presented by: amy e. lingenfelter senior english language fellow alingenfelter@peopleleap

From the Text to the Best: Adapting & Supplementing

Textbooks for Greater Student Relevance and Communicative Language Teaching

Presented by: Amy E. LingenfelterSenior English Language Fellow

alingenfelter@peopleleap.comwww.peopleleap.com

A few words about the teaching profession before we begin. . .

About Teaching:

• The wind blows the dandelions throughout the field, and some seeds stick and grow into flowers. Other seeds do not.

• Note: one seed that sticks and grows into a flower is better than none at all!

About Teaching:

• “You can lead a horse to water, but you can’t force him to drink” – Old English adage

• How does this adage apply to teaching?

About Teaching:

• “My students! That’s the only reason that I am working. I am working for them because I want them to improve. I want them to learn.”

– Recent GO TEACHER participant • There are people who teach to live, and those who live to teach. Which are you?

About Teaching:

• You make others happy when you’re happy and your work is meaningful: If you TEACH FOR YOURSELF, FOR THE

MOMENT AND THE JOY OF IT, the rest will follow!

• Remember: teaching is a 50/50 effort! You can guide students to “meet you halfway!”

Some related points I’d like to make before

we “dive in”. . .

1. Cultural and individual perspective on what is taught. . .

How does each student’s reality differ?

Perspective: Which object doesn’t belong with the others?

Log:

CATEGORICAL/ABSTRACT/LOGICAL FOCUS (This doesn’t belong in the abstract category of “tools” as we categorize and define them in our culture and language)

Ax:

PHYSICAL MATERIALS FOCUS (This is the only object that doesn’t contain the material wood)

Saw:

EMOTIONAL FOCUS (Example: the person has a negative emotional memory of getting hurt by a saw as a child)

Hammer:

UTILITY/CONCRETE FOCUS (You can’t use this object with the other three; the other two objects can be used to cut the log; a hammer is useless especially without a nail)

Perspective: Which object doesn’t belong with the others?

Perspective: Which is the “best” answer to the following question?

1. Tall is to short as:a) Orange is to blueb) Black is to whitec) Green is to whited) Neon yellow is to gray

a. Orange is to blue: b. Black is to white:

c. Green is to white: d. Neon yellow is to gray:

Perspective: Which is the “best” answer to the following question?

2. Teaching content vs. skills in English. . .

What’s the difference? Who cares?

Content vs. Skills in English:

Content vs. Skills in English:CONTENT/KNOWLEDGE SKILLS

• THE INFORMATION YOU ARE TEACHING (KNOWLEDGE AND FACTS)

• The WHAT• DEFINING things and terms• Background knowledge of the topic

students are reading and writing about (e.g. “Mother Theresa”)________________________________

• Cultural knowledge and awareness of English-speaking countries

• Knowledge of English, including:o Grammar ruleso Meanings and correct uses of

vocabulary words, transition words, expressions, idioms, etc.

o Labeling the components of a paragraph or essay

o Different genres of readingo Knowledge of informal vs. formal

language

• THE ABILITIES, METHODS, APPROACHES, AND STRATEGIES YOU ARE TEACHING

• The HOW (to apply your knowledge)________________________________

• Writing skillso How to organize an essay/paragrapho How to write an introduction,

paragraph, and conclusiono How to write a topic and concluding

sentenceo How to use vocabulary in context of a

sentenceo How to apply the grammar rules in a

sentenceo How and when to use informal and

formal language in writing• Listening skills

o Note –takingo Understanding pronunciation and

intonation

CONTENT/KNOWLEDGE SKILLS• THE INFORMATION YOU ARE TEACHING

(KNOWLEDGE AND FACTS)• Teaching WHAT and DEFINING things• Background knowledge of the topic

students are reading and writing about (e.g. “Mother Theresa”)________________________________

• Knowledge of English, including:o History of English and etymologyo Linguisticso Physical structure of mouth/throat

during pronunciation o Definition of skimming and scanningo Difference between academic/formal

and casual/informal written and spoken language

• THE ABILITIES, METHODS, APPROACHES, AND STRATEGIES YOU ARE TEACHING

• Teaching HOW to DO something and APPLY your knowledge

________________________________• Reading skills

o Skimming/Scanningo How to guess unknown vocabulary in

contexto Predicting and using background

knowledge• Speaking skills

o Group speaking strategieso Pronunciation and intonation strategieso How to use words and phrases in a

conversation in the right contexto How and when to use formal and

informal language in speakingo How to speak politely

Content vs. Skills in English:

3. About using Spanish and translation in the classroom. . .

Is it EVER OK to Translate?

• Usually not, unless: There are no other alternatives You have no time It would clearly promote learning and

retention• Think about the benefits of spending

more time explaining in English• Use as a “last resort”• Consider age, level, educational

attainment, and learning preferences

Is it EVER OK to Translate?Alternatives:• Contextualize a word or grammar point:

think about how you learned your first language! Give it real meaning: Use in a sentence/s Give examples

• Teacher or student produces: Synonyms Antonyms Photos/pictures/drawings Related gestures, expressions, behaviors

• BE AWARE OF FALSE COGNATES, for example: “Realize” vs. “realizar” “Estoy embarazada” vs. “I’m embarrassed” “Actualmente” vs. “Actually”

• Use graphic organizers for vocabulary

Is it EVER OK to Translate?

What is communicative language teaching?. . .

• The opposite of “grammar translation” method • Less focus on grammar and more on fluency and

language USE in real-life contexts• Influenced by progressivism in education

Communicative Language Teaching

• Emphasizes: Language USE over knowledge Communicative competence Conversational and practical English in real

life situations (work, school, tourism, etc.) Active learning Learner autonomy and student-centered Understanding and expressing meaning Collaborative/cooperative learning Immediate use and application

Communicative Language Teaching

“I feel your pain:” Some classroom challenges that many teachers face. . .

• Limited time• Limited resources• Lack of technology• Textbooks are “boring”• Curriculum is not relevant to

Ecuadorian students’ real, everyday lives

• Lack of respect from school administration and other forces “in charge”

Teaching/Classroom Challenges:

• Lack of respect from society, parents, even students

• Student behavior problems• Excessively large class sizes that

make Communicative Language Teaching (CLT) difficult

• It’s easy to take the “easy way out!”

• How do we save time and money, and still deliver the best lessons possible?

Teaching/Classroom Challenges:

Now let’s talk about textbooks and materials

that other people made. . .

With a Partner, Discuss:

1) Why do we use textbooks in teaching?2) Is it OK to teach directly from the

textbook most of the time? Why or why not?

3) Name at least 3 occasions when textbooks are helpful/beneficial.

4) Name at least 3 occasions when textbooks should be supplemented (changed, added to, parts skipped)

Challenges with Some Textbooks:

• Topics are irrelevant to students’ real lives/needs Culturally biased

• Layout is overwhelming or poorly organized

Lack of visuals• Too difficult or too easy• Pacing is too fast or slow• Poor sequencing

Challenges with Some Textbooks:

• Not enough practice activities

• Not student-centered• Not enough focus on

oral communication/ conversation skills

• Not enough freedom/choice

• Incomplete/missing items

Things to consider when you’re required to use materials that

somebody else made. . .

Things to Consider when Using Materials Somebody Else Made:

• Consider that you may need to supplement in three main ways:

1) The content (add, subtract, modify)2) The delivery of the content (make it

more fun, make it longer or shorter, make it clearer, etc.)

3) The activity itself (change or replace the activity)

Things to Consider when Using Materials Somebody Else Made:

• Are activities meaningful and relevant to my students? Are they appropriate for:

English level Content/background knowledge Age Ecuadorian culture? Socioeconomic status? Gender

• Do activities: Build on students’ prior knowledge? Allow for pair/group work? Keep the maximum amount of students

involved and engaged at one time? Keep the maximum amount of students

speaking and listening as often as possible?

Things to Consider when Using Materials Somebody Else Made:

• Do activities: Offer a lot of practice activities? Involve speaking and writing

practice/use of grammar? Contextualize and support with visuals? Allow for learning independence and

personal choice? Mimic authentic activities in which

English could be used?

Things to Consider when Using Materials Somebody Else Made:

• IF there is cultural bias, can you also use that as a cultural teaching opportunity?

• How can I adjust the pacing and sequencing to students’ needs?

• What should be duplicated/copied from the textbook?

Things to Consider when Using Materials Somebody Else Made:

One quick example of textbook supplementation. . .

Book 2,Unit 2, pg. 18 “Your Daily Routine”

Example of Compare/Contrast Graphic Organizer:

Item A Only (Differences)

Item B Only(Differences)

Both A and B(Similarities)

Typical American Breakfast

Typical Ecuadorian Breakfast

What Both Have in Common

• Cereal with milk and/or fruit

• Pancakes or Waffles

• Eggs• Bacon• Oatmeal with milk• Bread with butter• Juice• Coffee

• Sierra: (Bread with butter, cheese, and marmalade, coffee, juice, and fruit), mote, yucca

• Costa: (Bolon con café, patacon, empanada de verde, black coffee)

• Oats with milk

• Oats with milk• Juice• Coffee• Bread and butter

COMPARING AND CONTRASTING TWO THINGSITEM A: ITEM B:

Book 2,Unit 2, pg. 18 “Your Daily Routine”

Now for a little practice. . .

Textbook Exercise:

• Form groups of 3.• Look through your Postcards textbook with

your group mates:1) Find 1-2 activities/lessons that should be

supplemented for any reason and discuss reasons why

2) Discuss at least 3 ideas about how to supplement and improve the lesson/activity in the textbook

3) Write it down- you will share this with the class!

Now let’s explore an in-depth example of textbook supplementation. . .

Example Lesson: “Postcards”Book 2, Unit 6, pg. 54/61

Grammar Focus: “Teaching Simple Past”In groups of 3, discuss:1) What’s missing from the blue “Grammar Focus” box?2) What may confuse students about the “Practicing

Grammar” section?3) Is there cultural bias in the photos on this page?4) Are there enough visuals provided?5) What should I use or duplicate from this lesson? 6) What should I ignore or not use?7) Give one brief example of how I can improve this

lesson.

Website to Access Texts:http://educacion.gob.ec/documentos-pedagogicos/

Example Lesson: “Postcards”Book 2, Unit 6, pg. 54/61

Grammar Focus: “Teaching Simple Past”

Possible Ways to Supplement and Expand on this Activity:

• Always put yourself in students’ shoes: Identify things that could cause

confusion Decide the extra things that should be

taught Decide if the explanation in the text

prepares students enough for the following practice activities

Possible Ways to Supplement and Expand on this Activity:

For example:• Adding “it” (pronoun/indirect object) to

the box and giving several examples• Pre-teach and/or do a mini-lesson on:

Personality adjectives Adjective clauses with “who” Professional roles/labels/titles “There is/are/was/were”

For example:• Recreate activity using famous people

known to Ecuadorian students: Deceased celebrities to teach past

simple Current celebrities to teach present

simple

Possible Ways to Supplement and Expand on this Activity:

Possible Ways to Supplement and Expand on this Activity:

• Make it as relevant to students’ personal lives as possible Everybody loves talking about

themselves, their loved ones, and celebrities!

• Make it more fun: do guessing activities• Contextualize, contextualize!• Use/create graphic organizers and images• Final assessment should require

production of all that students learned

Possible Ways to Supplement and Expand on this Activity:

• Make learning authentic: Require students to speak and write

their own personalized sentences Students role-play and write about real-

life situations in which English could be used

Use realia (authentic materials) “Seize” the opportunity to teach content,

character building, and life planning

Supplementing by teaching personality adjectives and

adjective clauses. . .

Example Mini-Lesson: “Personality Adjectives”

English Adjective Spanish Translation English Adjective Spanish Translation

• Friendly• Talkative• Quiet/Calm• Shy/Timid• Realistic• Practical• Traditional• Decisive• Organized• Responsible• Honest• Good-looking• Logical• Compassionate• Kind• Serious• Cautious• Brave

• Amigable/Amistoso• Locuaz• Silencioso/Tranquilo• Tímido• Realista• Practico• Tradicional• Decidida• Ordenado• Responsable• Honesto• Guapo/a• Lógico• Compasivo• Amable/Bondadoso• Serio• Cauteloso/Cuidadoso• Valiente

• Imaginative• Creative• Athletic• Adaptable• Disorganized• Go-with-the-flow• Carefree• Intuitive• Funny• Sensitive• Hard-working• Spontaneous• Intelligent/Smart• Cooperative• Independent• Confident• Clumsy• Talented

• Imaginativo• Creativo• Atlético• Adaptable• Desordenada• Flexible• Despreocupado• Intuitivo• Cómico/Divertido• Sensible• Diligente• Espontaneo• Inteligente• Cooperativo• Independiente• Confiado• Descuidada/Torpe• Talentoso

English Adjective Guess the Face/Drawing:

English Adjective Guess the Face/Drawing:

• Friendly• Talkative• Quiet/Calm• Shy/Timid• Realistic• Practical• Traditional• Decisive• Organized• Responsible• Honest• Good-looking• Logical• Compassionate• Kind• Serious• Cautious• Brave

• Imaginative• Creative• Athletic• Adaptable• Disorganized• Go-with-the-flow• Carefree• Intuitive• Funny• Sensitive• Hard-working• Spontaneous• Intelligent/Smart• Cooperative• Independent• Confident• Clumsy• Talented

Example Mini-Lesson: “Personality Adjectives”

Part/s of Speech Synonym Antonym

Definition/s: (Include part of speech and two complete definitions from the dictionary) 1)

2)

Use the word in 2 sentences:

1) 2)

Draw a Picture:

Word

Write the word six times: 1) 2) 3) 4) 5) 6)

Example Mini-Lesson: “Personality Adjectives”

Example Mini-Lesson: “Personality Adjectives”

1. “I am (adjective) because I ________.”• Example: “I am cautious because I think before I do things.”

OR . . .

2. “(Person/name) is (adjective) because he/she _________.”• Example: “My mother is friendly because

she talks to everybody.”

Example Mini-Lesson: “Personality Adjectives”

3. “My ideal (best friend / significant other) is (adjective) because ________.”

• Example: “My ideal best friend is funny because I like to laugh.”

Example Mini-Lesson: “Personality Adjectives”

AAddjjeeccttiivvee CCllaauusseess::

DDeessccrriibbiinngg aa PPeerrssoonn UUssiinngg ““WWhhoo””

USING AN ADJ ECTIVE (e.g. “introverted”):

1. I am a person. 2. I am introverted. 1.+ 2. = I am a person who is introverted.

Combine the two sentences to f orm an adjective clause that describes me:

I am a person + who is introverted (3rd person). = I am a person who is introverted.

(Main clause) + (dependent clause)

USING AN ADJ ECTIVE IN NEGATIVE FORM (e.g. “not expressive”):

1. Mary is a woman. 2. Mary is not/ isn’t expressive. 1.+ 2.= Mary is a woman who isn’t expressive.

Combine the two sentences to f orm an adjective clause that describes Mary:

Mary is a woman + who isn’t expressive. = Mary is a woman who isn’t expressive.

(Main clause) + (dependent clause)

USING A VERB (e.g. “work”):

1. J ohn is a man. 2. J ohn works. 1.+ 2. = J ohn is a man who works.

Combine the two sentences f or f orm an adjective clause that describes J ohn:

J ohn is a man + who works. = J ohn is a man who works.

(Main clause) + (dependent clause)

USING A VERB IN NEGATIVE FORM (e.g. “dance”):

1. I am a person. 2. I don’t dance well. 1.+ 2. = I am a person who doesn’t dance well.

Combine the two sentences f or f orm an adjective clause that describes me:

I am a person + who doesn’t dance well (3rd person). = I am a person who doesn’t

(Main clause) + (dependent clause) dance well.

UUssiinngg PPeerrssoonnaalliittyy AAddjjeeccttiivveess

&& AAddjjeeccttiivvee CCllaauusseess iinn aa SSeenntteennccee Combine the following pairs of sentences to form a full sentence with an

adjective clause that describes you or your ideal friend/significant other:

1. I am a woman. 2. I am idealistic.

1. I am a woman. 2. I am talkative. 3.

1. I am looking for a good f riend. 2. This f riend is logical. 3.

1. I am looking for a good f riend. 2. This f riend is introspective. 3.

MMiinngglliinngg// SSppeeeedd-- MMeeeettiinngg AAccttiivviittyy

I nitial Statement:

“I am looking for [someone/ a f riend/ a boyf riend/ a girlf riend/ a husband/ a wif e] who + is + adjective...”

OR

“I am looking for [someone/ a f riend/ a boyf riend/ a girlf riend/ a husband/ a wif e] who + verb...”

For example: “I am looking for a girlf riend who is flexible.”

Response:

“Good/ great, because I am a person who...” OR

“I ’m sorry, I am not a person who...” For example: “Great, because I am a person who likes

meeting new people!”

AARREE YYOOUU WWHHOO II ’’MM LLOOOOKKII NNGG FFOORR??

Your Partner’s Name

Compatibility (YES!)

(Check “X” every time the person IS who you’re looking for, based

on his/her answers)

No Compatibility (NO!)

(Check “X” every time the person is NOT who

you’re looking for, based on his/her answers)

Supplementing by teaching profession nouns. . .

Example Mini-Lesson: “Profession Nouns”

Profession/Job Profession/Job

Liberator/General Doctor

Artist Nun

Football/Soccer Player Actors

Example Mini-Lesson: “Profession Nouns”

Profession/Job Profession/Job

Singer / Musician Newscaster

Bodybuilder President / Politician

Football/Soccer Player

Teacher

Example Mini-Lesson: “Professions”

1. “I want to be a (profession) when I grow up because I like ________.”•Example: “I want to be a doctor because I like to help people.”

OR . . .

2. “(Person/name) wants to be a (profession) because he/she likes ________.”•Example: “My brother wants to be a singer because he likes to sing.”

Famous People of Now: Guess Who?

PRESENT TENSE: “Guess who’s taped to your back?”•This person is a talented singer.• This person is a serious bodybuilder.•This person is an athletic soccer player.•This person is a talkative newscaster.•This person is an intelligent politician.•This person is a good-looking musician.•IS MY PERSON. . .?

Famous People of Now: Guess Who?

ANSWERS:• Juan Fernando Velasco• Alexandra Escobar• Antonio Valencia• Tania Tinoco• Rafael Vicente Correa Delgado• Gerardo Morán

Example Mini-Lesson: “Professions”

Famous People of Past: Guess Who?

PAST TENSE: “Guess who’s on my card?”• This person was a brave general.• This person was a creative artist.• These people were hardworking soccer

players.• This person was an independent female

doctor.• This person was a compassionate nun.• This person was a funny actor. • These people weren’t imaginative artists.• IS YOUR PERSON. . .?

Famous People of the Past: Guess Who?

Example Mini-Lesson: Famous People

ANSWERS:• Simón Bolívar• Oswaldo Guayasamin• Chucho Benitez• Matilde Hidalgo de Prócel• Mother Theresa• Ernesto Alban Gomez “Don Evaristo”

Cloze Activity:1. Simon Bolivar ______ a general.2. Simon Bolivar and his lover, Manuela

Saenz, ______ liberators for Latin America.

3. Mother Theresa ______ an artist.4. Antonio Valencia and Chucho Benitez

______ women.5. Matilde Hidalgo de Prócel ______ the

first female doctor in Ecuador.

Past Simple: Singular & Plural

The summative final activity that could bring

it ALL together. . .

• Students write a paragraph describing themselves, their personalities, and what they want to be when they grow up using all previously learned: Present and simple past of verb “to be”

(8 examples) Personality adjectives (5 examples) Profession nouns (2 examples)

• Give choices: they can also write about someone else in the third person

Summative Activity: Myself and My Classmates

• Teacher models an example of expectations “Non examples” also help

• After writing and self/peer-editing their paragraphs, students switch them with a partner

• In groups of 4-5, each student reads the partner’s “secret” paragraph to his/her group (or classmates) and the others must guess who in the class it is!

Summative Activity: Myself and My Classmates

I am a student at ABC High school. I want to be a soccer player when I grow up because I like to compete and move my body. I think a soccer player is a good profession for me because I am very athletic and cooperative and play well in teams. However, sometimes I want to be a politician because I want to change my country. I think I would be a good politician because I am hard-working, friendly, logical, and confident. Although many real politicians are not compassionate, I will be one of the few!

When I was a child, I played in a soccer league with children who were older and stronger. However, I was very brave, and I learned a lot because I wasn’t cautious. Our team won the championship that year.

Summative Activity: Model Paragraph (Full)

In my first year of high school, I was the student leader of my class. There were also two other leaders and we worked together. We were all decisive and organized, so we made a lot of good changes in the school. This experience gave me skills to be a confident politician in my country, Ecuador, when I grow up.

I hope that my dream comes true someday. Now, can you guess who I am?

Summative Activity: Model Paragraph (Full)

I (be) a student at _________. I want to be a _________ when I grow up because I like to _________ and _________. I think a _________is a good profession for me because I (be) very _________ and _________. However, sometimes I want to be a _________ because I want to _________. I think I would be a good _________ because I (be) ________, ________, and _______.

When I (be) a child, I _________. In my first year of high school, I (be) _________. There (be) _________. We (be) _________. This experience gave me skills to be a _________ _________ when I grow up.

I hope that my dream comes true someday. Now, can you guess who I am?

Summative Activity: Model Paragraph (Structured)

Born on 29th, August 1958, this talented person started his entertainment career as the lead singer of a famous group. The band was made up of his brothers who were all older than him, and was run by his father Joseph. The group did very well and the star of the band was undoubtedly this person at only eleven years of age!

He started singing solo two years later and pioneered the entry of African Americans into the world of pop music. Many different types of people around the world started following his creative music, which gave him instant success. His fans numbered in the millions even though he was just in his teens. Three of his albums became world records. The Guinness World of Records listed him as the entertainer who was the most successful and imaginative.

Who is He? (A More Advanced Example):

During his career he won 13 Grammies with singles that remained on the music charts for a very long time. This person's fame and fortune caused him to be the focus of billions of people and also led to his being followed by the paparazzi, the press, and the media constantly.

Sadly, he was sensitive about his appearance and was not confident about his nose, which his father used to tease him about as a teen. This made him get surgery for his nose. This surgery was the first of many that he did throughout his life. His reasons for doing this are a mystery because he was born quite good-looking. In spite of the cosmetic changes that he did make to himself, this person kept being considered the greatest entertainer in the world.

Who is He? (A More Advanced Example):

However, he was always introverted and sometimes had a strange way of relating to people. His life took a sad turn when he was accused of child molestation. He was followed by the media who continued to obsess about the topic even though his innocence was proved. His image in public eyes was destroyed and even his devoted fans could not stop this damage to his reputation.

His unique dancing, singing, and songwriting skills have led to many entertainers copying him. This person was a philanthropist and his charities have helped millions worldwide. His death is a huge loss to the entertainment industry and the entire world. He will always be remembered and will be in the hearts of his fans, forever.

Who is he??

Who is He? (A More Advanced Example):

Questions:1) Name at least one objective of the

aforementioned supplemental activities.2) Would you use these activities in your

classroom? Why or why not?3) How could you change these activities to

make them more appropriate for your context?

4) What other topics could you use activities like this to teach? (please refer to one activity, like the mingling game)

With a Partner, Discuss:

Help! But there’s no time, resources, or technology

to supplement. . .

Some suggestions:• You don’t have to “reinvent the wheel!”• Use resources that others have made• Make reusable materials and laminate

But There’s No Time, Resources, or Technology to Supplement!

Some suggestions:• Make students create and copy the

images/graphic organizers themselves• Write the language on the board, students

copy it, then practice speaking it• Draw images• Act things out• Contextualize, contextualize!

But There’s No Time, Resources, or Technology to Supplement!

IF YOU HAVE NO TECHNOLOGY, use:• Journaling- one notebook per year• Art/drawing images• Paper never hurt anybody!• Body language and facial expressions go

a long way

But There’s No Time, Resources, or Technology to Supplement!

Now for you to put your textbook skills to the test!

Drum roll please. . .

Textbook Lesson Plan Exercise: • With your previous group members and notes,

create one supplemental lesson plan based on a lesson in the textbook.

• Write the final version of the lesson plan on chart paper to present to your classmates.

• Be ready to justify your lesson and why you chose this particular activity.

• Be ready to demonstrate/act out the best part of this lesson (5 minutes total) to the whole group based on some strategies/ theories you learned today (a “mini-lesson”). Pretend we all are your students.

Textbook Lesson Plan Exercise: Please include the following components in your lesson plan:1) TOPIC, LESSON DURATION, AGE GROUP, NUMBER OF STUDENTS2) OBJECTIVES (what you want to students to know and

do by the end of the lesson): Write “S.W.B.A.T.” (Students Will Be Able To)

3) PROCEDURE/STEPS (includes teacher and student activity)

4) TIMING (how long each activity will take)5) ASSESSMENT/SUCCESS INDICATORS (student

demonstration of actual learning)6) MATERIALS (if any)

Thank you!Questions? Comments?

• My website: www.peopleleap.com Go to “Resources” and “Amy’s Professional Blog”

• My email: alingenfelter@peopleleap.com• Shaping the Way We Teach English Website:

http://oelp.uoregon.edu/shaping• American English Website:

http://americanenglish.state.gov• MOE Resources:

http://educacion.gob.ec/documentos-pedagogicos/

My Contact Info: