work.

Finally, good teaching of any routine and procedure is the key to success. Remember to explain the expected behavior, explicitly model the routine and procedure, practice, practice, practice and finally provide feedback. Congratulations, you are on your way to smooth, efficient, and safe transition times.

We created a helpful worksheet you can download for free. Click here to download, My Plan for Smooth & Efficient Transitions!

What strategies and activities do you use during transition times? Please share your ideas with us!

Happy Teaching!

Lori Wolfe

Fun To Teach

from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/11/if-only-i-had-more-time-in-school-day.html

7 Projects to Help Students Write for Audience Beyond the Classroom

Most assignments we assign in a writing class are created for the sole reader—the teacher. However, there is no reason students should write only for their teacher. Sharing their ideas with a broader audience can increase student motivation, encourage them to further develop their writing skills, help them connect and interact with many people from all over the world, and in some cases, even assist someone. In this post, I’d like to share a few examples of projects that you can implement in your course to help your students write for an audience beyond the classroom.

Review of a Product
Online product reviews are very common. Unbiased and well-written reviews can be very helpful to users, byers, and customers. The purpose of product reviews is simple: to help people decide if the product is effective and worth purchasing. As a teacher, you can create a course assignment in which students would write an online review of a product they are familiar with. To do that, students would have to examine the product carefully, perhaps even take notes on its positive and negative attributes, then think of why they initially bought the product and what they expected to get out of it. They could also consider answering these questions: Did this product satisfy your expectations? Why or why not? Would you recommend that others buy the same product?
To prepare students to write their review, you would develop several classroom activities and tasks helping them become familiar with genre characteristics of product reviews, and organizational and stylistic features. Students would also learn how to express their informed opinion about the selected product and how to contextualize the review within their experience.

Creating a Wikipedia Entry
Creating a Wikipedia entry would be an excellent assignment for an advanced-level writing course in which students are working on academic research skills. In addition to rhetorical, organizational, and research skills, which you would need to cover in class to help students compose their article, you can also use the following (or other available online) materials in order to guide the students through the process:

I also suggest that you encourage students to write on a topic they are familiar with or feel passionate about. This project can also be done as a group assignment.

Blog on English Learning (or Any Other Topic)
Blogs are a very popular writing genre, and hundreds of blogs are being written every day for various reasons, including establishing yourself as a professional; attracting potential customers and clients; exchanging ideas, thoughts, materials, and experiences; and meeting new people. In a writing course, a blog assignment can be a great opportunity for students to practice their writing skills, express themselves in a written form, share their experiences with others, and of course, reach to the readers beyond the classroom.

This assignment can be developed in many different ways, but the main point is blog regularity. In other words, students have to produce a series of entries in order to complete this project. Therefore, you should encourage them to write on something that they deal with on a daily basis. For example, they can write a blog on their English language learning experiences, or intercultural experiences (if applicable), or provide tips to other language learners or students studying abroad, or simply share their thoughts about a certain concept or problem. Options are numerous! You can also ask all students in the class to respond to each other’s blogs to establish a sense of interaction and further motivate the writers.

Writing an Analysis of a YouTube Video
You can also ask students to write a constructive and detailed analysis of a YouTube video and post it as a comment. Students would learn how to objectively evaluate a video by considering its positive and negative features. They would also learn about various rhetorical skills, including summarizing, forming, and supporting an argument; providing counterclaims and supporting them with examples; analyzing and evaluating; and proposing.

Responding to a Comment on a Video/Article
Instead of writing a detailed evaluation of a video, students can respond to a comment that other people provided on a video, article, or blog entry. Because students’ responses would probably be less detailed than full-fledged analyses, you can require several responses on various pieces (all of the same genre or various genres). Students would learn such rhetorical skills as arguing, providing counterclaims and supporting them with evidence, and expressing their opinion.

Sharing a Recipe on a Cooking Website
There are lots of cooking websites out there, where people share their favorite recipes and exchange culinary skills. This could be a great opportunity for students to share with the whole world something that they enjoy cooking or/and eating. From a rhetorical perspective, sharing a recipe is a chance for students to learn how to describe a process in a succinct yet clear manner. You can also encourage students to take pictures to supplement their step-by-step descriptions.

Alternatively, as a class, you can create a class cooking blog, where all students would post their favorite recipes. Finally, students can also create their own cooking blogs if they wish. They can be also thematic, for example, how to cook Chinese food from local ingredients (if you are teaching a class outside of China). Options are numerous! One important thing to remember, though: The descriptions of the recipes have to be students’ own, not copied from other websites or other electronic or materials.

School Newsletter
Finally, if your students don’t feel comfortable sharing their writing with the entire world, there are certainly other options of a smaller scale, for example, a school newsletter. Students could describe their intercultural or language-learning experiences, for example, or share thoughts about current events or report on participating in events and activities sponsored by the local community.

What Are Your Ideas?
Please feel free to share your ideas about projects teachers can implement in their writing classes to help students write for an audience beyond the classroom.

from TESOL Blog http://blog.tesol.org/7-projects-to-help-students-write-for-audience-beyond-the-classroom/

☝Call Backs – Not a song-Not a chant☝

☝CALL BACK☝

……………………………

Not a song. Not a chant. This is the perfect option for those of us who can’t carry a tune!

GROUPING: Whole class

OBJECTIVE: To practice a song/chant

WHAT YOU NEED:

• Copy the song onto chart paper using black marker

HOW TO:

• Teacher says lyrics from a phrase of line of the song.
•Students repeat with the same intonation.

Dynamic teacher presentation of the lines engage and motivate students.

Happy Teaching!
Lori

Check out our great ESL & ELD Songs and Chants Volume ISING IT LOUD! SING IT CLEAR!

ESL & ELD Songs and Chants Volume I SING IT LOUD! SING IT CLEAR! This 51-page collection of ELD and ESL songs and black lines are perfect for every classroom with second language learners. Open every lesson with a song or chant from this rich collection of ELD based lyrics and watch your students' fluency grow. Volume I includes 22 songs/ chants, lesson ideas and activities that will raise the oral academic language of your students to new heights. The songs and chants are sung to familiar popular songs or the lyrics are used in call backs or chant style tunes. These lyrics provide a compelling way to begin your ELD lesson while targeting complex English Structures. You and your students will enjoy these engaging and memorable lyrics. Songs and Chants for: Possessive Pronouns Reflexive Pronouns Present Tense Questions Regular Past Tense Verbs Past Tense Questions Present Perfect Prepositions Language levels included: Beginning Intermediate Advanced

This 51-page collection of ELD and ESL songs and black lines are perfect for every classroom with second language learners. Open every lesson with a song or chant from this rich collection of ELD based lyrics and watch your students’ fluency grow. Volume I includes 22 songs/ chants, lesson ideas and activities that will raise the oral academic language of your students to new heights. The songs and chants are sung to familiar popular songs or the lyrics are used in call backs or chant style tunes. These lyrics provide a compelling way to begin your ELD lesson while targeting complex English Structures. You and your students will enjoy these engaging and memorable lyrics.

Songs and Chants for:
Possessive Pronouns
Reflexive Pronouns
Present Tense Questions
Regular Past Tense Verbs
Past Tense Questions
Present Perfect
Prepositions

Language levels included:
Beginning
Intermediate
Advanced

click here to go to Teachers Pay Teachers store!

from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/11/call-backs-not-song-not-chant.html

ESL ELD Tidbit Time!

https://www.blogger.com/video.g?token=AD6v5dz3_3kTfrdmDMM3Gyr1Y8bbnp11wi4iTi6FRsVGpTq8mruqVbKJOiFcE2bpdeOX9C2HUg3tTEqW2CSUANLg8g

Hi everyone,
Here is the first ESL ELD Tidbit Time. Sit back and enjoy a very quick little morsel of delicious infomation about second language learning and learners!
Bon Appetit!

Happy Teaching!

Lori
from Fun To Teach ESL – Teaching English as a Second Language http://esleld.blogspot.com/2017/11/esl-eld-tidbit-time.html

Joel Jackson

A planner and action taker – but only after planning well!

Month: November 2017

TESOL Supports the 25th Korea TESOL-PAC Conference

TPT Cyber Monday Sale!

TPT Super Sale

starts Monday November 27th!

Are you ready to shop? This super sale will get you in the mood as everything in the Fun To Teach store is on sale!

MLK Martin Luther King Word Wall Cards

End of the Year and Summer Vocabulary Word Wall

5 Ways School Principals Can Support English Learners

TESOL Executive Director Blog: Reflecting on the Start of My Journey

ESP Project Leader Profile: Mark Krzanowski

🌹Monday’s Quote! 🌹

If only I had more time in a school day!

7 Projects to Help Students Write for Audience Beyond the Classroom

☝Call Backs – Not a song-Not a chant☝

☝CALL BACK☝