 | Teaching English as a Foreign Language - to Large, Multilevel Classes (Peace Corps, 1992, 243 p.) |
 |  | (introduction...) |
| | Acknowledgements |
| | Introduction |
|  | Taking stock |
| | (introduction...) |
| | “What am I doing here? |
| | Taking stock of your peace corps resources |
| | Taking stock of your colleagues |
| | Taking stock of the system |
| | Final notes |
| | Questions to ask yourself |
| | Classroom management |
| | (introduction...) |
| | ''How to avoid becoming a traffic cop?'' |
| | Working with students |
| | Improving discipline |
| | Creating routines |
| | Questions to ask yourself |
| | Getting to know your students |
| | (introduction...) |
| | ''Recognizing opportunities |
| | Concerns outside the classroom |
| | Cultural values and expectations |
| | English language skills |
| | Recommended class activities |
| | A student questionnaire |
| | Pair interviews |
| | Small group discussions |
| | Whole class activities |
| | A writing sample |
| | Personal interview |
| | Record keeping |
| | Final notes |
| | Questions to ask yourself |
| | Approaches to large classes |
| | (introduction...) |
| | ''Peace corps training is short and sweet. |
| | Communication and the communicative approach |
| | Final notes |
| | Questions to ask yourself |
| | Learning styles and lessons plans |
| | (introduction...) |
| | Teaching students to celebrate diversity |
| | Learning style theory |
| | Learning style preferences |
| | Lesson planning |
| | Sample lesson plans |
| | Information |
| | Practice |
| | Application |
| | Final notes |
| | Questions to ask yourself |
| | Log-range planning |
| | (introduction...) |
| | Creating a plan of action |
| | 1. Who are my students? |
| | II. What am I teaching? |
| | III. how am I teaching? |
| | IV have I reached my coals? |
| | Final notes |
| | Questions to ask yourself |
| | The whole class |
| | (introduction...) |
| | Adapting to a traditional system |
| | A potpourri of ideas |
| | Questions to ask yourself |
| | Pair work |
| | (introduction...) |
| | Learning to value cooperation |
| | Benefits of cooperative learning |
| | Beginning with pair work |
| | Looking at the options |
| | Exploring issues through pair work |
| | Pair work to introduce social and study skills |
| | Other options |
| | Pair work: cautions and limits |
| | Final notes |
| | Questions to ask yourself |
| | Group work |
| | (introduction...) |
| | Promoting a community spirit |
| | Getting started with cooperative learning groups |
| | Planning group activities |
| | Cooperative learning activities |
| | Group assessment and evaluation |
| | Final notes |
| | Questions to ask yourself |
| | Independent study |
| | (introduction...) |
| | Preparing for a lifetime of learning |
| | Teacher concerns |
| | Materials and activities |
| | Grammar practice activities |
| | Final notes |
| | Questions to ask yourself |
| | Assessing language skills |
| | (introduction...) |
| | Using tests to reinforce learning |
| | Informational assessment |
| | Assessing written language skills: reading/writing |
| | Self-assessment |
| | Final notes |
| | Questions to ask yourself |
| | Resources |
| | (introduction...) |
| | Peace corps language learning resources |
| | Peace corps academic and community- based resources |
| | Additional recommendations |
| | Information collection & exchange |
Questions to ask yourself
The following questions will serve as reminders as you begin to shift your lessons from the traditional style to a communicative one.
- Have you established your credibility by using the familiar lecture format?- Do you plan to introduce the communicative approach slowly, one activity at a time?
- Are you enhancing your lectures and discussions with visual and aural stimulation, action and reaction?
- Have you trained your students to participate in a discussion and other whole-class activities? Are they prepared with background information and ideas about what to say or ask?
- Have you linked whole-group activities to topics of student interest? Are you posing problems and requesting student solutions?
- Have you remembered to incorporate the grammatical points required by your syllabus into your creative activities?
In this chapter, we have encouraged you to enhance your lectures with communicative discussions and creative activities. These communicative teaching approaches will interest and challenge your students, but don't limit your lessons to these whole-class options. In Chapter Eight we will show you how to introduce your students to cooperative learning through pair work, so you can help them experience the additional social and academic benefits of a learner-centered classroom.
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