Version 10: 1 October 2013

Training Manual for GVI Laos

PLEASE ENSURE YOU READ THIS THOROUGHLY BEFORE ARRIVAL IN LAOS

Pre-arrival Email Version

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Contents GVI Laos Luang Prabang ................................................................................................................................................. 4

Expectations and Project Needs ................................................................................................................................. 4

GVI Laos Luang Prabang ................................................................................................................................................. 4

Project Overview ........................................................................................................................................................ 5

Objectives ................................................................................................................................................................... 5

English in Laos ............................................................................................................................................................. 5

Project Partners ........................................................................................................... Error! Bookmark not defined.

Introduction to Luang Prabang ................................................................................................................................... 5

Your time on the project –A Day in the Life ............................................................................................................... 7

Schedule Overview ..................................................................................................................................................... 7

Weekend activities ..................................................................................................................................................... 8

What to Wear ................................................................................................................................................................. 9

Around Town .......................................................................................................................................................... 9

Preparation .................................................................................................................. Error! Bookmark not defined.

The Resource Room ...................................................................................................................................................... 10

Training and Support for your Teaching ....................................................................................................................... 11

Lesson Planning ........................................................................................................................................................ 11

Team Teaching .......................................................................................................................................................... 11

School breaks and cancellations ............................................................................................................................... 11

Field Staff .................................................................................................................................................................. 11

Handover Notes ........................................................................................................................................................ 11

Life on Base ................................................................................................................................................................... 12

Food .......................................................................................................................................................................... 12

Accommodation ....................................................................................................................................................... 12

Hygiene ..................................................................................................................................................................... 12

Curfew ...................................................................................................................................................................... 12

Message Boards ........................................................................................................................................................ 13

An Introduction to Lao Culture ................................................................................................................................. 13

Suggested Do’s and Don’ts ....................................................................................................................................... 15

Rules for Working With Novice Monks ........................................................................................................................ 16

General Rules ............................................................................................................................................................ 16

Rules for Women ...................................................................................................................................................... 16

Teaching Rules .......................................................................................................................................................... 16

Lao Language + Fast Facts ............................................................................................................................................ 17

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Introduction to Teaching English as a Foreign Language (TEFL)................................................................................... 18

Introduction .............................................................................................................................................................. 18

Lesson by lesson ....................................................................................................................................................... 18

How to prepare for your teaching before you arrive ............................................................................................... 18

Teaching Methodology ............................................................................................................................................. 19

1. TEACHING AND LEARNING AWARENESS .......................................................................................................... 19

2. TEACHER LANGUAGE GRADING ........................................................................................................................ 19

Learner motivations.................................................................................................................................................. 20

Including all students ................................................................................................................................................ 20

Being a good teacher - Students Opinions ............................................................................................................... 21

What makes a good teacher according to teachers? ............................................................................................... 21

Teacher roles ............................................................................................................................................................ 22

How to Give Instructions .......................................................................................................................................... 22

How to use the board ................................................................................................................................................... 23

Increasing Interactions - Dos and Don'ts .................................................................................................................. 24

How to manage discipline ........................................................................................................................................ 25

How is your grammar? ................................................................................................................................................. 26

Grammatical terms ................................................................................................................................................... 26

Resources .................................................................................................................................................................. 26

How to teach vocabulary .............................................................................................................................................. 27

Some tips for teaching words ................................................................................................................................... 27

Some techniques of teaching words ........................................................................................................................ 28

Six steps to success – the sequence of teaching vocabulary .................................................................................... 28

Introduction to TEFL Quiz ............................................................................................................................................. 29

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GVI Laos, Luang Prabang

Let’s begin by thanking you so much for booking onto the GVI Laos project. Your upcoming hard work will be

greatly appreciated by GVI and our local partners as you’ll be assisting the students and local staff with essential

preparation, teaching, reporting and English language skills.

This guide aims to provide you with loads of information and hopefully answers many of your questions. Feel free

to contact your Country Expert if you have any further questions.

Expectations and Project Needs We want you to feel over the time of your project that you are positively contributing and that the work being

done by GVI volunteers and staff is directly benefiting Lao students, teachers and the community. By teaching the

skills of English, we are assisting in the long term development of this country. We hope that through our

commitment to our work and our respectful attitude to the customs, traditions and practices of Laos, that we also

leave behind good impressions of being a Falang – a foreign friend.

With the privilege of being a teacher in Laos for your project time, there come certain responsibilities. Our personal

and professional codes of behaviour reflect significantly on the continuation of this project. GVI has built a

respected reputation for providing a volunteer program in which speakers of English work with local students and

teachers. The relationships we have with each of our schools are based on mutual respect. Our schools appreciate

having you there.

Through your time in the schools/centres you will be coming across cultural differences between the teaching

styles of Lao teachers (Lao education system/processes/resources) and what you have experienced in your own

time in the education system. Expect these differences to sometimes be a challenge for you to accept and you may

feel impatient to make a change. We hope as an outcome of volunteers demonstrating good teaching practices our

work has a positive influence on Lao teaching styles and education. Our core business is teaching the students and

you absolutely can have an influence over that! Your influence in making a change has a much better chance of

success if you keep smiling and work supportively with your GVI volunteer teaching partner.

Each person coming on the project comes with some questions, some thought given to what you will be expected

to do, where you’ll be working, who you’ll be working with. Along with these questions may come expectations of

what you think you’ll be doing….Sometimes these match with the reality of the project and sometimes they need

re-adjustment.

My advice is to keep an open mind, expect the GVI staff to do our best, and please communicate to us your needs,

opinions, suggestions. Don’t hesitate to ask for help, that’s what we’re here for. Tell us if you feel out of your depth

or not challenged enough.

We absolutely love the work we’re doing, it is having a positive impact upon the community and that’s an

important outcome of our project. With your support and commitment to the work we can continue to provide

English support to a wide range of students.

I look forward to meeting you,

Molly Plexico Project Manager

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Project Overview

GVI Laos has been operating in Luang Prabang since 2009. The project started out relatively small with only a few

volunteers at a time and has since grown and expanded every year. At present we have an average of fifteen

volunteers on the project at any one time with a capacity of twenty volunteers. Classes and schools change

throughout the school year, on average we teach 20 classes per day across 5 different locations. We work closely

with our local partners to increase their capacity, improve standards and help them achieve their objectives. The

staff are passionate and dedicated to the project and its impact in the community.

Objectives

Setting goals is the first step in turning the invisible into the visible. Here at GVI Laos we have many goals, we're

always striving to grow and evolve the project. Below is a snapshot of what we're working towards and what we

aim for as a team.

Provide effective training and support to GVI volunteers to facilitate high quality TEFL classes for

Lao students

Provide authentic and life changing volunteering experiences to GVI volunteers, which

simultaneously address local needs in the areas of English Education and The Arts

To increase access to employment opportunities and improve socio-economic status through

improved English language skills

Provide volunteers and interns with the opportunity to develop both personal and professional

skills within the field of education and community development

To encourage our partner organizations to provide educational opportunities to all students in the

local community, regardless of socio-economic status, ethnicity and gender

English in Laos

Laos, specifically Luang Prabang, is quickly becoming a popular holiday destination in South East Asia and as a result

the tourism industry is growing rapidly. This industry provides many locals with work and career opportunities in a

range of sectors which include hospitality, hotels, retail, and tourism. The English language is an essential part of

this industry. English is the common language for many international tourists and is becoming more and more vital

to locals for employment opportunities. Unfortunately, many people find they do not possess the level of English

needed to take advantage of these opportunities. To improve future employment and career prospects especially

for the younger generation, it is crucial that high quality teachers and classes are available to them. As a GVI Laos

volunteer you will be providing regular, good quality English classes to the local community which will in turn help

them secure a job and livelihood in the future.

Introduction to Luang Prabang

"Where rivers meet and mountains rise"

Luang Prabang is a beautifully preserved, UNESCO World Heritage town nestled between the Nam Khan and

Mekong rivers in the northern region of Laos. Surrounded by densely-forested mountains, Luang Prabang is a

melting pot of history, culture and adventure as well as being home to incredible food and shopping.

The former royal capital is steeped in history, with over 40 Buddhist temples dotted amongst French colonial

architecture that remains relatively unchanged. It is a peaceful, elegant and culturally rich city with a laid back,

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cosmopolitan community and a distinctive old world charm. Unlike the fast-paced, hustle and bustle of

neighbouring Asian cities, the pace of life in Luang Prabang is slow and hypnotic, reflecting the rhythms of the

rivers and landscape that surround it.

Luang Prabang is the location of choice for many Lao people from other provinces, and especially with students

wanting to gain a quality education and work in the tourism industry. Tourism is a common feature of life in Luang

Prabang, with many locals employed or connected to tourists in one way or another.

There is always something to do in Luang Prabang and there's something for everyone. For the adventurers you can

take a weekend and go mountain biking, trekking and kayaking through forests and waterfalls. For those who

prefer to relax, you have your choice of book stores and cafes overlooking the Mekong River, not to mention the

myriad of (inexpensive) spa and massage places! If you enjoy shopping you are spoiled for choice with local

handicrafts and unique clothing in the many boutiques and stores along the main road, as well as the incredible

night market which operates every night from around 5pm. Interested in Buddhism and Lao culture? Luang

Prabang is home to some of the most beautiful temples in South East Asia and several museums where you can

learn all about this wonderful country and its people.

Many visitors to Luang Prabang come for a few days and end up staying for weeks. It is a very easy place to fall in

love with, so make the most of your time here!

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Your time on the project –A Day in the Life

GVI work at a number of different community and private schools (with both lay people and Novice Monks). The work involves either being responsible for teaching a class with another volunteer or acting as a teacher’s aide with a Lao teacher. So as a volunteer it is important to be prepared to adapt to different levels of responsibility and teaching requirements.

Schedule Overview

Arrival: On arrival at the airport you will be greeted by a member of GVI staff, if you arrive on the Friday

immediately prior to the project start date. Friday night you must book an alternative place to stay such as Cold

River Guesthouse or Thony 1 House 1 Guesthouse which are both very close to our base. On Saturday you’ll make

your own way to the base- Vila Merry 2, for our orientation, Health and Safety briefing and town walk.

As we all have loved ones who worry about us, on the project start date (Saturday) GVI will send an email to your

emergency contact to let them know you have arrived safely. As well as having wifi at the guesthouse, there are

plenty of internet cafes in town where you can Skype, email or make international calls as there are sure to be

friends and family that would love to hear from you. Wifi is easily accessible so you may find it useful to bring your

laptop or tablet.

Week One

Saturday

9.00am Meet at Villa Merry 2 for orientation and town walk- approx 4 hours

12.00pm Lunch at Villa Merry 2

Free Time

Sunday 4.00pm Intro to TEFL training

7.00pm Volunteer Meeting

Monday 9.00am Demonstration Lesson

10.30am Resource Room Orienatation

BREAK 11.00am Lesson Planning Training

12.30pm Lunch

1.00pm onwards Lesson Planning

4.00pm onwards Teaching (depends on timetable)

Tuesday Regular teaching day - attend classes and teach. Lesson planning for the next day.

Wednesday 11.00am Volunteer Meeting

3.00pm Boost Your Teaching Training

Thursday Regular teaching day - attend classes and teac. Lesson planning for the next day.

Friday Regular teaching day - attend classes and teach. Lesson planning for the next day. 3.00pm Handover Notes Due

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At 9am on the first Saturday, we will host an Orientation, complete with a comprehensive Health and Safety briefing. PLEASE BRING ALONG YOUR PASSPORT AND INSURANCE DETAILS. It’s a great opportunity to ask all your questions and also have any anxieties laid to rest! There will be a walk around town and it may be hot, so ensure you have water, hat/umbrella and sunscreen. After the orientation you are free to explore the town and relax until your initial Introduction to TEFL training on Sunday afternoon. Monday is a big day! First a demonstration lesson and resource room orientation, followed by a Lesson Planning

Training Session. You’ll spend the afternoon planning for your evening lesson.

The work schedule is slightly flexible and can change at very short notice. Volunteers generally teach 3 -4 hours per day in addition to lesson planning time. Usually there is a morning class from about 8am-10am, a break then possibly an afternoon class, and usually evening classes until 8:00 or 8:30pm. Volunteers will participate in several hours of lesson planning daily. A volunteer’s work week runs from Monday to Friday with weekends free to explore the region or participate in temple tours, Lao language classes, cultural activities, village visits, cooking classes, etc.

Volunteers will be working to differing schedules, and we try to accommodate preferences and confidence levels as

best as possible, also taking account of school and student needs. We have a timetable meeting every Sunday at

7pm in preparation for the next week of teaching. On Wednesdays we hold a compulsory volunteer meeting. It’s

important to attend this meeting so information can be passed to you and volunteers can exchange ideas and

comments about the project. On Fridays, notes on what you’ve been teaching in each of your lessons are due.

Weekend Activities There are a number of options for weekend travel and activities. Our hub is located close to a

number of well-known tourist attractions, national parks, etc. Your best resource for advice and

recommendations will be other volunteers on the project.

A note on local currency

Laos uses their local currency, called kip. Lao kip cannot be exchanged outside of Laos - even in neighbouring

countries like Thailand. You will not be able to obtain kip until you

arrive in Laos. There is an ATM at the airport if you would like to

withdraw currency when you arrive. There are many exchange

booths around town where you can easily exchange most

currencies into Lao kip. It is recommended to bring some US

dollars as these are the most commonly exchanged. You cannot

pay in US dollars in most local places - they will only accept kip.

You can use US dollars however when booking tours, or if you are

at a high end hotel/boutique/restaurant. During the first Saturday

orientation and walk around town you will be shown several ATMs

and exchange booths in order to obtain local currency.

Lao Kip

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What to Wear

Much of Lao culture is still profoundly influenced by Buddhist thinking, attitudes and behaviour, so far from being

fashion advice, this section aims to help you make and keep a good impression with the community; how to act the

part of the respected teacher you now are!

Around Town

Most volunteers are eager to know the boundaries in terms of dress in this conservative, Buddhist society. So

here’s the low-down:

It’s extremely important during school hours that you dress respectfully and modestly, and even in your free time

around town those same locals/students/teachers/novices shouldn’t see you in skimpy Falang (foreigner) clothes.

This includes singlets, strapless anything, and especially short-shorts.

Bare chests and bikini tops are not acceptable at any time (except maybe at the pool!). We know it’s hot but

there’s no beach in sight. Even when swimming, the Lao will go fully clothed.

Anything that shows your upper thighs, bra, cleavage, midriff, or underwear is overly sexual and will attract

undesirable attention.

Covering your skin is one of the best ways to avoid both insect bites and overexposure to the sun (thus keeping you

cool)!

The less you wear the more inappropriate. Check out the locals....what are they wearing?

Any visits to the temple or other culturally sensitive places, government offices, museums, etc. will require you to

have sleeves and clothing below the knees.

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The Resource Room

Lesson Planning is a significant component of the project in addition to time teaching in the classroom. GVI have

been lucky enough to secure a permanent resource room at Xayadeth College, one of the schools we teach at. All

our resources are kept there. It is a wonderful treasure trove of support for your classes! PLEASE USE IT!! The

School Director’s family live at the college and the room is usually open and available for use during the week, and

they’re very welcoming.

The Resource Room contains the following:

Course books and Curriculum information

‘At a Glance’ folio – a compendium of prior

volunteer handover records

Teaching, Activity and Reference books

Children’s Story books, Atlases,

Resource packs with pre-made flashcards,

worksheets and charts etc

Teaching materials (packs of flashcards, chart

paper, pens, games, maps, balls etc)

Example lesson plans and lesson plan

templates

Copies of training materials and resources

And More!!

You are likely to find what you need for a particular lesson. If not, creating new, quality resources (and lesson

plans) is an ongoing undertaking required of all volunteers.

Whilst we encourage you to make abundant use of the room, please be mindful of resource wastage. It can be

expensive, difficult or indeed impossible to replace things. We also ask you to be considerate of fellow volunteers

and the Lao family that reside at the college by cleaning up as you go and returning resources once they are no

longer needed. You will receive a thorough orientation of the resource room on the first Monday of your project

time.

Many volunteers enjoy contributing as much as possible to the project outside the classroom. Some volunteers

have particular professional skills or personal interests which may be very valuable additions to the quality of the

project. We welcome your contributions! If you are interested, you’re welcome to join in the making of new

resources, laminating, drawing flashcards or posters, creating charts, resource room tidy ups and assist with

ongoing organisation to improve the accessibility of the project’s resources.

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Training and Support for your Teaching Most volunteers come with no teaching experience, and even those who do have to adjust to the techniques and

customs of education in Laos. GVI Laos offers a comprehensive introductory training program to assist with the

basic skills to teach, and ongoing support for your lesson planning and delivery of lessons.

Training Type

Introductory TEFL Training First Sunday 5pm Approx 1.5 hours

Demonstration Lesson with reflection/discussion First Monday 1-2 hours

Second Demonstration Lesson* TBC 1-2 hours

Lesson Planning Skills Session First Monday Approx 2 hours

Additional Teacher Training First Thursday Approx 2 hours

Self-Paced Introduction to Grammar Basics As required Self-paced, online

* A second demonstration is not always possible.

Lesson Planning Lesson planning is an integral part of teaching. As a new volunteer teacher you must plan your lessons in advance.

It allows us to be prepared, organised and to deliver high quality and productive lessons. You will be given training

on lesson planning and will have allocated time in the schedule to plan for your classes.

Team Teaching On the teaching program you will most likely be teaching with a fellow volunteer, we call

this team teaching. We have found it to be helpful for volunteers to have extra support both in the

classroom and when lesson planning, so by team teaching we are able to do just that.

School Breaks and Cancellations Laos has many holidays and celebrations. Unfortunately, this may cause some activities or classes

to be cancelled. We do our best to communicate with our partners about upcoming events however,

we may still experience last minute changes to our schedule. Most of your time will be spent with our

partners and teaching classes however, when we have cancellations we take advantage of these

opportunities to work on creating resources, lesson planning and to work on our communities projects “to do list”.

It is good to keep in mind that the work you do outside of the classroom is just as important as teaching. There’s

always something you can be contributing to and to help maintain and improve our program.

Field Staff GVI staff are available daily Monday - Friday at the Resource Room to assist with lesson planning and questions or

concerns about teaching, your schools, grammar points etc. You’ll be assigned a Staff Mentor who will be your

support person for lesson planning.

Handover Notes We have an ‘At a Glance’ Folio, which contains handover sheets and information from previous volunteers about

the classes we teach. GVI Staff and the Lao teachers are also able to tell you which textbooks are being used in

each school and which topic is up-coming.

Feel free to use us as needed We are here to help!

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Life on Base

Food GVI provides 3 meals a day to all volunteers, while on base. All of the meals are prepared by a local Lao cook at the

volunteer house (Villa Merry 2). Breakfast normally consists of a selection of toast, fruit, oats, muesli, milk, tea &

coffee. Eggs or pancakes may be included on specific days, subject to availability. Lunch and dinner are usually local

meals such as curry, fried noodles, rice and soups. Vegetarian options are available, and we will work closely with

our cook in catering for any dietary requirements. These should be made known to GVI well in advance of your

arrival. Please note that if you leave base for a weekend GVI is not responsible for providing food. Volunteers are

welcome to spend their own personal money to eat outside of the food provided at the many restaurants in town.

Accommodation Throughout your time with GVI Laos you will stay at Villa Merry 2 which is a guesthouse we rent from a local

partner. Volunteers share rooms and bathrooms but there is also an option for an upgrade room at an additional

price. Please contact your GVI Country Expert or booking partner to upgrade. GVI volunteers are warmly welcomed

by the community and guesthouse staff. Your work as a volunteer teacher is respected by the staff so please

respect the guesthouse that is temporarily your home. Basic guest house requests can be made to the staff.

Please speak to GVI regarding serious H&S issues, rooming problems or should you have any difficulties.

The cost of your accommodation is covered by the GVI program fee from your first Saturday night (project start

date) to your last Friday night inclusive. You need to check out by 9am Saturday morning.

If you arrive early or stay a few days at the end of your project you are responsible for arranging and paying for

your additional accommodation. Note that it is not possible to remain at the volunteer guest house after you have

completed your project time. Please make your own alternative arrangements for additional accommodation as

soon as possible. There are many options in town and near the base, see the Field Manual for some suggestions.

Hygiene Please do not flush toilet paper down the toilet. Asian plumbing is usually incapable of handling flushed toilet

paper. Even at "good" hotels flushing paper is a good way to get a clogged toilet or worse. Because of this, you

need to place your used paper in the rubbish bin provided.

Should you require any items such as soap, a fresh towel or toilet paper, or if there are any maintenance issues

with your room, please advise the front desk immediately.

Your room will be cleaned, the toilet rubbish bin emptied, bedding changed, etc. once per week.

If you require laundry to be done please take it to the front desk. It will be weighed and there is a charge of around

12,000 Kip per kilo and please pay for it immediately. You can also take your laundry to other places within walking

distance that may be cheaper. The time it takes for the laundry to be returned is entirely dependent on the

weather but will usually take one or two days.

Curfew There is a curfew of 12.00 Midnight in Luang Prabang and all tourists are required to be in their rooms in the

guesthouse where they are registered. Should any volunteers be found by the local authorities to be outside the

guesthouse after this time it not only leads to potential legal issues for the volunteer but also the guesthouse

owners. If you return after 11:30pm you will need to ring the bell to wake a staff member to let you in.

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Message Boards There is a GVI message board in the guesthouse on the wall of the lobby. Please check this every time you go past.

Due to timetable constraints it is not always possible to see everyone every day and the message board provides a

vital communication link. Please feel free to use it to make social arrangements or to pass on information/requests

to GVI staff or fellow volunteers.

There is a Sign out board on the wall of the guesthouse lobby. This is not designed as a method of ‘checking up’ on

volunteers but for use primarily in emergencies. With volunteers going to different classes in different schools at

different times of the day it is vital that we are able to account for everyone in case of emergency. It is also a useful

way for volunteers returning from classes to see where others may be and to know where to join them.

In the lobby you’ll also find information to enhance your time in Luang Prabang, including a Free Time Activities

List, a Tours/Info folder and a Volunteer Suggestion book. Feel free to add your thoughts to this book at any time!

An Introduction to Lao Culture *

Culture Shock: There are major differences between Asian and Western

culture but sometimes Westerners are often frustrated and culturally

shocked by the extent of the differences. But the more you learn and

become aware of them, the better you will be able to cope as you go about

your time on the project.

Buddhism: Laos is a Buddhist country and despite modernisation,

Buddhist traditions are still deeply entrenched in the way of life.

Acceptance is the Lao worldview. ‘Things are as they should be. I am

responsible for myself and you for yourself. There is no need for discussion

or confrontation.’ Much of this perspective comes from the Buddhist belief

in re-incarnation. This is why there is so much patience. If things are not

okay this time, they may be better later, or in the next incarnation.

Language: One particular Lao expression captures some of the essence of

this fascinating country: baw pen nyang. Like all expressions the variety of

meanings depends on context, but derives from a Buddhist perspective of

acceptance of the prevailing situation. Baw bpen yang means anything from ‘no problem’ to ‘never mind’ or ‘I

forgive and forget your actions’. This attitude sometimes frustrates Westerners with the worldview that problems

are there to be solved, not accepted.

The Lao are truly a people of the heart. There are some 30 words or expressions that use the word ‘jai’ (‘heart’) in

daily conversation. Lao culture is a deeply sensitive one. One should always bear this in mind before making a

strong comment or taking direct action.

Working in Laos: If there is one single, all embracing point to be made to a Westerner working in Lao PDR, it

would be to be patient! Locals refer to "Lao time" which is never rushed and never precise. A favourite joke

amongst tour guides is "Lao PDR stands for People's Democratic Republic, but the true meaning is Lao Please Don't

Rush!". This statement is always accompanied by a big grin and cheeky giggle. Never assume anything, not even

what you consider to be the most basic of understandings. Sometimes what you see as abnormal, Lao will see as

normal. Quite often, what you take for granted, based on your cultural bias, is interpreted differently by the Lao

based on their cultural orientation.

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The Lao have a rich sense of humour and smiles come readily to their faces. In any situation, good or bad, a smile

will get you a long way.

Collective tradition in the Lao culture expresses itself in work or community tasks. Building the local school or

someone’s house generates the enthusiastic contribution of the whole neighbourhood. Lao are not strong

individualists; community and family is at the heart of everything they do.

Face: You may already be familiar with the term “losing face”. Face is the accumulated personal capital or

indebtedness between individuals and is a fundamental feature of Lao culture. It is at the core of the system of

interpersonal relationships.

To lose face, or cause another to lose face, is serious. Any form of direct confrontation leading to the appearance

of winners and losers must be avoided. This may require extreme diplomacy, ambiguity or even evasiveness. Fear

of losing face can make Lao people very sensitive to insult.

Face is given when indebtedness is honoured. It is important for a Lao person to build and maintain face in order

to shape a powerful and influential image. People go to elaborate lengths to give face to others and prevent them

from losing it. Giving face may mean offering gifts and lavish compliments or treating someone with great respect,

for example by using respectful terms like aajan (‘Teacher’).

Foreigners will be forgiven for not understanding the social conventions related to face. Don’t be shamed into

doing something you strongly oppose because someone has told you it will cause them to lose face. That said,

learn to let little things go and avoid situations that might embarrass our Lao colleagues. Embarrassing a Lao

person in public can lead to serious and even permanent damage to a personal or professional relationship.

Relationships: Relationships are the currency of business and social life in the Lao PDR. When resources and

information are scarce, relationships count a lot. In order to get things done, personal contacts and familial

relationships are drawn upon in all aspects of daily life. The Lao have very close family and tribal relationships,

which they value above everything else. Obligation is used to establish a network that can be called upon in time

of need. It is not a cold, calculating exchange, but rather proof that the relationship is alive and well.

Because of the high value Lao people place on family and friendships, your Lao colleagues and students will have

obligations and responsibilities which will require them to miss work or school from time to time.

*There are always exceptions and many layers in examining or experiencing Lao culture. However, we hope these

excerpts from ‘Working with your Lao Partner’ by Bob Boase has given you some insight for your time in Laos. If

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you have any questions or concerns, or wish to check on a cultural matter, simply ask a GVI staff member, or,

depending on the nature of the query, your teachers, students or Lao friends.

Suggested Do’s and Don’ts Although Laos is a very tolerant country, or perhaps because the people are so tolerant and reserve their emotions,

visitors often don’t realise the offense caused by behaviour and actions which would be harmless and acceptable at

home. Consider these tips from LPB locals to avoid causing offence.

DON’T’s

Don’t engage in public displays of affection. Even hand-holding or shaking hands across sex lines is

uncommon with the locals, including married couples!

Avoid public drunkenness and keep noise to a minimum, especially after dark.

It is not acceptable to go shirtless or wear a bikini top at any time, even around town. When swimming at

tourist locations such as Kuang Si Waterfall or hotel pools, use your own discretion, keeping in mind that

you may encounter your students, teachers and other Lao locals who will usually swim fully clothed.

Don’t be rude to tuk-tuk drivers or others soliciting business. They’re trying to earn a living and provide a

service to tourists and visitors.

If observing the giving of alms, don’t disturb the procession or shove cameras at people. This is a sacred

tradition and must be respected. See the pamphlet in the Tours/Info folder for more information on Tak

Baat, or speak to a GVI staff member.

DO’s

If you visit a temple (wat), dress very modestly. This means shorts or skirts well below the knee and a

shirt/top that covers the shoulders fully. Women may like to consider wearing a sihn (traditional Lao skirt),

which will be very well received.

When visiting temples, or entering people’s homes and even some shops, take off your shoes and leave

them in the designated spot.

Ask before you take someone’s photo and if possible show them the photo afterwards on your display

screen.

Respect the Luang Prabang midnight curfew, back in your own room at the guest house. Locals are trying

to sleep – they have to get up early, as do you! (Besides it’s the law and failure to abide can potentially

land you and others in hot water.)

Accept that the ways things are done in Laos can be very different and annoying for you. Keep your anger

and emotions to yourself. It will get you nowhere and only embarrass the Lao. Passivity is a preferred

mode of behaviour.

** If in doubt, err on the side of caution or ask a local! They’ll appreciate your consideration.

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Rules for Working with Novice Monks It is a high priority for young Monks and Novices to take as many opportunities as they can to further their education while they are in Luang Prabang. The majority come from rural provinces and from poor families. There are certain protocols to follow when working with Monks and Novices in the classroom. Volunteers must take the lead to ensure the protocols are followed.

General Rules Always greet the novices with a nob. Put your palms together and raise your hands so your fingertips are just below your nose and lean forward slightly. Ensure your hands are high, too low is disrespectful. This is a sign of respect. Do the same when saying goodbye. Do not wave.

NEVER walk alongside Novices or Monks on the street or call to them overtly in public. If you see a novice, step down from the path and avoid eye contact.

Avoid being overly friendly or casual with the Novices and Monks. They are highly revered. Always address the novices with their title "Novice" followed by their real name. Do not use terms like "guys", "man" or nicknames (eg Novice Elephant"). A monk will always have both shoulders covered; ensure you address them as "Monk [name]".

If you are sitting on the floor, have your legs folded to the side. For women, it is inappropriate to sit cross legged. For men, it is OK. Please don’t have your feet pointing at any Lao person, especially a Novice.

Rather than pointing with a finger, please use an open hand gesture.

Rules for Women Women also cannot hand things to or take things directly from them. Place it down and let them pick it up. They should do the same for you but if they forget, simply gesture for them to place it down for you.

Novices must never sit on the same bench as a female. When checking bookwork, women must squat down as you cannot be higher than a novice. Be careful of gaping blouses. You can get a chair and sit opposite them if you cannot squat.

Novices ought never be in situations alone with women, especially foreign women. If you receive an invitation to a temple, it is imperative to discuss this with a GVI staff member before accepting, as it can lead to serious problems for the Novice in their temple/community.

Do not touch the novices or their robes. Women are not allowed to have contact with novices.

Teaching Rules Generally speaking, we cannot use music or singing as a tool for teaching English to Monks and Novices. Please ask

for advice if you want to incorporate music/singing into your teaching. They are not meant to sing apart from the chanting of their prayers. They are also not meant to clap or wave.

Playing games is a great way to learn but there are restrictions in what we can do. Monks and Novices cannot play sport, so try and modify the game or find an alternative if it includes any running, jumping or physical activity. They are also not allowed to play card games of any kind so please check with a member of staff for advice.

Thank you for your understanding and support in following the Lao protocol of working with Monks and Novices.

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Lao Language + Fast Facts Believe it or not, the Lao language is not a difficult one to learn to speak. Sure, tones are tricky for English speakers

and yes the writing system is complicated but with a bit of effort you’ll be making a big impression with Luang

Prabangians in no time!

Let’s start with the places you’ll be visiting around town. First is

a wat – a Buddhist temple. Don’t forget to nob (place both

palms together above your heart) in greeting if someone nobs

you (but not children)! You’ll probably also pass by the Nam

(River) Khan on your way to Phousi Hill, your travels about town

or on your way to school (honghien) where you teach (son).

You’ll be offered tuk tuk rides frequently around town, but you

can politely decline by saying khawy yaak nyang (I prefer to go

on foot) or baw pai (no go). As you’ll be coming and going from

the guest house an awful lot, don’t forget to say a big sabaidee

(hello) upon coming and pop gan mai (see you later) upon

leaving. On your way out, be sure to grab some nam deum

(cold water) for drinking as it sure gets hon (hot)! In every direction upon leaving the guest house you’ll be

tempted by an array of saep (delicious) foods including khao soy (noodle soup), laap (cold, minced meat salad) and

the ubiquitous khao niaw (sticky rice). If you don’t like it spicy you’d better say baw het phet (not spicy!)

Ask for your bill, khaw sek bin de, pay and off you go. Head off to the markets (thalad), and you’ll surely need to be

asking thao dai? (how much?) And if you’re not happy with the price you’d better ask lut laa-khaa dai baw? (can

you give me a discount?) At some point nature will be calling, and you’ll need to be able to ask hawng nam yuu sai

(where is the bathroom?) If you get to know some locals you may like to tell them you’re a teacher khawy pen

ajaan pasa ang-kit, or a volunteer aa-saa-sa-mak. You’ll be moo (friends) in no time! If you’re just not getting

anywhere, you could always ask if English is an option; Jao paak phaa-saa ang-kit dai baw (Can you speak English?)

or tell them you just don’t understand baw khao jai. But don’t worry, baw ben yang, everything will be alright. Be

thankful for everything khop jai, or very grateful khop jai lai lai and your time in Luang Prabang will be stellar!

** Lao language lessons are available and can be arranged with staff when you arrive in Laos.

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Introduction to Teaching English as a Foreign Language (TEFL)

Introduction Working with the community is a huge part of GVI’s projects with one of the more popular requests

being English lessons for adults and children. Unless you are an experienced teacher, this can be

rather daunting for most volunteers. Over the years, many have asked for guidance and help with

lesson planning and ideas. This section has been put together by some of GVI’s more experienced

TEFL teachers to cover some introductory ideas about teaching. Even though you may not have a burning urge to

study prior to departure, we’d like to encourage you to read the information and give teaching a go once you’re in

the field. It is surprising how many enjoy themselves once they’ve gained some self-confidence and teaching

experience. It is also a great way to get to know the community too.

Many people wishing to be involved with community work find themselves learning new skills on the

job. For you, this will probably be the case with teaching English as a Foreign Language (EFL) on your

project, and it is a common way that many EFL teachers get started. Teaching is a learn by doing skill, and you will

learn more in your first time in the classroom than you would think possible. This is not a bad thing, considering

that teaching requires a set of skills as well as awareness of the subject, and practice is probably the best way to

advance in both of these areas. So getting dropped in at the deep end can be the best way for many teachers to get

started. Nonetheless, it can be unnerving to be in front of a class for the first time. This TEFL introductory

programme hopes to provide support in this process by - providing some understanding of how people learn

language, how to teach a foreign language, and how to plan lessons, to maximise your effectiveness, enjoyment

and motivation during this teaching experience with the overall programme objective of providing quality English

language teaching by native speakers to communities who might otherwise not have access to English tuition. If

you’re teaching adults, your students may be studying English for the first time, or they may not

have studied since they were in school. They may be part of an ongoing English course that GVI has

been providing. In any case, it may be the most rewarding aspect of your time on the project. It is often those who

are most anxious about getting up to teach who end up enjoying it the most.

There will be limited resources and materials on base to use in preparing your lessons. Beginning

teachers tend to spend at least an hour of preparation time per hour of teaching. Please keep this in mind over

your first few weeks on the project that you may spend more time preparing your lessons than you anticipated.

Lesson by lesson People say that the more you learn, the more you become aware of how little you know. This can

certainly be the case with teaching and with grammar knowledge (even of one’s own language!). So

keep in mind that this Introduction to TEFL program is just that, an introduction. In this process, you

will probably realise just how little you know about the English language. But the beauty of teaching is

that it is a constant process of learning. The best way to facilitate this learning is in planning: focus on

the language items and skills you’ll be teaching in your coming lesson and how best to teach them;

while teaching: focus on the students and how they’re responding; after-teaching: objectively reflect

on your lesson. You will then be providing the best lesson possible at that point in your development,

gaining teaching knowledge and skills, all the while forming a bond with the students.

How to prepare for your teaching before you arrive Thoroughly read through this training manual and take notes. Feel free to ask Field Staff any questions you may

have when you arrive with regards to this training manual.

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Visit TEFL websites: You can use these to understand what ideas about English Language Teaching are out there:

www.teachenglish.org.uk(British Council and BBC)

www.onestopenglish.com

www.daveseslcafe.com

Learn or research about TEFL (Teaching English as a Foreign Language), including lesson planning

Study up on English grammar if you’re not confident about your existing knowledge – do you know what

prepositions, conjunctions, adverbs are? Past perfect? Gerunds? Better study!

Do some reading or research about conservative Lao culture and Buddhism

Check out the GVI Laos blog, Facebook and Twitter to see what volunteers are up to. You can access these on

http://www.gvi.co.uk/blog/luang-prabang/, https://www.facebook.com/GVI/LaosLuangPrabang, Twitter

(@GVILuangPrabang), Instagram (GVItravel) or the GVI Laos project pages at http://www.gvi.co.uk/

Make sure you watch our video to see some of what you can expect and learn more about our project.

Luang Prabang is sometimes far more ‘modern’ or very different to what visitors expect. Many books and websites

are available to give you an idea of what it’s like! (eg: Lonely Planet’s Thorntree forum)

Teaching Methodology

1. TEACHING AND LEARNING AWARENESS

Task 1: Teaching and learning awareness. Think of a learning experience you’ve had as an adult (i.e.learning a

foreign language, driving a car, scuba diving, learning to play a sport or game).

a. How did you learn this? (by reading, being told, watching someone do it, doing it yourself?)

b. What helped you learn?

c. What was unhelpful for your learning?

d. How did you know you learnt it? Were you tested?

e. What could this experience tell you about being a teacher?

2. TEACHER LANGUAGE GRADING

A crucial aspect of managing a classroom (particularly a language classroom) is the type and amount

of language the teacher uses. Many teachers fall into a trap of being too wordy or talking excessively,

which can damage the class dynamic by making instructions unclear, and/or losing the students’ attention. Grading

language means using fewer and simpler words, yet still being grammatically correct and sounding natural.

Task 4: Re-phrase the following teacher talk in language that an elementary student might

understand.

Ex. "Would you like to repeat that altogether, please?"

Everyone-repeat (use gesture to signal whole classtogether).

a. "Suppose I didn't know what your name was. What would I ask?"

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b. "Does anyone know what I look forward to hearing from you means?"

c. "Discuss amongst yourselves and see if your neighbour has got the same answers to the exercise

you have just done".

d. "This is Joe [picture]. What might his job be?"

e. "Jot down the answers..."

f. "If you could do this exercise by yourselves, please."

*Teaching Tip. Plan how you will instruct your tasks in lesson planning. Think how you can use a

visual or example to help illustrate instructions. Practice instructions and other things you will say

before your lesson.

The following pages will introduce to you some key TEFL concepts such as learner styles and motivation, teachers’

roles and TEFL methods. You will also reflect on what qualities are essential for you as a teacher.

English is an extremely popular language these days. Over two-thirds of the world’s scientists read in English, 75%

of the world’s mail is written in English, 150 million users of the Internet communicate in English and 80% of the

world’s electronically stored information is in English.

It is estimated that more than a billion people are in the process of learning English - the global language. English is

the main language of books, newspapers, airports and air-traffic control, international business and academic

conferences, science, technology, diplomacy, sport, international competitions, pop music and advertising. It is also

the language of media and business - with more than 80% of international companies using it for communication

worldwide.

The huge demand for English means there is a huge demand for English teachers and projects like ours here at GVI

Laos aim to fill some of that demand by providing quality English lessons through international volunteers. This

short course is designed to equip you with the knowledge and skills to teach English. You will undergo further

practical training on arrival in country.

II. The learner

Learner motivations The reasons why people choose or need to learn English can be divided into two camps: extrinsic and intrinsic.

Extrinsic learners are motivated by things that occur outside the classroom (such as getting a better job). Learners

with intrinsic motives are interested in integrating into the target language community. Most teachers believe that

the successful language learners are the ones who are the most motivated.

Including all students As a new teacher you will want to please all of your students all of the time. It is important to be aware that based

on different learning styles and skill sets some of your students will be engaged at different points throughout the

class.

Be aware, however, that some students in your class may well belong to the other types and it’s important to take

their needs into account as well. They may find your tasks quite challenging and may initially be reluctant to

participate. That doesn’t necessarily mean that they are poor students. They may simply need to watch others

experiment with language first. Once they’ve made their conclusions and built their theories they will be perfectly

happy to join the group and practise.

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No matter what your students’ motivations and learning styles are, it is down to you to keep them interested and

help them learn the language. Aim to establish a good rapport with your students.I. The teacher

Being a good teacher - Students Opinions When asked about the qualities of a 'good teacher', students' responses are fairly consistent.

Here are some examples:

"An interesting teacher is able to make a course interesting. They should also take an

equal interest in all of us."

"Their English should be very good. They should be able to explain things clearly and

pronounce words properly."

"A good teacher should certainly encourage their students to participate. But they

must also be very patient - like a saint!"

What do you think makes a good teacher?

What makes a good teacher according to teachers?

Show your personality

Being able to create a positive learning atmosphere and developing a good rapport with all

students without showing favouritism. Having the ability to engage and involve all your students. Don't be afraid to

be yourself!!

Be patient

For a variety of reasons: the student might learn more slowly than you expect; he/she may

lack motivation (i.e. their employer or parents have sent them to your class); or you might

have a 'needy' student - always asking you for your help and attention. It's vital to remain patient and

understanding in these circumstances and encourage your learners to be motivated.

Be clear

Being able to instruct the class in a way that is clear and concise.

Stay organised

Being on time, turning up with the right materials, and producing well-planned lessons with

suitable material.

Keep your sense of humour

The ability to laugh at yourself helps you to stay sane (you don't have to be a clown, but a

little humour seems to go a long way). Miming and body language play an important part in

teaching. Don't be afraid if it sometimes makes you look a little stupid.

Adapt and make the most of your resources

On some occasions, you might find yourself without any books, tapes or boards. This can be

especially true of developing countries that have limited resources.

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Use your imagination

Teaching requires a lot of creativity. You will need to be able to create and adapt materials in order to teach your

classes. It is also important to empathise with your students and imagine yourself in their position and how they

might feel.

Teacher roles In the classroom you will need to play many different roles. Here are some of them.

Controller: The person in complete control of the class

Assessor: Checking and deciding when and how to give feedback - especially when

dealing with error correction

A resource: You may be the only exposure to the language that the learner has. This is

especially true of developing countries

Coach: For encouraging students (especially the shy ones) to actively take part in

classroom activities

Tutor: For one-to-one teaching, giving individual attention, guidance and helping the

student to learn more efficiently

Organiser: Telling students exactly what they need to do, and how they should do it

Facilitator: Encouraging students to communicate with each other

Counsellor: Helping students solve any problems relating to language learning.

IV. The popular TEFL Methods

The exact process of language learning is still largely unknown, even after years of speculation and

experimentation. Consequently, there is no optimum or 'best' way to teach. At every stage in the lesson it's up to

the teacher to determine the best way to do something. You can take on board the nuts and bolts of teaching so

that you can generate your own style that works for you. Remain flexible and open minded and remember to use

the Field Staff as a resource when you require any guidance or help in your teaching!

How to Give Instructions The importance of clear instructions cannot be overstated. No matter how interesting or

exciting you make your activities, they will flop unless your students know exactly what they are

supposed to be doing.

Use concise imperatives

A concise imperative is a short instruction. In fact this is a difficult habit for English speakers to

break when asking people to do things. We often use long and complicated sentences instead of

getting to the point, such as "Right, what I'd like you to do now, if you don't mind, is to…"

Don't worry about seeming impolite. You can say "Listen!" with a smile and non-threatening

body language. It's effective and clear.

Incorrect: "How about we each work with a partner?"

Correct: "Work with the person on your left."

Don't use phrasal verbs or colloquialisms

Again, this is all about clarity. Avoid using phrases your students are unlikely to understand,

such as "Why are you looking so fed up?". Likewise, colloquialisms are difficult for non-native speakers to grasp.

If you tell your students to 'pipe down' for example, you may get some blank looks.

Here is an example:

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Incorrect: "OK, let's go through this together."

Correct: "Now we'll look at the answers."

Model

Wherever possible, try to model activities. This is much more effective than a lengthy

explanation. It's always a good idea to do the first question in an exercise together as a class.

With games and role-plays demonstrate using a strong student to model the activity.

Check for understanding

Check that the students have understood your instructions by watching their faces. If need be,

you can check with simple questions such as "What are you going to do next?".

The importance of voice

An important yet frequently overlooked tool in the classroom is your voice. Often, when working overseas, there is

a lack of tape recorders, videos and computers, and your voice may provide the only authentic model for the

students. Your voice should be loud enough for every student to hear - without straining. Make sure you provide a

natural model of speech or your learners may have difficulty understanding other people in everyday conversation.

How to use the board

Some popular ways of using the board

The key tool in your teaching toolkit is the board. In Laos it is your main teaching aide. Across all our schools we

have whiteboards, it is unlikely you will be using a chalkboard at any time.

You can use the board:

for clarity

to focus attention

for visual stimulation (visually orientated students will like it)

instead of using photocopies (it's kind to the environment)

More specifically, you can use the board to illustrate

The spelling of words (especially confusing ones, like 'accommodation')

To present new words, accompanied by a picture. E.g. "He's got curly hair"

To show pronunciation features e.g. the picture of the shape of your mouth when

producing a certain sound. To make /v/ your top teeth touch your bottom lip.

To illustrate a form e.g. the present perfect = have/has + past participle

She has gone to Spain.

To keep a written record

To show stress and intonation

To correct mistakes (you will find out more about this in module 8 of the course)

For games, e.g. keeping scores, Hangman, Pictionary

Consider using time lines, as shown in the illustration here. You could use it, for example, to

illustrate the sentence "I'll tell him when I see him".

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Presenting vocabulary

Consider using mind maps. These are useful when teaching adjectives as you can see in the image here.

When you organise new vocabulary on the board it is a good idea to put it in groups as shown below:

IV. Increasing interaction: do’s and don’ts

Increasing Interactions - Dos and Don'ts In order to get maximum interaction from your students, take a look at the following do's and

don'ts.

Do:

ask open-ended questions (those starting with who/what/why etc)

use gestures rather than words

let students finish their own sentences. Students often need thinking time before

answering your questions, especially in cultures where making a mistake means losing

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face. Fight your natural urge to fill the room with constant sound; don't be afraid of

pauses

put students into pairs and small groups to maximise conversation time while you monitor

(remember who needs the practice!)

encourage student-to-student interaction, rather than letting everything be directed at

you. Encourage students to explain unknown vocabulary to one another

encourage students to work together and share answers. This builds confidence, rapport

and takes the focus off the teacher.

physically move away from students who speak quietly. This will encourage them to

project their voice

arrange seating to correspond with the activity.

Don't:

stand with your back to the class and write silently. This communicates that you don't

want to talk to the class

echo students' answers especially if they're wrong!

ask closed questions (those that can be answered with a ‘yes’ or a ‘no’).

How to manage discipline There are times when classroom management proves difficult, especially when teaching

children. When one or more students begin to misbehave, the key to regain control and maintain their authority in

a friendly way. That said, however, prevention is the best cure and there are a number of things you can do to stop

discipline problems from starting in the first place. It is vital to remember we are guests here and have to be

culturally sensitive. If you are ever unsure how to manage the class DO NOT take things into your own hands - ask a

staff member for help.

Be positive

Come to class with a positive attitude. Grumpy teachers will have grumpy students. If you dislike

your job, the students will pick up on this and will lose interest in studying. They will also fail to

admire and respect their teacher.

Be interesting, be prepared

Prepare interesting lessons and make sure you are well prepared. Use the authentic materials

(films, music, artists) that interest your students. Include a variety of activities and have extra

activities up your sleeve in case you finish early. Don’t give students a chance to get restless and

bored.

Be fair

Be fair. Everyone should receive the same treatment when it comes to classroom conduct and

how much attention they are paid by the teacher.

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How is your grammar? Before you teach any grammar, the ideal thing to do is to learn it yourself! When most people are asked about

grammar, they often say they remember some odd rules from when they were at school or college (usually a verb

is a 'doing word' and an adjective is a 'describing word'). Even though we say that we don't 'know' grammar, we use

it perfectly every day. The biggest problem is not being able to articulate when and why we use certain grammar.

Grammatical terms In this section we will be considering some useful terminology and looking at the following

word classes, or parts of speech:

Nouns

Adjectives

Verbs

Adverbs

Pronouns

Prepositions

Conjunctions

Determiners

Interjections

Numbers

These classes can be divided up into smaller classes themselves.

The main things to remember are as follows:

There is more to teaching language than knowing and teaching grammar.

Many language teachers learn as they go. Lesson by lesson. You don’t need to know the entire English

grammar to be able to teach a single language point.

You discover a lot about a language through teaching it to others.

Sometimes it is simply a matter of reflection or contemplation and you may realise the link/rule etc.

Research grammar points if unsure in the lesson planning stage (check resource books, ask other

teachers/GVI staff, and get it clear in your own mind first before class)

If you are unsure of grammar it is ok to say I don’t know. Never make it up. Say I will look it up and get back

to you, ALWAYS return with an answer.

Resources The internet is a great place to add depth to your learning. To help you with this, we have scoured the web to give

you a list of the best links out there.

English glossary of grammar terms

A comprehensive glossary of language terms. In addition to grammar terms per se, includes terminology related to

language styles, pronunciation and vocabulary.

Grammar reference pages

A collection of reference pages with explanations, examples, charts, quizzes and other grammar-related resources.

English parts of speech

Exercises testing your knowledge of parts of speech: nouns, adjectives, verbs, etc. Note that determiners are not

regarded as a separate part of speech here and are included with adjectives.

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English Nouns

More about English nouns and noun types.

The English tense system

The main facts you need to know about the English tenses. (Note that future with ‘going to’ is not included on the

tense list, however most grammarians agree that it is a tense and it is to be treated as such in this TEFL course.)

Verb tense tutorial

Click each tense name to open up a detailed explanation of the tense with timelines and examples. The collection

of exercises comparing tenses is intended for learners of English but it would be helpful for you as a teacher to go

through them and consider the challenges students face as they attempt to distinguish between different tenses.

English conditionals

Conditional forms explained and examples provided.

Active and passive voice

The two voices explained and a short quiz.

Irregular verbs

A complete list of irregular verbs in the English language.

How to teach vocabulary The following is about words and their meaning. Understanding the meaning of words will allow

your students to communicate their ideas. It is possible to convey meaning even without being

aware of verb structures and other grammatical rules. For example, "My book where is?" and

"You like we go now?"

It is up to you to encourage your students to communicate regardless of their ability, as your

students can make pronunciation mistakes and still be understood. When a student learns a new word or group of

words, they need to focus on certain characteristics concerning it.

II. Teaching new words

Some tips for teaching words Learning new vocabulary is a crucial part of learning a new language, but students can often feel barraged by the

sheer volume of the language - especially in English where there are so many options/ways/choices to convey the

same meaning. To help them alleviate the pressure of learning a lot of new words, always try to put new words in

context and give students plenty of opportunity to practise. Avoid too many intimidating tests or expecting

students to rote learn from lists of random words.

Give your students plenty of opportunity to practise new vocabulary in useful and realistic contexts. Try using visual

organisers, such as pictures, charts or mindmaps, which your students fill in, or use a linguistic context, such as a

reading text, a listening text, a song, a poem or a video, in order to recycle the new vocabulary.

Avoid long, unrelated lists of words, but encourage your students to keep their own vocabulary lists of related

words. This is especially important at lower levels.

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The three most common ways of processing words are visually, aurally and kinaesthetically

(through movement). Most people use a combination of all three. For this reason it’s helpful for

learners to hear, see and relate words to memorable contexts.

Some techniques of teaching words Here are some techniques to consider:

Bring in realia (real objects)

Mime it

Draw a picture

Show a flash card

Make a sound

Use a synonym (a similar word)

Use an antonym (an opposite word)

Put the word in a sentence, e.g. 'You drive to work in a ...'

Define it - explain the word in English - remember to avoid language that is more

complicated than the word you are trying to explain. Avoid complex grammar and keep

your sentences short

Encourage students to use a monolingual dictionary

Explain the word in the students' language (or ask them to look it up in their bilingual

dictionary).

Six steps to success – the sequence of teaching vocabulary When presenting a new word, or group of words to your class, consider using the following

method.

1. Present : Present the word using an appropriate technique, e.g. picture, mime, etc.

2. Elicit . Elicit the word (extract the information from your students – don’t just tell them).

3. Feed : If students don't know the word, feed it to them.

4. Concept check : Check that all the students understand so far by asking concept check

questions.

5. Drill : Drill the class after you have repeated the word/s a few times. (Ask them to repeat

the word over – both chorally, i.e. all together, and individually).

6. Write : Write the word on the board and highlight the grammar and pronunciation.

Time to test your knowledge! Take the following short quiz and see how you went! The answers can be found at

the end of this document.

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Introduction to TEFL Quiz 1. What do the initials ESL stand for? a. English studies and learning. b. English science and languages. c. English for specific learners. d. English as a second language. 2. Which word is used to refer to the relationship between a teacher and his/her students where there is mutual understanding, trust and respect? a. pragmatism b. rapport c. favouritism d. reciprocity 3. For a teacher, being resourceful means: a. always having sufficient resources on hand, including a variety of technical aids b. being able to teach successfully in situations where resources are limited c. being able to distinguish between auditory resources and visual resources d. using different materials in every lesson 4. You need to explain the word ‘jump’ to your class of primary-aged beginner students. You don’t have any visuals on hand and you realise that the easiest way to explain ‘jump’ is for you to actually jump up and down. However, you think that a teacher jumping in front of the class may look stupid. What should you do? a. Draw a jumping person on the board even if it takes some time – you can’t allow yourself to look stupid in front of the kids, or else you may lose their respect. b. Rather than embarrassing yourself in front of the class, teach the word in a later lesson when you have brought in a flash card showing a jumping person or when you have learnt how the word translates into the students’ language. c. Ask the students to look up the word in their bilingual dictionaries. d. Go ahead and jump in front of the students and then make them repeat the action as you say the word; never mind if it makes you feel a little stupid. 5. Which of the following is seen as the most fundamental resource? a. the teacher b. coursebooks c. flashcards d. the school building

6. Which of the following is the best way to give instructions? a. “Now would you mind opening your books on page 16?” b. “Now open your books on page 16.” c. “Cool, let’s now skip straight ahead to page 16.” d. “16 now, okay?”

7. Bill has been speaking for 3 minutes explaining a new activity, but some of the students still don’t understand what to do. What is likely to be Bill’s mistake? a. He hasn’t spoken for long enough. b. He forgot to give the activity a name. c. The volume of his voice has been too loud.

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d. He forgot to demonstrate the activity.

8. What is best taught with the use of mind maps? a. vocabulary b. pronunciation c. style d. complex sentences

9. Which of the following would be the best advice for using the board? a. Use all the space on the board. b. Use the board for drawing rather than writing. c. Plan your board work in advance. d. Try to avoid using the board.

10. Which of the following is essential for a teacher in order to maintain discipline in class? a. Treating students equally. b. Showing that you like your job. c. Planning interesting lessons. d. All the above.

11. The words ‘big’ and ‘large’ have the same a. meaning b. pronunciation c. spelling d. collocation

12. If a teacher wants to teach the English word ‘scissors’ by using realia, what should she do? a. Tell a real story about scissors. b. Bring in a picture of a scissors. c. Mime the action of a scissor with her fingers. d. Bring in a pair of scissors.

13. What is the quickest and most effective way to explain the verb ‘to clap’? a. Draw it. b. Do it. c. Give a definition. d. Ask students to look it up in a bilingual dictionary.

14. Which of the following is least likely to help students understand the meaning of the adjective ‘slow’? a. Giving an antonym. b. Miming fast and slow movement. c. Drawing a snail and putting the word in context. d. Drawing a car and saying that it’s slow.

15. Before you begin to explain the meaning of a new word to your students, it is a good idea to do which of the following? a. Try to elicit the meaning from them. b. Drill the word. c. Give them a test containing the word. d. Encourage them to ask you a concept question.

Answers: 1. d 2. b 3. b 4. d 5. a 6. b 7. d 8. a 9. c 10. d 11. a 12. d 13. b 14. d 15. a