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Personal TutorTrainer Manual

© 2014 by Pearson Education Limited

Edited in Spain

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,

electronic, mechanical, photocopying, recording or otherwise without the permission of the Publishers.

This material is the intellectual property of Pearson Education Limited.

First edition 2010

Second edition 2014

Authors:

Wall Street English International: Department of Operations

Acknowledgements:

A special thank you to Roy Adams (National Service Manager, WSI Hong Kong), Jimena Almedia, (Service Manager, WSI Ecuador), Eli

Asikin Garmager (Teacher, WSI Indonesia), Lex Baker (Head Office Staff, WSI Germany), Zana Ballout (Teacher, WSI Indonesia), Natalia

Bernal (Service Manager, WSI Colombia), Andrea Bicini (Head Office Staff, WSI Thailand), Alastair Bishop (Teacher, WSE China),

Rochelle Bloom (Teacher, WSI Indonesia), Kevin Boyd (National Service Manager, WSI Thailand), Jorge Ceballos Oyanedel (Regional

Service Manager, WSI Chile), Nhac Chuong (Teacher, WSI Hong Kong), Hywel Davies (Head Office Staff, WSE China), Dirk De Groote

(Regional Service Manager, WSI Chile), Matthew Duffy (National Service Manager, WSI Germany), Jaime José Duran Plazas (National

Service Manager, WSI Colombia), Mark Evans, (Teacher, WSI Korea), Deanna Fuller (Center Staff, WSE China), Elin Gasparini (Head

Office Staff, WSI Argentina), Paul Ghenoiu (Service Manager, WSI Turkey), Berlin Harrell (Teacher, WSI Indonesia), Irena Hingarova

(Head Office Staff, WSE China), Alex Hoerenz (Teacher, WSE China), Sophie Hudson (Teacher, WSI Indonesia), Richard Jackson

(Teacher, WSE China), Josephine Jija (National Service Manager, WSI Italy), Barry Jones (Teacher, WSE China), Adam La Fuze (National

Service Manager, WSE China), Tim Lai (Teacher, WSI Hong Kong), Anna Lau (Teacher, WSI Hong Kong), Michel Le Quellec (CEO WSI

Hong Kong, WSI Indonesia, and WSI Thailand), Jane Lo (Teacher, WSI Hong Kong), Sergio Molinaro (Head Office Staff, WSI Italy),

Angelica Mosca (Service Manager, WSI Italy), Megan Peterson (Teacher, WSE China), David Robyak (WSE China), Martin Shields

(Service Manager, WSI Argentina), Sonia Sood (Center Staff, WSI Italy), Helen Sui (Regional Service Manager, WSE China), Ariel Surface

(Service Manager, WSI Turkey), Lisandro Terenzi (National Service Manager, WSI Argentina), Andrew Whitmarsh (National Service

Manager, WSI Indonesia), Orsola Zampetti (Center Staff, WSI Italy), Enza Zaretti (Head Office Staff, WSI Italy), and Cherry Zhang

(Regional Service Manager,WSE China) for their contribution to the materials in these manuals.

In addition, the authors would like to thank all the participants of the regional Teacher Excellence and Service Excellence training sessions

for their participation, feedback, and suggestions on the content of the manuals and structure of the training.

We welcome ongoing feedback from those of you in the field who deal with teaching, training and managing of staff on a daily basis to

continually improve these manuals for our Service staff across the Wall Street English network.

www.wallstreetenglish.com

Table of Contents

PERSONAL TUTOR TRAINING – TRAINER MANUAL

Introduction to Training Document Pages Trainer Guide Reference 2-11 Personal Tutor Initial Training Reference 12-15 Pre-Training Training WSE Fact-Finding Questionnaire Training Plan 16-17 Product Familiarization Log Worksheet 18

Welcome

Welcome Training Plan 20-21

Introduction to Wall Street English

WSE Quiz Training Plan 24-25 WSE Quiz Cards Tools 26-34 WSE Quiz (with Answers) Reference 35-37

Wall Street English: The Method

The Wall Street English Method Training Plan 40-46 Krashen Running Dictation Tools 47

The Student Experience

The Student Experience—The First Lesson Training Plan 50-52 The Acquisition Cycle Tools 53 Scale of Success Tools 54 First Lesson Structure Cue Cards Tools 55-56 Acquisition Cycle Cue Cards Tools 57-61 The Acquisition Cycle and Concept Questions Completed Reference 62-64 The Student Experience—Lesson 5.1 Training Plan 65-66 The Student Experience—Lesson 5.2 Training Plan 67-68 The Student Experience—5.3 Training Plan 69-70 The Acquisition Cycle Tools 71 The Student Experience—Encounter 5 Training Plan 72 The Student Experience—Complementary Class Training Plan 73 The Student Experience—Social Club Activity Training Plan 74

Teaching

Teaching The First Lesson Training Plan 76-81 First Lesson Observation Form Tools 82-85 The Second Lesson Training Plan 86-89 Teaching Techniques Training Plan 90-109 Teaching Techniques—Eliciting Actors and Artists Cue Cards Tools 110-113 Teaching Techniques—Eliciting Cue Cards Tools 114-115 Teaching Techniques—Teaching a Language Function Cue Cards Tools 116-118 Teaching Techniques—Correction Techniques Cue Cards Tools 119-121 Teaching Techniques—Graded Language Tools 122-126 Teaching in the Speaking Center Practice Training Plan 127-128 Teaching in the Speaking Center Training Plan 129-140

Client Fidelity Plan

Client Fidelity Plan Introduction and Practical Use Training Plan 142-147 Client Fidelity Plan Actions Reference 148-151 Student Educational Concerns and Advising Sessions Training Plan 152-157 Advising Session Observation Form Tools 158-159 The Party Game Cue Cards Tools 160

Products, Systems, and Services

SSDS Training Training Plan 164-168 Product Training Plan 169-170

Reception Document Pages Booking Techniques Training Plan 172-178 Booking Techniques—Class Panels Tools 179-180 Booking Techniques—SSDS Schedules Tools 181- 182 Booking Techniques—Cue Cards Tools 183 Phone Call Techniques Training Plan 184-193 Phone Call Techniques—Cue Cards Tools 194 Reception Observation and Practice I Training Plan 195-196

Human Resources

The Personal Tutor Job Description Training Plan 198-200 The Personal Tutor Job Description Reference 201-202 Personal Tutor Sample Schedule Tools 203-208

Introduction to Training

1

Trainer Guide

Introduction

Wall Street English provides a learning experience to over 180,000 Students throughout the world each year. We select and

train our people well because it is our people who teach and provide service to our Students on a day-to-day basis, creating

a positive impact on our Students’ lives.

For our Students, studying English at Wall Street English makes a difference to their personal and professional lives.

Professional, well trained staff drives, facilitates, motivates, and shares in our Students’ educational success and personal

satisfaction. We need to train our staff well in the tools to teach and service in order to deliver and be part of our Students’

unique learning experience.

Yesterday I attended a seminar on lesson planning and found it very useful… I'm the kind of a person who likes

feeling useful and appreciated… here my enthusiasm is encouraged and I feel I'm contributing something to

people's lives.

Olga Nesterova, Teacher, WSE China

Qualities of a Trainer

Our goal as a company is to create a unique learning experience for our Students and also to create a unique development

experience for our staff. As a trainer you are integral to developing the potential of new and existing staff. In order to ensure

our staff delivers the best service we need to:

Develop, support, motivate, and inspire our staff

Provide our staff with feedback

Acknowledge and share in our staff’s success

As a trainer you need to be:

A great teacher

An expert in your subject matter

A great motivator

Able to inspire

Train your staff as you would expect them to teach their Students. In many ways this will form the basis for providing them

with a great example of how we want them to treat their Students.

Training should be:

Interactive and dynamic

Fun

Participant focused

A low-anxiety learning environment

Motivational

2

Training should involve techniques such as:

Good training plans: preparation and objectives

Eliciting

Concept checking

Correction techniques

Graded language

Group dynamics

Self-reflection

Feedback

Training Preparation

Any good class or training session begins with a plan and preparation. This structure of this training guide reflects a lesson

plan. You will find:

Topics

Recommended Trainer

Timing

Tools

Objectives

Instructions

Trainer Tips

These training plans should form the basis of your training plan. Your plans will differ in timing and group dynamics

according to the number of participants in your training group. Preparing your training plans will be an ongoing process. To

ensure training delivery is effective, interactive, and successful you need to:

Prepare

Adapt

Develop

Reflect

Training Materials

Wall Street English International provides you with all the materials necessary to carry out the training sessions that support

the Standard Operating Procedure. These materials are divided into four main categories: Reference, Training Plans,

Worksheets, and Tools.

Reference

The Reference materials explain in detail the Standard Operating Procedure—products, Center structure, job positions,

Center tasks, policies, etc.—that is uniform throughout the WSE network. These materials provide the know how of the

company and, as the name indicates, are to be referred to before, during, and after training. As products are released and

3

updated, or when policies are modified, WSE International will make the relevant amendments to the Reference documents

and make them available to the Countries and Centers.

Training Plans

The Training Plans provide the trainer with detailed instructions to successfully carry out training sessions. In each plan, you

are provided with the estimated timings of each activity, the objectives, what tools and materials are required, as well as

training tips. The Training Plans have been tested in the field and support the implementation of the Standard Operating

Procedure.

Worksheets

Each training session is accompanied by Worksheets. Participants are requested to complete tasks using these prepared

documents that may take the form of a one-page questionnaire, or even a multi-page booklet that covers the main steps of

working with a product. Regardless of the size, each worksheet follows a standard form and helps focus the participant on

the most salient points of the training session.

Tools

Tools are a series of materials that intend to add a heightened interactive experience to the training. There are three main

types of Tools:

Presentations

Forms

Cue Cards

Presentations

The Presentations that accompany the training sessions are in PowerPoint. We recommend that you go through each one

before the session to familiarize yourself with the content.

Forms

The Forms are the standard documents used in observations, evaluations, and appraisals. The participants will write and

make notes on them, se we advise to make additional copies. Forms serve not only for the training, but for use in the

Center.

Cue Cards

The Cue Cards follow standard format of Center materials (Encounters, Complementary Classes) in that there are four

sizes: full, half, quarter, and eighth page. Apart from the colored borders and cutting guidelines, each card is numbered and

states for which activity they belong:

Cutting Guidelines

Activity Name Colored Border

Number of Card

4

To ensure that these materials are presented professionally, and for durability, we suggest that you use the cutting

guidelines and a guillotine to cut out the cards, and laminate them. Placing them in plastic pouches or sleeves will help you

organize your training and prevent any loss of materials.

The training materials require usage of both the Trainer Manual and Participant Workbook with additional reading in the

Reference Manual. Although each manual is composed of different documents—for example, the Trainer Manual is

comprised primarily of Training Plans and Tools, and the Participant Workbook holds the Worksheets—all three are divided

into the same distinct chapters thus enabling easy location of all relevant documents.

For example, for the chapter on the Wall Street English Method, you will find these documents in the manuals:

Trainer Manual: Personal Tutor

Training Plan: The Wall Street English Method

Tools: Krashen Running Dictation

Participant Workbook: Personal Tutor you will find the corresponding:

Worksheet: Reflection on Your Language Learning Experience I

Worksheet: Advantages and Disadvantage of Language Learning Methods

Worksheet: Reflecting on Your Language Learning Experience II

Worksheet: Stephen Krashen and Natural Language Acquisition

Reference Manual: Personal Tutor:

Ref: The Method.

5

The Training Programs: Overview

The training programs for Service staff have been organized in such a way that certain topics are common to all roles.

Some topics can be delivered to Teachers, Personal Tutors, and Receptionists at the same time. This will ensure that

training groups are as interactive and efficient as possible. The provided training schedules are a suggested structure with

the basic module delivery required for each position. They are organized in such a way to enable trainers to attend to their

other day-to-day roles and responsibilities in a typical training course. You can modify these suggested schedules according

to local needs.

As some topics run over more than one day, the Trainer Manual is organized according to the topics in the table below

rather than a training schedule.

Service Team Training

Topics Personal Tutor Teacher Receptionist

Pre-Training: WSE Fact-Finding Questionnaire

Welcome

An Introduction to Wall Street English

The Wall Street English Method


The Product

Teaching

Teaching: The First Lesson

Teaching: The Second Lesson

Teaching: Quality in the Classroom

Teaching Techniques

Teaching: In the Speaking Center

Teaching: A Successful Class: Lesson Planning

Teaching: The Encounter

Teaching: Student Motivation in the Classroom

Plan a Class

Teach a Class

Class Feedback

The Client Fidelity Plan

Super Student Data System (SSDS)

Booking and Phone Call Techniques

Human Resources

Personal Tutor Job Description

Receptionist Job Description

Teacher Job Description

Reception

Sales and Lead Management

6

Expectations of Your Participants

The Communication Process: The Learning Curve

Wall Street English is a service-based, educational company in which people work together to teach and help Students

reach their learning objective. Being a new Student or staff member at Wall Street English often involves a steep learning

curve: it may take new staff and new Students time to accept new concepts and acquire new skills.

Throughout the learning curve, experienced staff and those involved in the training process have a responsibility to provide:

A positive learning atmosphere

Patience

Positive reinforcement

A unified communication process

Let’s examine the nature of the Communication Process in order to illustrate the need for clear, consistent and repeated

communication with new staff members.

The Communication Process

Giver of information Should know: 100%

Actually knows: 80%

Says: 60%

Receiver of information Hears: 40%

Understands: 30%

Accepts: 20%

Remembers: 10%

Does: 5%

The Communication Process indicates that a new staff member’s failure to accept or follow information delivered in training

is not necessarily a question of malice, stubbornness, or lack of intelligence. It is more a question of failing to hear or

understand what we are saying, or indeed of us not expressing our ideas clearly. To remedy this, constant, clear,

consistent, and patient communication is necessary. If you believe you can say something only once and a new staff

member will accept, understand, and put into practice, you will likely end up disappointed and frustrated.

The Communication Process makes it clear that a unified message, repetition, clarity, and patience are the keys to success

when helping people to learn and accept new ideas.

Managing Group Dynamics: Making Training Engaging

Whenever possible, training should be group-based to heighten the participants’ experience. Below, and over the next few

pages, there are a few ideas for creating pair and group work that can increase the fun and dynamic element in a training

session. These activities can also be used to reinforce training concepts and help participants get to know one and other.

7

Warm-Up: Spy

Number of Participants: 6+

Instructions: Prepare a set of small cards—one for each participant. On three quarters of the cards write true; on the other

cards write false.

1. Distribute the cards. Students must not let others see their card. Participants then stand up and mingle, greeting

others.

2. When asked questions, anyone with a true card must give true answers; anyone with a false card must lie (except

about their name) by inventing false life stories.

3. Afterwards, form pairs or small groups. Each group should try to work out who was true and who was false, writing

a list identifying all suspected false people.

4. Each group should read their lists.

5. Groups get three points for each false person correctly spotted, but lose three points for anyone incorrectly

identified.

Vocabulary Groups


Instructions: Prepare a set of cards so that there is one for each participant. On each card write one word from a set of

vocabulary items that you would like to reinforce with the training group. For example, if you want a group of three

participants, there should be sets with three different words. Shuffle and distribute the cards, then ask participants to meet

in groups where everyone has a word that belongs to the same vocabulary set.

Example of vocabulary sets:

TEFL Acronyms: CALL, CELTA, ESP, TEFL, BULATS

Product Abbreviations: EOL, BOL, Premier, SSDS

Stages: Survival, Waystage, Upper Waystage, Threshold, Milestone, Mastery

An alternative is to form groups with a word from a different word set, For example:

Group 1: CALL, EOL, Survival

Group 2: CELTA, Premier, Threshold

Group 3: ESP, BOL, Waystage

Find Your Level


Instructions: Write some target language from each Stage on slips of paper. Ask the participants to form pairs or groups in

the Stage that corresponds with their target language point.

8

Work with Someone Who…


Instructions: Create some slips of paper with information that the participants need to collect. For example:

Find someone who you have never worked with before.

Find someone who has the same color socks as you.

Find someone who you think will strongly disagree with you.

Find someone whose home is the furthest from yours.

Find someone who is smiling at you across the room now.

Find someone who winks across the room at you now.

Anagram Partners


Instructions: Ask participants to write down their first name and surname then rearrange all the letters to make an anagram

which they write on a new piece of paper. Collect the anagrams and redistribute. Participants should unravel the anagram

and find their new partner’s name.

Hello. Who’s There?


Instructions: Hand out a small piece of paper to each participant. Ask participants to write down their mobile phone numbers

on the paper then collect in the pieces and shuffle them. Ask half of the participants to leave the training room, selecting a

phone number on the way out. Ask them to ring their selected number and find out who their new partner is.

The Wheels


Instructions: Get participants to form two concentric circles: one circle faces inwards and the other outwards. The former

circle moves around clockwise and the latter anticlockwise, and keep on revolving until the Trainer asks them to stop. In that

stop position, every participant gets paired with the one facing him/her.

Pick a Pair


Instructions: Get every one of your participants to write their own names on a piece of paper. Once finished, collect the

pieces of paper and shuffle them, then call on a participant to pick a name (or more for groups) from the pile. The participant

selected forms a pair (or group).

Numbers


Instructions: Give one half of the training group cards on which numbers are written. Ask the other half of the class to shout

out a number to form pairs.

Experience Clock


Instructions: Ask participants to form a circle in a clockwise direction in order of the person who has lived in the most cities

at twelve o’clock, and the person who has lived in the fewest cities at one o’clock. From this circle get the participant with

the most cities to pair up with the participant with the fewest cities, and so on. An alternative with a re-training group is to get

9

them to form a circle based on the person who has had the most Wall Street English experience to the person who has had

the least Wall Street English experience.

Brainstorming with a Hacky Sack


Instructions: Get a hacky sack (small bag filled with rice, or a small ball) and get participants to throw it to one and other

whilst music is playing. When the Trainer stops the music the participant with the hacky sack needs to elaborate on a

brainstorming point.

Music for Reflection Tasks


Instructions: An important element of all learning processes is reflection. The Participant Manuals have a series of reflection

tasks where participants need to brainstorm or reflect on their teaching experience. During these reflection tasks the

dynamics in the training room can be altered by playing music that illustrates quiet thinking time as opposed to interactive

activities. Music can help the participants focus their thoughts.

Observations

Observations are an important part in the evaluation process of assessing how staff is progressing in the skills they have

been trained on. During the training of Personal Tutors and Teachers there will be observations of their teaching.

Observations help to:

Congratulate staff on skills they are strong in

Provide guidance on weak areas

Identify areas that may require further training.

It is important to remember that during training, the objective of the observation is not look for perfection but rather that the

new staff member is beginning to implement concepts that have been delivered in the training. According to The

Communication Process, staff should be increasing their DO from 5% towards 100%.

The self-reflection process in feedback is often as important if not more important than the observed activity itself.

Participants may give a poor class or teaching presentation. In this instance it is crucial the participant is able to identify why

the class or presentation was not successful and what and how they would do this class differently in the future.

Ten Tips to Create a Low-Anxiety Observation Environment

It is normal that staff may be anxious at being observed. As a trainer, it is your role to ensure you create a low-anxiety

observation environment in which staff can feel comfortable and understand that the purpose of an observation is to work

on skills development. We can do this by adopting some simple guidelines:

1. Always inform staff of when they will be observed.

2. There should be no distractions. It is important to establish a professional observation environment where there are

no mobile phone calls, text messages, or other interruptions from other staff or Students.

3. Never interrupt the observed staff during the observation.

4. Do not participate in the activity.

10

5. Allow sufficient time in the training to provide quality feedback, for example 30 minutes is recommended for First

Lessons/Encounters.

6. Always open feedback with asking the person: What do you feel went well? The staff member should be able to

highlight three areas. If the staff member is negative, you may have to elicit to facilitate this process and build

confidence.

7. Follow with the question: What would have you done differently? Even if the class was not a success, it is important

for the staff member to identify the key areas to improve.

8. After the staff member has provided self-assessment, you can provide your thoughts on three key areas of success

in the observation and three key areas to work on. Keep the feedback balanced and motivating and try to elicit

wherever possible so the staff member can own the solutions and answers to the areas they need to improve on.

For example, in a First Lesson: How could have you made the class more Student focused?

9. At the end of the observation, agree with the staff member on the areas to improve and above all agree on how to

improve.

10. Establish a time for a follow-up observation. Make sure the staff member has sufficient time in between

observations to practice the strategies of improvement that have been agreed upon.

Post Training

Initial training is the beginning of an ongoing journey of skills development. The Communication Process provides a clear

message that we should not expect staff to complete training and deliver at 100%. It is the work that we do after training

through observations, feedback, evaluations and skills development seminars that consolidate training and help our staff

grow into prepared professionals. The success of our staff and Students depends on our success as trainers and managers

to constantly:

Develop

Support

Motivate

Provide feedback

Inspire

Acknowledge and share success

We hope these training materials provide you with the necessary tools to ensure successful training and successful staff.

11

Personal Tutor Initial Training

Pre-Training 1.5 Hours

Trainer Input Required Hours

Service Manager 1.5

Program Duration: Five Days 40 Hours

Trainer Input Required Hours

Service Manager 28

Personal Tutor 5.5

Teachers 3

Receptionists 1.5

Participant Self-Study 2

Total 40 hours

Pre-Training

Service Manager 1.5 hours

WSE Fact-Finding Questionnaire 1.5 hours

Note

On completion of the initial training, new staff will need to complete approximately another 20 hours of self-study in the

Speaking Center to be familiar with the Units listed on the Product Familiarization Log. In general, one hour of study a day is

recommended in the first month of employment. This will ensure familiarity with the product. As a result, new staff will be

able to teach and assist Students more effectively.

12

Day 1

Service Manager 5 hours

Welcome 30 mins

An Introduction to Wall Street English 1 hour

Company Facts and History

Country Facts and History

Products

The Wall Street English Method 1.5 hours

Reflecting on Your Language Learning Experience

Advantages and Disadvantages of Language Learning Methods I

Reflecting on Your Language Learning Experience II

Stephen Krashen and Natural Language Acquisition

The Student Experience: The First Lesson 2 hours

The First Lesson

The Acquisition Cycle

Personal Tutor 3 hours

The Student Experience: The Second Lesson, Lesson 5.1 1.5 hours

The Student Experience: Lesson 5.2 1.5 hours

Total 8 hours

Day 2


Teaching Techniques 5.5 hours

Eliciting Techniques

Concept Questions

An Introduction to Lesson Planning

Teaching a Function

Journal Reflection

Correction Techniques

Graded Language

Personal Tutor 1.5 hours

The Student Experience: Lesson 5.3 1.5 hours

Teacher 1 hour

The Student Experience: Encounter 5 1 hour

Total 8 hours

13

Day 3


The Client Fidelity Plan

Introduction and Practical Use 2 hours

Student Educational Concerns 2 hours

Advising Sessions

Super Student Data System (SSDS) 2 hours

Student Data

Booking Speaking Center Activities

Follow-Up

Reception Task

Teacher 2 hours

The Student Experience: The Complementary Class 1 hour

The Student Experience: The Social Club 1 hour

Total 8 hours

Day 4


Booking Techniques 1 hour

Phone Call Techniques 1 hour

Teaching: The First Lesson 3.5 hours

Practice I

Practice II

Journal Reflection

Receptionist 1.5 hours

Reception Observation and Practice 1.5 hours

Self-Study in the Speaking Center 1 hours

The Product 1 hours

Total 8 hours

14

Day 5


Teaching: The First Lesson 2 hours

Practice III

Journal Reflection

Teaching: In the Speaking Center 2 hours

Applying Teaching Techniques in the Speaking Center

Practice

Journal Reflection

Teaching: The Second Lesson 1 hour

Practice

Personal Tutor Job Description 1 hour

Time and Task Management

Self-Study in the Speaking Center 1 hour

The Product 1 hour

Personal Tutors 1 hour

Teaching: in the Speaking Center Practice 1 hour

Total 8 hours

15

Pre-Training Task: WSE Fact-Finding Questionnaire

Training Administration

Trainers National Service Manager, Regional Service Manager, Service Manager

Duration 1.5 hours. This task is to be completed the week before the scheduled training.

Objective - To ensure staff have a basic knowledge of the company before training.

- To introduce participants to Center staff.

Materials Worksheet: WSE Fact-Finding Questionnaire. Topics include:

Wall Street English: Facts and History

Wall Street English: Local Facts and History

Wall Street English: Products


Training Plan

Training Plan Outline

1. WSE Fact-Finding Questionnaire 1.5 hours

Wall Street English: Facts and History

Wall Street English: Country Facts and History


Wall Street English: The Village


16

1. WSE Fact-Finding Questionnaire 1.5 hours

Instructions

Before starting the training session, let your colleagues in the Center know that you are conducting this pre-training task and

ask them to help the participants if they have any questions. By involving the entire Center, you will make even the pre-

training task interactive and fun, and also give your new and existing staff members the opportunity to get to know each

other.

Show participants the Worksheet WSE Fact Finding Questionnaire. Explain that they are embarking on a type of treasure

hunt and need to find as many answers as possible in the next 1.5 hours.

Give them the resources to be able to achieve this task, including:

The WSE International website

Local WSE website

The Village website

The Village login and password

The option to speak to other staff members

Access to teaching materials and Student Manuals

During the task, mingle in the Center, ensuring that participants stay focused on the task and providing guidance and

encouragement.

After 1.5 hours (or sooner if participants finish all questions in less time), bring the participants back together. Explain that

you will review together the answers at the beginning of the training and that they should make a note of any questions they

have relating to the gathered information.

Confirm the details of the first training session—time, date, location—and tell your participants that you are looking forward

to seeing them then.

Training Tips:

For training sessions with more than one participant, you have all participants do this task at the same time as it will

be more fun, generate enthusiasm and a sense of friendly competition.

If you have a larger group, have participants work in pairs to find the answers.

17

Product Familiarization Log In the Speaking Center complete the Listen, Speak, and Confirm sections of the following Lessons using the

Admin Tool to navigate the program.

Lesson Minutes Date Lesson Minutes Date

1.1 25 mins 9.3 25 mins

1.2 25 mins 10.1 25 mins

1.3 25 mins 10.2 25 mins

2.1 25 mins 10.3 25 mins

2.2 25 mins 11.1 25 mins

2.3 25 mins 11.2 25 mins

3.1 25 mins 11.3 25 mins

3.2 25 mins 24.1 50 mins

3.3 25 mins 24.2 50 mins

4.1 25 mins 24.3 50 mins

4.2 25 mins 36.1 50 mins

4.3 25 mins 36.2 50 mins

6.1 25 mins 36.3 50 mins

6.2 25 mins 48.1 50 mins

6.3 25 mins 48.2 50 mins

7.1 25 mins 48.3 50 mins

7.2 25 mins 49.1 30 mins

7.3 25 mins 49.2 30 mins

8.1 25 mins 49.3 30 mins

8.2 25 mins BOL 1.1 30 mins



9.2 25 mins Total Time 23 Hours

For each Lesson, answer the following questions:

1. Storyline: What happened in the story?

2. Listen: Which major language points were introduced?

3. Listen: Which key topics were practiced?

4. Speak: What was the objective of the role-play?

5. Confirm: What were the objectives of the checkpoints?

After each Lesson, take notes on the following:

1. What gist questions can you ask about the storyline?

2. How can you use the topics to elicit target language?

3. How can you help the Student prepare for the role-play?

4. What concept check questions can you ask for each of the new major language points introduced?

18

Welcome

19

Welcome



Duration 30 mins

Objectives - To introduce training, trainers, and key topics on the agenda.

- To help participants get to know each other.

- To create a low-anxiety, fun training environment.

Materials - Agenda

- Worksheet: WSE Bingo

- Prizes (optional)

Training Plan


1. Welcome, Introductions, Agenda 5 mins

2. Warm-Up/Get to Know You Game 25 mins

20

1. Welcome, Introductions, Agenda 5 mins

Instructions

Welcome participants to the training and thank them for taking the time to attend. Introduce yourself (and other trainers, if

applicable) and provide a brief summary of your background, your role in the company and your experience (relevant to the

training) Introduce the agenda, highlighting some of the key topics that will be addressed in the training.

2. Warm-Up/Get to Know You Game 25 mins

Instructions

Depending on the size of your group, choose an appropriate activity for participants to get to know each other.

Introduce the activity and start. Facilitate where necessary to ensure participants are speaking to each other. If appropriate,

have participants give the group a short summary of what they have found out about other participants.

Example of a Get to know you activity for a small group

Split participants into pairs and ask them to find out some details about each other, i.e.

Name

Position at WSE

How long at WSE (if it is a retraining session)

Previous work experience

Hobbies/interests

Something quirky

Ask each participant to introduce their partner to the other participants, with some of the details they learned

Example of a Get to know you activity for a larger group (more than six participants)

Explain that they are taking part in WSE Bingo and explain the rules:

The goal of the game is to get five signed boxes in a straight line (can be horizontal, vertical, or diagonal)

Participants need to mingle and speak to each other to find someone who fits the description in one of the boxes on

the WSE Bingo worksheet

Once they have found someone, that person signs the relevant box

Each worksheet can have a maximum of two signatures from the same person

Once a participant has a line, s/he needs to shout Bingo!

Distribute copies of the Worksheet WSE Bingo and start the activity. Once you have a winner (or for a very large group, two

or three winners), end the mingling phase of the activity. Ask the winner(s) to tell you about the people who signed their

‘winning’ line, including additional details they found out about them

Training Tips:

If you only have six or seven participants for WSE Bingo, you might want to extend the number of signatures that a

participant can have from each individual from two to three

21

22

Introduction to Wall Street English

23

WSE Quiz



Duration 1 hour

Objectives - To familiarize participants with various aspects of WSE—history, company, the

Method, and products (some of which will be elaborated upon throughout the

training).

Materials - Tools: WSE Quiz Cards

- WSE Quiz Board (see example below)

- Score sheet

- Buzzers with different noises

Training Plan


1. WSE Quiz 1 hour

24

1. WSE Quiz 1 hour

Instructions

Split participants into groups and give group a buzzer. Explain that they are taking part in the WSE Quiz and explain the

rules:

WSE Quiz Rules:

Groups take it in turns to select a category and value

After the question has been read, the group which chose the question has only ten seconds to answer the question

Other groups can only answer (using their buzzer) after the Quiz Master has rejected the answer or has said that

the group is out of time

Start quiz and cross each field on the WSE Quiz Board once the field has been chosen. Clarify answers as required.

Training Tips

Prepare your WSE Quiz Board (as illustrated below) in advance on a flipchart or whiteboard

If you have enough participants, create three or more groups this generates more competition between the groups

Keep the quiz moving and don’t allow too much time to deliberate

Keep a running score so that you can give updates and be able to announce the winner immediately after the last

question

WSE Quiz Board

Trivial

WSE Facts and History

WSE

(Country) Facts and

History

Products

Method

The Village

Wild Card

100

100

100

100

100

100

100

200

200

200

200

200

200

200

300

300

300

300

300

300

300

400

400

400

400

400

400

400

500

500

500

500

500

500

500

25

WSE Quiz Cue Cards

WSE Quiz

Wall Street English: International Facts and History

In which city and country are the WSE Headquarters?

100 Points

1/35

WSE Quiz


How many Students do we currently provide English to

worldwide?

200 Points

2/35

WSE Quiz


How many territories do we operate in?

300 Points

3/35

WSE Quiz


When was Wall Street English founded and where?

400 Points

4/35

26

WSE Quiz


Which company owns WSE International?

500 Points

5/35

WSE Quiz

Local WSE Facts and History

How many WSE Centers are there in your network?

100 Points

6/35

WSE Quiz


What is the name of the National Service Manager in

your network?

200 Points

7/35

WSE Quiz


What is the name of the General Manager in your

network?

300 POINTS

8/35

27

WSE Quiz


In which year did the first Center open in your network?

400 Points

9/35

WSE Quiz


How many Students are there approximately in your network

at the moment?

500 Points

10/35

WSE Quiz


What are the four Stages in the WSE General English Course?

100 Points

11/35

WSE Quiz


How many Levels are there in each Stage?

200 Points

12/35

28

WSE Quiz


Which three products do we offer (to private customers)?

300 Points

13/35

WSE Quiz


How do the six Levels in our English for Business Course correspond with the General

English and General Advanced English courses?

400 Points

14/35

WSE Quiz


Name three useful skills that Students acquire in the first

Stage at Wall Street English?

500 Points

15/35

WSE Quiz


What is the URL for Students to access the Village?

100 Points

16/35

29

WSE Quiz


What four main areas (tabs) is the Village divided into?

200 Points

17/35

WSE Quiz


Which of the main tabs would you select if you wanted to edit

your profile?

300 Points

18/35

WSE Quiz


In which main tab can you find the link to the Village chat?

400 Points

19/35

WSE Quiz


In Practice, where can you find definitions and audio files

of key English for Business vocabulary?

500 Points

20/35

30

WSE Quiz

Wall Street English: Method

What is the first activity in each Multimedia Lesson?

100 Points

21/35

WSE Quiz


What are the four skills used in learning a language?

200 Points

22/35

WSE Quiz


Every time a Student enters and leaves the Center, we ask

them the magic question:

When ___________?

300 Points

23/35

WSE Quiz


Complete this sentence:

Students should always do one ________ per ________.

400 Points

24/35

31

WSE Quiz


What is the difference between an Encounter and a

Complementary Class?

500 Points

25/35

WSE Quiz

TEFL Trivia

What is the most popular reason for learning English?

a. To read English literature

b. For international communication with other non-native speakers

c. To travel to the UK or USA

d. To understand the words of pop songs in English

100 Points

26/35

WSE Quiz

TEFL Trivia

How many people in the world speak English to some level of

competence?

a. About 1 in 4 of the world’s population

b. About 1 in 40 of the world’s population

c. About 1 in 400 of the world’s population

200 Points

27/35

WSE QUIZ

TEFL Trivia

In which century was the first EFL course-book published?

a. 16th

b. 17th

c. 18th

d. 19th

300 Points

28/35

32

WSE Quiz

TEFL Trivia

According to the experts, how many people in the world will speak English in addition to

their native language in 2050?

a. Between 100 and 150 million

b. Between 350 and 400 million

c. Between 650 and 700 million

400 Points

29/35

WSE Quiz

TEFL Trivia

Who of the following did not teach EFL as a job?

a. James Joyce

b. Graham Greene

c. J.K. Rowling

d. Sting

500 Points

30/35

WSE Quiz

Wild Card

Who wrote Wuthering Heights?

100 Points

31/35

WSE Quiz

Wild Card

What did Gollum call the ring in Lord of the Rings?

200 Points

32/35

33

WSE Quiz

Wild Card

What nation’s treasures include the Sistine Chapel?

300 Points

33/35

WSE Quiz

Wild Card

What two countries sandwich the Dead Sea?

400 Points

34/35

WSE Quiz

Wild Card

You are trading in remote China and do not speak the local dialect. Mime: I would like to buy a horse, please.

500 Points

35/35

34

WSE Quiz Answers

Trivial

100 Points: Which is the most popular reason for learning English?

Answer: (b) For international communication with other non-native speakers

200 Points: How many people in the world speak English to some level of competence?

Answer: (a) About 1 in 4 of the world’s population

300 Points: In which century was the first EFL course book published?

Answer: (a) 16th—Familiar Dialogues, by Bellot, 1586

400 Points: According to the experts, how many people in the world will speak English in addition to their native

language by 2050?

Answer: (c) Between 650 and 700 million

500 Points: Which of the following didn’t teach EFL as a job?

Answer: (b) Graham Greene

WSE International Facts and History

100 Points: In which city and country are the WSE headquarters?

Answer: Baltimore, USA; Barcelona, Spain

200 Points: How many Students do we currently provide English to worldwide?

Answer: Approximately 180,000

300 Points: How many territories do we operate in?

Answer: 28 territories

400 Points: When was Wall Street English founded and where?

Answer: 1972, Italy

500 Points: Which company owns Wall Street English International?

Answer: The Carlyle Group

Local WSE Facts and History (Answers need to be determined by trainer)

100 Points: How many WSE Centers are there in your network?

200 Points: What is the name of the National Service Manager in your network?

300 Points: What is the name of the General Manager in your network?

400 Points: In which year did the first Center open in your network?

500 Points: How many Students are there approximately in your network at the moment?

35

Products

100 Points: What are the four Stages in the General English Course at WSE?

Answer: Survival, Waystage, Upper Waystage, Threshold

200 Points: How many Levels are there in each Stage?

Answer: Three, except for Mastery which has two.

300 Points: Which three products do we offer (to private customers)?

Answer: General English, General Advanced English, English for Business

400 Points: How do the six Levels in our English for Business course correspond with the General English and the

General Advanced English courses?

Answer: They can be added at the end of each stage of the General English course.

500 Points: Name three useful skills that Students acquire in the first Stage at WSE?

Answers may include:

Introduce and be introduced, formally and informally

Give personal Information

Talk about relations with other people: family, love, friendship, aversion

Talk about one's hobbies and interests

Talk about accommodation, furniture, home, rooms, and rental

Ask and tell the time

Ask for and give directions

Ask for and give permission

Talk on the telephone

Check into a hotel, use common hotel language

Talk about and order food in a restaurant

Go shopping; talk about prices

Propose and respond to toast

Talk about travel and means of transport

Handle immigration procedures when traveling

Method

100 Points: What is the first activity in each Multimedia Lesson?

Answer: Listen

200 Points: What are the four skills used in learning a language?

Answer: Listening, Speaking, Reading, Writing

300 Points: Every time a Student enters and leaves the Center, we ask them the magic question:

When _______________________________________________________?

Answer: When is your next Encounter?

400 Points: Complete this sentence: Students should always do one __________ per __________ every time they

come to the Speaking Center.

Answer: Students should always do one Lesson per Visit every time they come to the Speaking Center.

500 Points: What is the difference between an Encounter and a Complementary Class?

Answer:

36

The Encounter practices the target language of the Unit. It allows the Teacher to verify that the

Students have assimilated the target language adequately for the Unit. The maximum number of

Students who can attend is four.

The Complementary Class practices the language Students have acquired in a particular Level or

Stage. The maximum number of Students who can attend is eight.

The Village

100 Points: What is the URL for students to access the Village?

Answer: www.wsistudents.com

200 Points: What main areas (tabs) is the Village divided into?

Answer: Home, Practice, Entertainment, My Village

300 Points: Which of the main tabs would you select if you wanted to edit your profile?

Answer: My Village

400 Points: In which main tab can you find the link to the Village chat?

Answer: Home (then click on Connect Now)

500 Points: In Practice, where can you find definitions and audio files of key English for Business vocabulary?

Answer: Business English (on the left)—Glossary

Wild Card

100 Points: Who wrote Wuthering Heights?

Answer: Emily Bronte

200 Points: What did Gollum call the ring in Lord of the Rings?

Answer: My Precious

300 Points: What nation’s treasures include the Sistine Chapel?

Answer: The Vatican

400 Points: What two countries sandwich the Dead Sea?

Answer: Israel and Jordan

500 Points: You are trading in remote China and do not speak the local dialect. Mime: I would like to buy a horse,

please.

37

38


39

The Wall Street English Method



Duration 1.5 hours

Objectives - To reflect on personal language learning experiences.

- To brainstorm the advantages and disadvantages of Self Study, Public School,

Traditional, and Abroad language learning methods.

- To illustrate that the WSE Method is based on the advantages of other language

learning methods and eliminates the disadvantages.

- To introduce Natural Language Acquisition Theory and ensure participants

understand key elements of the theory that will relate to teaching at Wall Street

English.

Materials - Worksheet: Reflecting on Your Language Learning Experience I

- Worksheet: Advantages and Disadvantages of Language Learning Methods

- Worksheet: Reflecting on Your Language Learning Experience II

- Worksheet: Stephen Krashen and Natural Language Acquisition

- Cue Card: Stephen Krashen Running Dictation

- Chart paper

- Colored markers

- Tape

Training Plan


1. Reflecting on Your Language Learning Experience I 15 mins

2. Advantages and Disadvantages of Language Learning Methods 45 mins

3. Reflecting on Your language Learning Experience II 15 mins

4. Stephen Krashen Running Dictation

or

Stephen Krashen and Natural Language Acquisition

15 mins

40

1. Reflecting on Your Language Learning Experience I 15 mins

Instructions

Ask participants to complete Worksheet: Reflecting on Your Language Learning Experience and then share their answers in

groups or pairs. As the trainer, identify relevant personal experiences that participants have had that can be used in the

following activity.

2. Advantages and Disadvantages of Language Learning Methods 45 mins

Instructions

Option A: Training groups of more than four participants:

Prepare four pieces of chart paper, each one with one of the following headings:

Self Study

Public School

Traditional Private Institutions

Abroad

Divide participants into groups and assign each group to a chart paper and method. Give each group a different colored

marker. Get them to brainstorm the advantages of the method they are dealing with. After three minutes get them to move

clockwise around the room to the next method and elaborate on the work of the previous group. Rotate the groups so they

get to brainstorm the advantages of each method. When they return to their original chart paper get them to provide

feedback on the full list to the other participants. Repeat this sequence for the disadvantages of each method.

Option B: Training groups of less than four participants:

Use the Worksheet: Advantages and Disadvantages of Language Learning Methods for individuals to brainstorm

advantages and disadvantages.

Ensure that participants have included all the points on the following chart in their brainstorming session:

41

During feedback, underline that the Wall Street English Method has all the advantages and eliminates the disadvantages of

the other methods:

Self-Study

What percentage of students do you think finish a self-study course? Answer: four percent

Of that four percent, who verifies/guarantees that they have actually learned English? Answer: Nobody

Disadvantages:

Lack of control and discipline.

How does Wall Street English address this?

Fixed syllabus

A method that recycles target language and provides incremental learning objectives

Feedback with checkpoints

Feedback at the end of an Encounter

Feedback during Advising Sessions

Advantages:

Anytime, anywhere

Advantages Disadvantages

Anytime No control

Anywhere No discipline

Cheap No motivation

Internet No teacher

Student is in control No guarantee

Syllabus Ineffective

Defined contentTakes a long period of time acquire a small amount of knowledge

Leads to recognized certification Non-native teachers

PeersLarge class sizes(up to 150 students in European universities)

Friendship No development of communications skills

TeacherLeaves a deep sense of failure, de-motivations and frustration

GrammarTied to slowest learner (poorest performer) in class

Discipline and Control Mixed levels

Low teacher turnover Teacher dependent

Teacher Fixed timetables

Peers Ineffective

Structured content Variable teacher abilities and standards

Limited certification Teacher turnover

Native teachers No true certification

More personalized courses to meet Student needs

Limited schedules (not 24/7)

Work with corporations

24 hours a day/7 days a week focus Expensive

Cultural experience Time

Fun Difficult adaption process when you arrive

That’s the way to learn Lonely and comfortable

No certification

Mixed levels of ability to interact in the language (listening, speaking, reading, writing)

Self-Study

Public

Abroad

Traditional

42

What are our opening times at Wall Street English?

Answer: 9:00 a.m. till 9:00 p.m. with some countries open seven days a week.

Can Students use their course from anywhere they can get Internet access?

Answer: Yes, with English Anytime.

Can Students reserve Encounters to suit their personal schedule?

Answer: Yes

Is the Village available 24 hours a day, seven days a week?

Answer: Yes

Public School

How many years do Students usually study English at school?

Answer: (You will need to assess this according to your local reality.) Approximately six

What is the average entry Level at Wall Street English?

Answer: (You will need to assess this according to your local reality.) It is typically somewhere between Survival 2 and

Waystage 1.

How many months at Wall Street English does it take a complete beginner to reach Survival 2 or Waystage 1? (Use your

local reality)

Answer: Survival 2: four to six months; Waystage 1: eight to twelve months

How does this investment of time compare to the school/university system?

Answer: Clearly you learn English at a faster and more effective rate at WSE.

Traditional Private Language Centers

With the British Council in Europe it takes five years to progress from the equivalent of Survival 1 to Threshold 3. (Use a

local example if you have one to compare). How long does it take at Wall Street English?

Answer: Two to three years (24 to 36 months)

How does the investment of time at Wall Street English compare to an organization like the British Council?

Answer: At Wall Street English, Students learn at a faster and more effective rate.

Living Abroad

Although studying abroad is the most effective way to learn, it is the least practical in terms of:

Time

Cost

Loneliness

Structured syllabus

Visa issues

43

How do we try and create a full immersion experience at Wall Street English to provide Students with some of the benefits

they may experience from being abroad?

Answer: Full immersion in an all-English speaking environment from the moment our Students are greeted in Reception.

Some of the advantages of the Methods we have compared are:

The Teacher

Culture

Personalization

Flexibility

Feedback and Motivation

Fun atmosphere and learning environment

How do we incorporate these aspects into learning at Wall Street English?

Select, hire, and train certified Teachers

Over 40 different accents within the Method

Teachers from all over the world

Dynamic and interactive learning environment

When we compare methods, we see some flexibility, but because of fixed timetables and large class sizes, we don’t see

much personalization. Wall Street English offers:

Personalized course with a personalized learning objective

Book classes according to your personal schedule

Maximum of four (average of ), Students per Encounter

Maximum of eight Students in a Complementary Class

Maximum of twelve Students in an in-Center Social Club Activity

What does Wall Street English do to motivate Students and provide Students with personalized feedback?

Feedback with Level and Lesson Exercises

Feedback with Record and Compare

Feedback in Encounters and Complementary Classes

Feedback with the Student Progress Profiles

Feedback during Advising Sessions

In terms of atmosphere, Wall Street English provides:

Pleasant study environments

Social Club for making new friends and practicing English in an informal environment

Stimulating and professional class material

44

3. Reflecting on Your Language Learning Experience II 15mins

Instructions

The purpose of this activity is to get participants to reflect on their personal experiences in language learning and start to

think about language acquisition. (Most Teachers will probably have acquired another language naturally as they are likely

not teaching in their home country.)

Give participants five minutes to complete the Worksheet on their own and then get them to share experiences in pairs or

groups for five minutes. Provide feedback to the complete training group for five minutes.

4. Stephen Krashen Running Dictation or Stephen Krashen and Natural Language

Acquisition 15 mins

Instructions

Option A: Training groups of less than four participants:

Introduce Stephen Krashen. Participants may respond with some of the information below. If not, provide some of the below

information.

Stephen Krashen (University of Southern California) is an expert in the field of linguistics, specializing in theories of

language acquisition and development. Much of his recent research has involved the study of non-English and

bilingual language acquisition. During the past 20 years, he has published well over 100 books and articles. He

established the theory of second language acquisition theory in the late 1970s and early 1980s.

Ask participants to complete the gap fill, Worksheet: Stephen Krashen and Natural Language Acquisition:

Language acquisition does not require extensive use of conscious grammatical rules, and does not require

tedious drill.

Acquisition requires meaningful interaction in the target language, natural communication in which speakers

are concerned not with the form of their utterances but with the messages they are conveying and understanding.

The best methods are therefore those that supply comprehensible input in low anxiety situations, containing

messages that Students really want to hear. These methods do not force early production in the second language,

but allow Students to produce when they are ready, recognizing that improvement comes from supplying

communicative and comprehensible input, and not from forcing and correcting production.

Stephen Krashen

Discuss the implications that these key words will have for them as a Teacher.

45

Option B: Training groups of more than four participants:

Introduce Stephen Krashen. Participants may respond with some of the information below. If not, provide some of the

below information.

Stephen Krashen (University of Southern California) is an expert in the field of linguistics, specializing in theories of

language acquisition and development. Much of his recent research has involved the study of non-English and

bilingual language acquisition. During the past 20 years, he has published well over 100 books and articles. He

established the theory of second language acquisition theory in the late 1970s and early 1980s.

Organize participants into teams. Pin the Cue Card: Stephen Krashen Running Dictation in a corner of the training room.

Each team should select a Writer. The Writer has a pen and a sheet of paper. The other participants of the team are the

Runners. A Runner runs to the texts, reads and memorizes a line of text and runs back to the Writer and dictates the line of

text s/he memorized. The Writer writes down when the Runner dictates. If there are two or more Runners, then another

Runner takes a turn to read and memorize the next line of text. This goes on until the text is fully copied.

Ensure the winning team reads out their completed text and check that it is correct. If there are any errors, the second team

who completed the running dictation wins.

Elicit from the participants what they feel are the key points of the text:

Tedious drill

Grammatical rules

Meaningful interaction

Natural communication

Discuss the implications that these key words will have for them as a Teacher.

46

Krashen Running Dictation

Krashen Running Dictation

Language acquisition does not require

extensive use of conscious grammatical

rules, and does not require tedious drill.

Acquisition requires meaningful

interaction in the target language—

natural communication—in which

speakers are concerned not with the form

of their utterances but with the messages

they are conveying and understanding.

Stephen Krashen

1/1

47

48


49

The Student Experience: The First Lesson


Trainers National Service Manager, Regional Service Manager, Service Manager, or experienced

Personal Tutor

Duration 2 hours

Objectives - To have participants experience a First Lesson in the same way as a Student would.

- To introduce the Acquisition Cycle.

- To introduce the sequence of the First Lesson.

- To prepare participants to give a First Lesson.

- To ensure participants understand the objectives of a First Lesson.

Materials - PC/Laptop (connected to the First Lesson Tool)

- Speakers

- Microphone

- Three First Lesson Folders including Student logins and passwords

- Tools: Acquisition Cycle (printed in color and laminated)

- Tools: Scale of Success (printed in color and laminated)

- Tools: First Lesson Structure Cue Cards

- Tools: Acquisition Cycle Cue Cards

- Tools: First Lesson Observation Form

- Worksheet: Student Experience—Objectives of the First Lesson

- Worksheet: Student Experience—Acquisition Cycle

- Worksheet: Student Experience—First Lesson Preparation

- Worksheet: Student Experience—Acquisition Cycle and Concept Questions

- Reference: The Acquisition Cycle and Concept Questions

Training Plan


1. Demonstrate First Lesson 55 mins

2. First Lesson Structure and Objectives 30 mins

3. The Acquisition Cycle 30 mins

4. Summary and Homework 5 mins

50

1. Demonstrate First Lesson 55 mins

Instructions

Demonstrate the First Lesson in a role-play, with participants playing the parts of Students (maximum of three) and other

participants observing. The role-play should start at the greeting at Reception/Social Club area and finish with the booking

of the Second Lesson.

Training Tips

Remember to set up and test the hardware (PC, speakers, and microphone) before starting this session. Use

Record/Compare to test.

2. First Lesson Structure and Objectives 30 mins

Instructions

Organize participants into small groups and distribute the First Lesson Structure cue cards. Ask groups to place the cue

cards into the correct order, according to the First Lesson they just observed. Once they have finished, tell them to compare

their sequence with the other groups to reinforce that this is the standard sequence of the Wall Street English First Lesson:

1. Preparation

2. Welcome

3. Ice-Breaking

4. The Method

5. Multimedia Demonstration:

Listen

Repeat

Read

Speak

Confirm

6. Student Manual: Write

7. Study Habits

8. Book Second Lesson

Introduce the Student Experience—Objectives of the First Lesson worksheet and, in their groups, ask participants to

brainstorm how each objective was achieved in the First Lesson role-play. Have groups give feedback to the others on

some of the items and techniques they noticed.

51

3. The Acquisition Cycle 30 mins

Instructions

Give each group a set of Acquisition Cycle cue cards to build their own Acquisition Cycle. Check that each group has the

correct Acquisition Cycle and then ask them to brainstorm the type of activity, the objective, and feedback given in the

individual sections of the Acquisition Cycle using the worksheet Student Experience—Acquisition Cycle. Review each

section with the whole group.

Training Tips

Participants will find the objectives of each section of the Acquisition Cycle difficult. Be prepared to facilitate.

4. Summary and Homework 5 mins

Instructions

Ask participants when and why concept questions are used and then ask for an example of a concept question from the

First Lesson they observed. (Do you need to understand every word? Who speaks first—you or the character?)

Ask them to complete The Acquisition Cycle and Concept Questions worksheet as homework, reminding them of the

concept questions they heard in the First Lesson. Ask them to bring the completed worksheet to the next training session so

that you can give them feedback on their answers. (You will find a full set of concept questions for the First Lesson in the

Reference document The Acquisition Cycle and Concept Questions.)

Training Tips

It is important to review the completed Concept Questions worksheet in the next session so that participants can

incorporate any changes into the First Lesson they are preparing to teach.

Explain that the participants will be teaching First Lessons themselves later in the training and that they therefore also need

to prepare to do this, including the concept questions mentioned previously. Introduce the First Lesson Observation Form

and the First Lesson—Preparation worksheet as additional tools to help them focus on the key areas of the First Lesson.

Elicit the tools you have used in this session as a summary of materials to use when preparing to teach the First Lesson:


First Lesson Structure

First Lesson Objectives

First Lesson Observation Form

First Lesson—Preparation worksheet

Finally, reconfirm the homework tasks:

Prepare Concept Questions using the worksheet The Acquisition Cycle and Concept Questions.

Prepare the First Lesson and be ready to give a First Lesson later in the training program.

52


1/1

53

Scale of Success

Scale of Success

S Units W Units UW Units T Units m Units M Units

S1 1-4 W1 13-16 UW1 25-28 T1 37-40 m1 49-52 M1 61-64

S2 5-8 W2 17-20 UW2 29-32 T2 41-44 m2 53-56 M2 65-68

S3 9-12 W3 21-24 UW3 33-36 T3 45-48 m3 57-60

Start Level End Level

Level:________ Unit:_________ Level:________ Unit:_________

English for Business:_________________________________________

1/1

54

The First Lesson Structure Cue Cards


Multimedia Demonstration:

Repeat

1/12


Preparation

2/12


Study Habits

3/12


The Method

4/12



Speak

5/12


Welcome

6/12


Book

Second Lesson

7/12



Confirm

8/12

55



Listen

9/12



Read

10/12


Ice-Breaking

11/12


Student Manual

Write

12/12

56

Acquisition Cycle Cue Cards

Acq

uis

itio

n C

yc

le

Lis

ten

5/1

4

Acq

uis

itio

n C

yc

le

Re

pea

t

6/1

4

57

Acq

uis

itio

n C

yc

le

Re

ad

3/1

4

Acq

uis

itio

n C

yc

le

Sp

ea

k

1/1

4

58

Acq

uis

itio

n C

yc

le

Co

nfi

rm

2/1

4

Acq

uis

itio

n C

yc

le

Wri

te

4/1

4

59

Acq

uis

itio

n C

yc

le

En

co

un

ter

7/1

4

60

Acquisition Cycle Cue Cards

Acquisition Cycle

Application

8/14

Acquisition Cycle

Production

9/14

Acquisition Cycle

Consolidation

10/14

Acquisition Cycle

Practice

11/14

Acquisition Cycle

Application

12/14

Acquisition Cycle

Presentation

13/14

Acquisition Cycle

Practice

14/14

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Acquisition Cycle and Concept Questions

There are a number of standard concept questions which we ask in relation to each section of the Acquisition Cycle.

Students hear these for the first time during their First Lesson and staff should consistently use these questions when

concept checking Students’ study habits in relation to the Acquisition Cycle at any time in a Student’s course. As a result,

Students will become familiar with the answers and it is then easier to quickly reinforce or re-establish good study habits.

1. Using gist questions, for example: Tell me about the story… Where’s Kristi? Who is Susan?

Is Susan married?

2. So, did you understand? (after gist questions)

3. Do you need to understand every word?

4. What’s the objective of this activity?

5. Who can help you with your comprehension?

1. What do the spaces represent?

2. Who speaks first—you or the character?

3. Who can give you feedback on your pronunciation and intonation?

4. What do we do at the end of Repeat?

Practice Exercises:

1. What can you see if you scroll down?

2. If you’re not sure which answer is correct, what can you do?

3. Is there any score in this activity?

1. Who speaks first—you or the character?

2. Are there any spaces? (To be asked at the end of the activity—when the Student has seen

the new words/phrases for the first time.)

3. What did you see for the first time? (To be asked at the end of the activity—when the

Student has seen the new words/phrases for the first time.)

4. What are you mainly practicing in this activity – reading or speaking? (To be asked at the

end of the activity)

5. Which icon do you click if you are happy with your pronunciation?

6. Who can give you feedback on your pronunciation and intonation?

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Prepare

1. Who are we playing?

2. Should we think or speak out loud?

3. Is your voice recorded?

4. Could there be more than one answer?

5. Who can help you prepare?

Record

1. How many times have you practiced this language?

2. Why is using the new language important?

3. Why do you think you should do this section twice?

4. Who can give you feedback on your conversation?

1. Do you think the Exercises will focus on the language we’ve been practicing?

2. What is the score we can see on the screen?

3. Why don’t we ask for 100 percent?

4. Can we remediate?

5. Who can help you with your exercises?

1. When should you do your exercises?

2. Where can you do your exercises?

3. How many times did you practice this language today?

4. What can you do to help you choose the right answer?

5. Who can help you with your exercises?

Course Structure

1. How many Units are there in a Level?/How many Lessons are there in a Unit?

2. What is the first Unit you will be studying?

3. How many Lessons will you do before each Encounter?

1. Do you think you’ll practice new language in the Encounter?

2. How many times have you practiced the new language in the Speaking Center today?

3. Do you think you will be able to use this language successfully in the Encounter?

4. When do you do your Encounter?

63

Help Screens

In addition to the previous questions, we also need to concept check that Students understand the message of the Help

screens, which are shown at the beginning of each step in the Acquisition Cycle. The Help screens demonstrate the

sequence of activities or tasks within a section. After viewing each Help screen, we can elicit the structure of the section by

eliciting with the following questions:

1. What do you do first in this section?

2. What is the next activity/task?

3. What is the final activity/task?

For example, in Repeat:

What do you do first in this section? (Listen)

What is the next activity? (Speak)

And then? (Compare)

What is the final task? (Practice)

64

The Student Experience: The Second Lesson 5.1



Personal Tutor

Duration To complete Second Lesson: 1.5 hours

Objectives - For participants to experience a Second Lesson in the Speaking Center as a Student

would.

- To experience an interactive and dynamic Second Lesson taught by an experienced

Personal Tutor (or any of the above suggested trainers).

- To be introduced to the target language of Unit 5 in preparation for the attendance of

Encounter 5.

Materials - Student Manual Survival 2 (Lesson 5.1)

- Tools: Acquisition Cycle

- Worksheet: The Student Experience—The Second Lesson

- Reference: The Second Lesson

Training Plan


1. Complete Lesson 5.1 in the Speaking Center 1 hour

2. Complete Lesson 5.1 in Student Manual 30 mins

65


Instructions

The Trainer provides a Second Lesson to give the participants the Student Experience. Participants act as real Students

and study their own course using their personal login and password received in the First Lesson. It is paramount the

Second Lesson is delivered according to guidelines in the reference document on Second Lessons. (Trainers and

experienced Personal Tutors should be familiar and confident with this structure.)

At the end of the Second Lesson, participants complete the Worksheet: The Student Experience—The Second Lesson.

This will be a useful introduction to when they revise the structure of a Second Lesson at a later stage in the training.

Note: The participants may need to complete some of the Student Manual for homework.


Instructions

Ensure that the participants complete the corresponding Lesson in the Student Manual. Check that they correct the

exercises in the manner we tell the Students.

66

The Student Experience: Lesson 5.2



Personal Tutor

Duration 1.5 hours

Objectives - For Participants to experience and complete a Lesson in the Speaking Center as a

Student would.

- To complete the Student Manual exercises that correspond to Lesson 5.2.

- To experience an interactive and dynamic Speaking Center with an experienced

Personal Tutor (or any of the above suggested trainers).

- To be familiar with the target language of Unit 5 in preparation for the attendance of

Encounter 5.



- Worksheet: The Student Experience—Lesson 5.2

Training Plan




67


Instructions

The participant should complete Lesson 5.2 in the Speaking Center and the Student Manual as if they were a real Student.

The participant should have an experienced Personal Tutor (or an alternative trainer) teach and support them throughout

their study experience to ensure it is interactive and dynamic. It is paramount the participant is taught according to the

guidelines in the Reference document Teaching in the Speaking Center. (Trainers and experienced Personal Tutors should

be familiar with this document and the concepts presented in the document.)

At the end of Lesson 5.2, participants complete the Worksheet: The Student Experience-—Lesson 5.2. This will be a useful

introduction to teaching techniques in the Speaking Center that they will cover at a later stage in the training.


Instructions



Training Tips

For those participants that only have an hour for this training session assign Part 2 for homework.

68

The Student Experience: Lesson 5.3


Trainers National Service Manager, Regional Service Manager, Service Manager, experienced Personal

Tutor

Duration 1.5 hours

Objectives - For participants to experience a Lesson in the Speaking Center as a Student would.

- Complete the Student Manual exercises that correspond with Lesson 5.3.

- Experience an experienced Personal Tutor (or any of the above suggested trainers)

teaching throughout the lesson to create an interactive and dynamic learning

environment.

- To be familiar with the target language of Unit 5 in preparation for the attendance of

Encounter 5.



- Worksheet: The Student Experience—Lesson 5.3

Training Plan




69


Instructions

The participant should complete Lesson 5.3 in the Speaking Center and the Student Manual as if they were a real Student.

The participant should have an experienced Personal Tutor (or an alternative trainer) teach and support them throughout

their study experience to ensure it is interactive and dynamic. It is paramount the participant is taught according to the

guidelines in the reference document Teaching in the Speaking Center. (Trainers and experienced Personal Tutors should

be familiar with this document and the concepts presented in the document.)

At the end of Lesson 5.3, participants should complete the Worksheet: The Student Experience—Lesson 5.3. This will be a

useful introduction to teaching techniques in the Speaking Center that they will cover at a later stage in the training.


Instructions



70


1/1

71

The Student Experience: Encounter 5


Trainers National Service Manager, Regional Service Manager, Service Manager or experienced Teacher

Duration 1 hour

Objectives - For participants to experience an Encounter as a Student would.

- To see how an experienced Teacher introduces activities, enables practice and

production of known language, manages Students, uses teaching techniques, and

gives feedback.

- To see how the Encounter fits into the Acquisition Cycle.

Materials - Student Manual Survival 2 for Lessons 5.1, 5.2, and 5.3 (completed)

- Worksheet: The Student Experience—Encounter 5

Training Plan


1. Encounter 5 Attendance 1 hour

1. Encounter 5 Attendance 1 hour

Instructions

The Trainer teaches Encounter 5 with the participants as real Students. It is paramount the Encounter is delivered

according to guidelines in the Encounter Instructions.

At the end of the Encounter, have participants complete the Worksheet: The Student Experience—Encounter 5. This will be

a useful tool for Teachers when they prepare to teach their own first Encounter and for all other staff when they describe

Encounters to Students. The objective of the Worksheet is to make participants be aware of some of the key features of the

Encounter and to draw some general conclusions of the WSE teaching techniques which will be developed in the Teaching

section.

72

The Student Experience: The Complementary Class



Duration 1 hour

Objectives - For participants to experience a Complementary Class as a Student would.

- To see how an experienced Teacher introduces activities, enables practice and

production of known language, manages Students, uses teaching techniques, and

gives feedback.

Materials - Worksheet: The Student Experience—Complementary Class

Training Plan


1. Complementary Class Attendance 1 hour

1. Complementary Class Attendance 1 hour

Instructions

Where possible, the participants attend an existing UW or T Complementary Class with real Students and take part as if

they were Students. If no classes are available, the trainer teaches a Complementary Class.

As a reflection task, have participants complete the Worksheet: The Student Experience—Complementary Class as

homework. This will be a useful tool for Teachers when they prepare to teach their own first Complementary Class and for

all other staff when they describe Complementary Classes to Students. The objective of the Worksheet is to make

participants be aware of some of the key features of the Complementary Class and to draw some general conclusions of

the WSE teaching techniques which will be developed in the Teaching section.

73

The Student Experience: Social Club Activity



Timing 1 hour

Objectives - For participants to experience a Social Club Activity as a Student would.

- To see how an experienced Teacher (or any of the above suggested trainers)

introduces activities, enables practice and production of known language, manages

Students, uses teaching techniques and gives feedback.

- To allow participants to see how Students practice in an informal and social context,

learning about culture and traditions from other countries.

Materials - Worksheet: The Student Experience—Social Club Activity

Training Plan


1. Social Club Activity Attendance 1 hour

1. Social Club Activity Attendance 1 hour

Instructions

Participants attend an existing UW or T Social Club Activity and take part as if they were Students. If no classes are

available, the trainer teaches a Social Club Activity with the participants.

At the end of the class, participants complete the Worksheet: The Student Experience—Social Club Activity. This will be a

useful tool for Teachers when they prepare to teach their own first Social Club Activity and for all other staff when they

describe Social Clubs Activities to Students. The objective of the Worksheet is to make participants be aware of some of the

key features of the Social Club Activity and to draw some general conclusions of the WSE teaching techniques which will be

developed in the Teaching section.

74

Teaching

75

Teaching: The First Lesson



Personal Tutor

Duration Session A: 3.5 hours

Session B: 2 hours

Objectives - To give participants the opportunity to practice giving First Lessons.

- To provide participants feedback and guidance on giving effective First Lessons.

- To guide participants towards reflecting on their learning experiences and developing

self-assessment skills with the use of a Journal.

Materials - Computer (connected to Internet Center or EA First Lesson Tool)

- Speakers

- Microphone

- Three First Lesson Folders (different Levels)

- Tools: Acquisition Cycle (printed in color and laminated)

- Tools: Scale of Success (printed in color and laminated)

- Tools: First Lesson Observation Form

- Journal

Training Plan


Session A 3.5 hours

1. First Lesson Objectives and Structure 5 mins

2. Practice 1 (Role-Play) 55 mins

3. Feedback 1 30 mins



6. Journal Reflection 35 mins

Session B 2 hours




76

Trainer Tips

Remember to set up and test the hardware (computer, speakers, and microphone) before starting these sessions.

Use Record/Compare to check.

If you are only training one person, make sure that you only do one observation a day. Where necessary, swap a

First Lesson observation with another module (for example, Product Familiarization).

Playing relaxing music in the background can create a calm environment while participants complete their Journal

tasks.

If you have a large group and two trainers, you could run 2 role-plays simultaneously.

Session A

1. First Lesson Objectives and Structure 5 mins

Instructions

As a warm-up, review the structure and the objectives of the First Lesson referring to the worksheet Objectives of the First

Lesson (completed by participants in The Student Experience: The First Lesson). Ensure that everyone is clear on the

standard First Lesson structure.


Instructions

Assign the roles of the Personal Tutor and the First Lesson Students.

While the role-play participants are getting ready, ensure that all observers have a First Lesson Observation Form and

instruct them to complete this during the First Lesson.

Start role-play at the greeting at Reception/Social Club area and finish with the booking of the Second Lesson.

As the trainer, complete your own First Lesson Observation Form. Ensure you give a completed copy of your Observation

form to the teacher of the First Lesson.


Instructions

When the role-play has finished, give feedback following the order: self, peer, trainer.

Remember that this is a high-stress situation for the participant teaching the First Lesson. You need to motivate and

encourage during the feedback to ensure that this is a positive learning experience. Look at some of the points below and

keep them in mind when observing and giving feedback.

1. Never interrupt the participant during the observation.

2. There should be no distractions. Establish a professional observation environment where there are no interruptions

from other participants.

77

3. Do not participate in the role-play yourself.

4. Always open feedback by asking: What do you feel went well in that class?

The participant should be able to highlight three positive areas. If they are negative, elicit to facilitate this process

and build the participant’s confidence.

5. Follow with the question: What would you have done differently?

Even if the role-play was not a success, if the participant can identify the key areas to improve on, s/he is on the

road to success.

6. After the participant has provided self-assessment, invite feedback from other participants. Control this situation well

to ensure that the feedback remains balanced and motivational.

7. Finally, give your input as the trainer on three things that went well and three areas to work on. Once again, keep

this feedback balanced and empowering. Try to elicit wherever possible so that the participant can own the

solutions to the areas they need to improve on. For example:

How could you have made the First Lesson more Student-focused?

What are the concept questions for the Listen section?

8. At the end of the feedback, agree with the participant on the areas to improve on and, above all, agree on how they

should do this.


Instructions

Repeat role-play with different participants in the roles of Personal Tutor and Students.


Instructions

Provide feedback as in the first Feedback section. Always ensure that the participants give balanced evaluations.


Instructions

Ask participants to complete the following Journal tasks:

A.1 Reflections on Your First Lessons and Second Lessons

What happened according to plan?

What didn’t happen according to plan?

What will I change in my next Lesson?

How will I change?

A.4 Significant Events in the First/Second Lesson or Speaking Center

The significant event in my First Lesson/Second Lesson/Speaking Center was…

What I learned from this event is…

I will take this into consideration for the future by…

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A.6 Reflections on Your Students

Did I find out what sort of learners my Students were?

Did I approach them in a way that considered their personality? Or did I do it in the way I myself like to be

approached?

Could I lead them to their objective (by finding out about their needs and expectations in Wall Street English)?

Did my Students’ expressions and reactions reflect a sense of achievement/ satisfaction/ frustration/ confusion?

How did my communication style influence this?

Participants who taught the First Lesson should relate the tasks to their direct experience; all other participants should

consider the Journal tasks in relation to the First Lesson(s) they observed, considering how they can incorporate what they

learned through observing in their own First Lessons in the future.

While participants are completing their Journal tasks, monitor and give feedback. Use the following to guide you in your

feedback:

Ensure that participants are not being too hard on themselves and are setting realistic expectations

Acknowledge reflections they may feel comfortable expressing in writing but may not have expressed during group

feedback

Encourage participants to provide specific details on how to adapt certain areas they want to change

Look for the incorporation of feedback provided by the trainer in their reflections

After 20 minutes, encourage participants to share their journals in pairs. If time permits, open up to have a general class

discussion.

Session B


Instructions

Assign the roles of the Personal Tutor and the First Lesson Students.

While the role-play participants are getting ready, ensure that all observers have a First Lesson Observation Form.

Start role-play at the greeting at Reception/Social Club area and finish with the booking of the Second Lesson.


Instructions

At the end of the role-play, give feedback using the structure Three things that went well and Three things to do differently

next time. Follow the correction order self, peer, trainer.

79


Instructions

Ask participants to complete the following Journal tasks:

A.1 Reflections on Your First Lessons and Second Lessons



What will I change in my next Lesson?

How will I change?

A.6 Reflections on Your Students

Did I find out what sort of learners my Students were?

Did I approach them in a way that considered their personality? Or did I do it in the way I myself like to be

approached?

Could I lead them to their objective (by finding out about their needs and expectations in Wall Street English)?

Did my Students’ expressions and reactions reflect a sense of achievement/ satisfaction/ frustration/ confusion?

How did my communication style influence this?

B.1 Self-Development

How am I developing as a Personal Tutor?

What are my strengths as a Personal Tutor?

What areas do I need to improve as a Personal Tutor?

B.5 Observation and Feedback from Service Manager and Colleagues

Observation is an important process of development. Reflect on your observation in detail.

Before my First/Second Lesson I felt…

During my First/Second Lesson I felt…

After feedback I felt…

Three key points I learned from the feedback were…

According to the feedback I will change my teaching by…

Was the feedback from your observer fair and balanced?

Did the feedback match your self-evaluation of your First/Second Lesson? If so, how? If not, why?

Participants who taught the First Lesson in this session should relate the tasks to their direct experience; all other

participants should consider Journal tasks A.1 and A.6 in relation to the First Lesson(s) they observed, considering how

they can incorporate what they learned through observing in their own First Lessons in the future.

Journal tasks B.1 and B.5 should be completed in reference to their overall experience and reflections during the training

week.

80

While participants are completing their Journal tasks, monitor and give feedback. Use the following to guide you in your

feedback:

Ensure that participants are not being too hard on themselves and are setting realistic expectations

Acknowledge reflections they may feel comfortable expressing in writing but may not have expressed during group

feedback

Encourage participants to provide specific details on how to adapt certain areas they want to change

Look for the incorporation of feedback provided by the trainer in their reflections


discussion.

81

First Lesson Observation Form

Personal Tutor: Center:

Date: Time:

Observer: Number of Students:

Course Type:

Preparation

1. Sets up First Lesson Tool showing Acquisition Cycle

2. Welcome packs including Student logins prepared

3. Makes sure work area is tidy

4. Reserves and set up chairs

5. Checks the microphone and headphones work

6. Prepares Acquisition Cycle, Scale of Success, and Student Manuals

Feedback

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Ice-Breaking

Time:__________ TTT:_________ STT:__________

1. Introductions/Warm-up

2. Reinforces the role of the Personal Tutor

3. Re-sells WSE (history)

Feedback

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Eliciting the Method

Time:__________ TTT:_________ STT:__________

1. Elicitation of the four language skills (60%, 30%, 5%, 5%)

2. Elicitation of the natural method and connection to WSE Method

Feedback

__________________________________________________________________________________________________

__________________________________________________________________________________________________

82

Listen

Time:__________ TTT:_________ STT:__________

1. Student reads Focus

2. Student describes Help

3. Concept questions


Feedback

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Repeat

Time:__________ TTT:_________ STT:__________


2. Student repeats and records

3. Student does Practice exercises



Feedback

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Read

Time:__________ TTT:_________ STT:__________


2. Student reads and compares



Feedback:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Speak

Time:__________ TTT:_________ STT:__________

1. Student reads Focus


3. Student prepares, records, and compares



Feedback

__________________________________________________________________________________________________

__________________________________________________________________________________________________

83

Confirm

Time:__________ TTT:_________ STT:__________


2. Student does Practice 2



Feedback

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Write

Time:__________ TTT:_________ STT:__________

1. Elicits course structure (Level, Unit, Lessons)

2. Gives strategies on how to use the Student Manual



Feedback:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Encounter

Time:__________ TTT:_________ STT:__________


Feedback:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Conclusion

1. Revise Acquisition Cycle and Concept Questions

2. Reinforce 1 Lesson per Visit and good study habits

3. Book Second Lesson

4. Accompany Student to Consultant

Feedback

__________________________________________________________________________________________________

__________________________________________________________________________________________________

84

Atmosphere

1. Confident and enthusiastic

2. Student-centered

3. Eliciting techniques

4. Application of concept questions

5. TTT/STT

6. Time management

7. Low-anxiety environment

8. Fun

Feedback

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Overall Comments

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

85

Teaching: The Second Lesson



Duration 1 hour

Objectives - To reinforce the objectives of a Second Lesson.

- To reinforce the preparation required for a Second Lesson.

- To reinforce the tools required for a Second Lesson.

- To introduce the importance of booking the First Encounter.

- To explain Complementary Classes and Social Club Activities.

- To introduce how to conclude a Second Lesson.

Materials - Worksheet: The Student Experience—The Second Lesson

- Worksheet: The Second Lesson

- Reference: Teaching—The Second Lesson

- Tools: Booking Techniques- Class Panels

- Tools: Booking Techniques SSDS Schedules

- A Center Social Club Calendar

Training Plan


1. Introduction: Objectives, Preparation, and Tools 10 mins

2. Worksheet: The Second Lesson 30 mins

3. Booking First Encounter and Introducing Complementary

Classes and Social Club Activities 15 mins

4. Conclusion 5 mins

86

Pre-Training Tasks

To be able to do this training session successfully it is essential that the participants have already completed the training on:

The Student Experience: The Second Lesson 5.1

Teaching: In the Speaking Center

Booking Techniques

1. Introduction: Objectives, Preparation and Tools 10 mins

Instructions

Introduce the concept that a Second Lesson is a combination of techniques that have already been covered in training:

Teaching the First Lesson, Teaching in the Speaking Center, and Booking Techniques. This session is an opportunity to

consolidate and review the above mentioned sections, previously trained.

Ask participants to refer back to their Worksheet: The Student Experience—The Second Lesson. Ask the following

questions:

How long was your Second Lesson?

Answer: Approximately 1.5 hours.

Was the Method and purpose of the Acquisition Cycle reinforced? Did you complete one Lesson in your visit?

Answer: Yes

Was every Lesson you have studied in the Speaking Center this week exactly the same in terms of structure?

Answer: No

So, we need to be familiar with the starting Lesson of the Student to teach well during the Lesson. What tool will

you use throughout the Second Lesson?

Answer: The Acquisition Cycle.

How did your Personal Tutor teach you in the Listen section?

Answer: By asking gist questions and giving feedback on the Comprehension Exercises.

Were the teaching techniques used throughout your Second Lesson the same as the ones we have covered in

Teaching: In the Speaking Center?

Answer: Yes

How did you feel at the end of your Second Lesson? Was it a positive experience in which you felt supported? Did

you feel like you had a short term objective after booking your First Encounter?

Answers: Yes

Where (in advance) can you check availability of Encounters in preparation to book your Second Lesson

Students?

Answer: In SSDS.

87

How did your Personal Tutor introduce Complementary Classes and Social Club Activities?

Answer: The Personal Tutor referred us to the Class Panel. The Personal Tutor got us to look for our Stage. The

Personal Tutor elicited the details of the Social Club Activities.

As participants respond, write the following on the board:

Objectives of the Second Lesson:

Student starts their course

Reinforce the Method with the Acquisition Cycle and the concept questions from the First Lesson

Ensure the Student completes one Lesson in the visit

Reinforce the role of the Personal Tutor through teaching

Confirm the start Level of the Student is correct.

Book the first Encounter

Introduce Complementary Classes

Introduce Social Club Activities

Have fun!

2. Worksheet: The Second Lesson 30 mins

Instructions

Get participants to work in pairs or groups to complete Worksheet: The Second Lesson which covers the basic structure of

a Second Lesson. This worksheet consolidates concept questions from the First Lesson (used also in the Second Lesson),

Teaching Techniques and motivation techniques that participants will have seen Personal Tutors apply during The Student

Experience: The Second Lesson.

Facilitate and support during this activity, eliciting responses in any areas that may be challenging.

After 20 minutes, get participants to share their results as a group. They should have covered most of the areas that are in

the Reference Guide on the Second Lesson.

3. Booking the First Encounter and Introducing Complementary Classes

and Social Club Activities 15 mins

Instructions

Ask participants to reflect on booking techniques covered in the training. How will they apply these techniques in the

Second Lesson? What will they look for on SSDS before the Second Lesson starts? (Available Encounters that they can

book the new Student into.)

88

Ask them to imagine a Student has completed their Second Lesson 9.1:

How can you elicit good study habits and introduce booking habits?

Answer: Ask the Student how many Lessons they need to complete. Ask the Student when they will come back to

complete 9.2 and 9.3 in the Speaking Center. Offer the Student two possibilities for an Encounter. (For example,

there is an Encounter 9 next Wednesday at 6 o’clock or next Friday at 1 o’clock. Which would you prefer?)

Ask participants how they can use the Student Manual with the Student when standing in front of the Class Panel to elicit

Levels and Stages? (The front of the Student Manual has the Student’s Stage/Level which helps to identify to look for when

booking a Complementary Class and Social Club Activity.)

Put participants into pairs. One participant plays the role of the Personal Tutor and the other the role of a Student. Give

each Personal Tutor an Encounter that corresponds to a Second Lesson, for example:

Encounter 5

Encounter 9

Encounter 13

Encounter 17

The Personal Tutor has two minutes to consult the Booking Techniques SSDS Schedules to see what Encounters are

available for the following week. They then have ten minutes to role-play booking his/her partner into the first Encounter

(using good booking techniques.) Get them to also explain Complementary Classes and the Center Social Club calendar.

Observe and provide feedback on:

Booking techniques

Graded language

Time management

Student Talking Time versus Teacher Talking Time

4. Conclusion of the Second Lesson 5 mins

Instructions

Finish the session by eliciting the following:

How will you conclude your Second Lesson? For example, if your Student is starting at Survival 3, how can you

reinforce the target language the Student has learned?

Possible Answers: Where are you going now? What are you doing this weekend? When are you coming back to

study?

Refer participants back to the board and review the objectives of the Second Lesson to conclude the session.

89

Teaching Techniques



Duration 5.5 hours

Objectives - To familiarize participants with teaching techniques that will ensure their classroom

environments are interactive, dynamic, low-anxiety, and student-centered.

- To introduce participants to the importance of aims and objectives when teaching.

- To provide participants with the opportunity to do a teaching presentation to practice

these techniques.

- To give participants feedback on their teaching presentation.

- To provide participants with the opportunity to reflect on their teaching presentation

and to introduce the Journal as a process of self development.

Training Plan


1. Eliciting Techniques 1 hour

2. Concept Checking 55 mins

3. An Introduction to Lesson Planning 30 mins

4. Teaching a Function 1 hour 40 mins

5. Correction Techniques 50 mins

6. Graded Language 35 mins

Note

Due to the large nature of material to be covered in this training section each topic (for example, Eliciting Techniques), is

divided into separate sections with specific timing, materials, and objectives.

The timing will vary according to the number of participants you have in your training group. This training plan is based on

approximately eight participants. Be sure to personalize your training plan according to your participants. Certified Teachers

should be familiar with the concepts being presented in this part of the training; Personal Tutors may not be so familiar. This

will also impact on the timing required for each section.

90

Teaching—Eliciting Techniques



Duration 1 hour

Objectives To understand why, how, and what we elicit.

To practice eliciting target language and vocabulary.

Materials Tools: Actors and Artists Cue Cards

Worksheet: Teaching—Eliciting

Tools: Eliciting Cue Cards:

Timer/stopwatch

Training Plan


1. Actors and Artists 20 mins

2. How, Why, and When to Elicit 20 mins

3. Eliciting Practice 20 mins

91

1. Actors and Artists 20 mins

Instructions

Introduce the concept of eliciting with the activity, Actors and Artists. Divide the group into teams with an even number of

participants in each. Every member of each team must take the role of either an Artist or an Actor. They must not show their

cue card to anyone else. If there are only a few participants in your training group, give them several cue cards each.

Ask them if they know the games Pictionary and charades—this activity is a combination of both. The Artists draw on the

board the vocabulary item shown on their cue card while the Actors mime the vocabulary item on their card. They will not be

able to speak at any time and each participant has one minute to communicate through drawing or miming their vocabulary

item.

Use a timer or stopwatch to keep time. Participants not on the team of the performers who are first to guess the vocabulary

point will gain one point for their team. The team with the most points at the end is the winning team. After completion of this

warm-up ask participants what skills they were practicing to elicit eliciting.

Introduce that instead of giving information to Students we can ask questions to get them to provide the information we are

looking for. Through this technique Students begin to participate in owning the class. If we don’t elicit, Students become

dependent on the Teacher for answers and miss opportunities to become more involved and independent in their learning.

To summarize, elicit the main purposes of eliciting:

Context creation

Checking vocabulary

Stimulate discussion

Involve Students

Empower Students

Create independent learners

Develop risk takers

2. How, Why, and When to Elicit 20 mins

Instructions

Get participants in pairs or groups to complete Worksheet: Teaching—Eliciting. Allow them ten minutes to come up with

their answers.

Encourage participants to produce the following kinds of responses:

How to Elicit

We elicit with:

Pictures

Mime

Body language

Story

Questions

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Why Elicit

We elicit to:

Reduce Teacher talking time and

Get higher Student talking time

Create fun classes

Maximize effective learning

Allow Students to interact more in the target

language

Empower the Students

Help Students use the new language

spontaneously

Improve classroom dynamic

When To Elicit

As Teachers, we are presented with several opportunities to elicit, especially when we:

Introduce drills and activities

Correct

Check Student Manuals

Explain

Give feedback to the group as a whole on the results of their brainstorm to ensure all participants have a complete list of the

above.

3. Eliciting Practice 20 mins

Instructions

Put participants in pairs and hand out cue card A and B to each pair. Ask them to practice eliciting techniques with their

partner according to the instructions on the cue card.

Examples:


A.1

Elicit the following target language (function or vocabulary) from your partner without using the words in bold.

I’m too tired to run. (structure: too… to… )

I want to go to bed. (structure: present simple to want + infinitive)

I’ve got a temperature. I need to see a doctor (structure: vocabulary)

I’ve lost my keys. (structure: present perfect to lose)

I’m hungry. (structure: vocabulary)


B.1


I don’t have any money. (structure: vocabulary)

I’m having a shower. (structure: present continuous)

I went swimming last week. (structure: past simple)

I have to do my homework. (structure: to have to for obligation or responsibility)

I’ve never been arrested. (structure: present perfect passive)

As feedback, select a few participants to demonstrate their example to the group. Provide positive encouragement.

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Teaching—Concept Checking



Duration 55 mins

Objectives - Why we use concept questions.

- How we create concept questions.

Materials - Worksheet: Teaching—Concept Questions

- Worksheet: Teaching—Concept Checking with Timelines

- Ref: Teaching Methodology and Techniques

Training Plan


1. Introduction to Concept Questions 5 mins

2. Concept Questions 15 mins

3. Feedback on Concept Question Worksheet 5 mins

4. Introduction to Concept Checking with Time Lines 5 mins

5. Concept Checking with Time Lines 15 mins

6. Feedback on Time Line Worksheet 10 mins

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1. Introduction to Concept Questions 5 mins

Instructions

Ask participants why we use concept questions when teaching. Look for and elicit these answers:

Concept questions empower Students by making them aware that they understand the meaning of the target

language

Concept questions are particularly valuable after Controlled Practice, especially if the Students have not fully

grasped the target language

Concept questions are useful at the end of a class, as a final check and review

Concept questions are particularly valuable where a concept does not exist, or is substantially different in the

Student’s native language

Concept questions are also useful for raising awareness of association and connotation

When Students perform poorly in Controlled Practice, it is often because they are not clear about the function or

meaning of the target language. This may well be because the Teacher has asked Do you understand or Is that

clear? rather than good concept questions

Discuss the key elements of creating successful concept questions:

Make sure the questions are simple and that no difficult language is required to answer the question. Yes/No

questions, either/or questions and simple wh questions are particularly effective

Avoid using the target language in the question

Avoid using difficult vocabulary in the question

Highlight basic concepts of time and tense in the questions

2. Concept Questions 15 mins

Instructions

In pairs or groups get participants to complete Worksheet: Teaching—Concept Questions. Facilitate their pair/group work.

Possible Answers:

A. I’ve been to New York.

Are you in New York now?

Were you in New York in the past?

Do you know New York?

B. I used to live in London.

Do you live in London now?

Did you live in London in the past?

C. I’ll have finished the document by lunchtime today.

Is it morning?

Is it lunchtime yet?

Is the document finished yet?

Will the document be ready at lunchtime?

95

Training Tips

Before participants start the worksheet, give them an example of a language point and an appropriate concept question.

3. Feedback on Concept Question Worksheet 5 mins

Instructions

Give feedback to the group as a whole on the results of their brainstorm to ensure all participants have the right concept

questions for each language point.

96

4. Introduction to Concept Checking With Timelines 5 mins

Instructions

Introduce concept checking with timelines. Timelines are diagrams that illustrate the reference to time made by a given

piece of language. They are used to show how a particular language item (often a verb in a particular tense and aspect)

places particular events or situations in time and in relation to other events.

Why Use Them

Highlight the fact that timelines are very useful when teaching English to our Students. Timelines:

Simplify linguistic explanation

Reinforce the understanding of a concept

Clarify meaning/differences in meaning between structures (in particular tenses) and vocabulary related to time

(e.g. before, during, after)

Provide a reference point for Students

Give a visual check of time concept (good for students with a visual learning style)

Illustrate frequency

Can be student-centred

Can be reused for other classes

5. Concept Checking With Timelines 15 mins

Instructions

In pairs or groups get participants to complete Worksheet: Teaching—Concept Checking with Timelines. Facilitate their

pair/group work

6. Feedback on Timeline Worksheet 10 mins

Instructions

Put three basic timelines on the board and have pairs/groups complete with their suggestions. Answers to the Worksheet:

Concept Checking with Timelines can be found in the Reference Manual (Teaching Methodology and Techniques)

97

Teaching—An Introduction to Lesson Planning



Duration 30 mins

Objectives - To get participants to share their creative ideas on the different stages and the

atmosphere in a class.

- To review the preparation technical skills and learning environment of a class.

- To introduce the importance and the structure of a Lesson Plan

- To introduce personal goals in lesson planning to focus on self-development

Materials - Worksheet: Teaching—An Introduction to Lesson Planning

- Worksheet: Teaching—Planning a Language Function

Training Plan



2. Feedback 10 mins

3. Lesson Plan Structure 10 mins

98


Instructions

Highlight that it is just as important to plan how to teach a function as planning a class such as an Encounter or

Complementary Class. For example, if a student in the Speaking Center doesn’t understand must for deduction, the

Personal Tutor would present an alternative context.

Ask participants to individually complete Worksheet: Teaching—An Introduction to Lesson Planning. Ask them to find

someone who chose the same sentence starter as they did. Have them check with each other to see if they completed it in

a similar way.

2. Feedback 10 mins

Instructions

Ask them to share their thoughts in a group and invite all to comment positively.

Training Tips

Ensure participants share their thoughts in a group. Often participants may choose similar sentence starters, however their

interpretations on the following may be very different:

1. A good class is like a film because…

2. A good class is like a football match because…

3. A good class is like a meal because…

4. A good class is like a symphony because…

3. Lesson Plan Structure 10 mins

Instructions

Elicit and review components required for a quality class.

What preparation is required?

Thorough lesson plans

Knowledge of the function of the target language

Materials

Tools

Getting to know the Students

Anticipating Student difficulties with the target

language

What technical skills are required?

Elicitation

Minimum Teacher talking time and maximum

Student talking time

Concept checking

Graded language

Classroom management

Efficient time management

Correction techniques: knowing when, what, and

how to correct

99

What should your classroom atmosphere or learning environment be like?

Student-focused

Fun

Interactive

Empowering

Dynamic

Communicative

Motivational

Have constructive feedback

Note that Teachers will have already touched on this, but some of the points may be new for Personal Tutors.

Tell Participants that much of the above can be prepared in a Lesson Plan. Introduce the Worksheet: Teaching—Planning a

Language Function that will be used for teaching the target language point in the next activity and discuss each point on the

Lesson Plan and what it represents.

Training Tips

Ensure that you clearly explain that Personal Goal is a point of self-development, for example, I want to reduce my Teacher

Talking Time (TTT).

Language Function Point:

Level of Language Function Point: Time:

Presumed Student Knowledge:

Personal Goal:

Context Creation:

Method: Warm Up, Controlled Practice, Communicative Activity

Eliciting Techniques:

Verbal/ Intonation

Facial

Gesture

Concept Questions:

1. 2. 3.

Anticipated Student Concerns:

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Teaching—Teaching a function



Duration 1 hour 40 mins

Objective To practice creating a mini Lesson Plan that includes aims.

To demonstrate an understanding of creating contexts for teaching a language function.

To show the techniques of eliciting in their presentation.

To demonstrate concept questions in their presentation.

To experience feedback from the trainer and peers.

To reflect on things that went well and things to improve.

To reflect on feedback and how it was given and if it was useful.

Materials Worksheet: Teaching—Planning a Language Function

Worksheet: Teaching—Observation Form Teaching a Language Function

Tools: Language Function Points Cue Cards

Journal

Training Plan


1. Plan for Teaching a Language Function 25 mins

2. Teaching a Language Function 50 mins

3. Reflection and Journal Tasks 15 mins

4. Feedback and Sharing Tasks 10 mins

Note

Timing will vary enormously in this section according to the experience of participants and also the number of participants. If

it is not a large training group, more time can be given for the planning, teaching and feedback stage. Ensure as a trainer

you provide lots of support in the planning stage so participants can be successful when they teach their peers.

101

1. Plan for Teaching a Language Function 25 mins

Instructions

Depending on the number of participants organize participants into pairs or small groups and give each a cue card. On each

card there is a language point and an example. Provide each participant with the Worksheet: Teaching—Planning a

Language Function and have them prepare to teach the language point provided. Make sure that they use the language

point and not necessarily the example given. Go round the class and provide guidance.

Training Tips

Before beginning the teaching practice, show and explain the Worksheet: Observation Form—Teaching a Language

Function.

2. Teaching a Language Function 50 mins

Instructions

In the pairs or groups one participant now has to give the prepared presentation on the language point to his/her

colleagues. The other participants observe and complete the Worksheet: Observation Form—Teaching a Language

Function. When one participant finishes, the others provide constructive and positive feedback. Then another participant

presents his/her prepared language point, and the rest give feedback. Continue until all participants have had their

opportunity to present.

Training Tips

Remind the mock Students to be well behaved and respectful of their Teacher.

3. Reflection and Journal Tasks 15 mins

Instructions

Read through the Introduction of the Journal as a group:

Keeping a journal of your experience as a Personal Tutor is a great way to begin your journey of self-development.

Your Journal is a notebook in which you record your reflections on First Lessons, Second Lessons, teaching in the

Speaking Center, observations and feedback, and general thoughts about your teaching experiences. This should

be your creative workbook, which you can personalize as you wish.

Invite each participant to give feedback on the language function they taught and ask them to use the reflection tasks

indicated below as a guideline. Facilitate to make sure participants are being detailed about what they would do differently

next time and why and how. Note that The Journal Tasks talk about class, which, in this case, is synonymous to a teaching

presentation of a language function.

Reflect on Your… Lesson



What will I change in my lesson plan for my next class?

How will I change my plan?

102

My Personal Aims

My personal aims were…….

To what extent were my personal aims achieved? Put a cross on the line:

If my personal aims were mostly achieved, what evidence do I have?

If my personal aims were not achieved, why weren’t they?

Observation and Feedback from Service Manager and Colleagues

Observation is an important process of development. Reflect on your observation in detail:

Before my class I felt…

During my class I felt…

After feedback I felt…

Three key points I learned from the feedback were…

According to the feedback I will change my lesson plan by…

Was the feedback from your observer fair and balanced?

Did the feedback match your self-evaluation of your class? If so, how? If not, why?

4. Feedback and Sharing Tasks 10 mins

Instructions


discussion.

0% 100%

103

Teaching—Correction Techniques



Duration 50 mins

Objectives - To introduce student-centered techniques.

- To practice correction techniques.

- To discuss how, why, and when to use correction techniques.

Materials - Worksheet: Teaching Correction Techniques Brainstorm

- Tools: Correction Techniques Cue Cards

Training Plan


1. Correction Techniques Introduction 10 mins

2. Correction Techniques Brainstorm 10 mins

3. Correction Techniques Demonstration 10 mins

4. Correction Techniques Mingle Activity 20 mins

104

1. Correction Techniques Introduction 10 mins

Instructions

Ask participants to share their second language learning experience:

What were their teachers like?

How did they correct errors?

How did you feel when they corrected your errors?

Highlight that correction techniques are used to make a class Student-centered and, if applied well, they can empower

Students and ensure the class has a low-anxiety learning environment.

Ask the following questions:

How much correction would you use in a Warm-Up?

How much correction would you use in a Controlled Practice?

How much correction would you use in a Communicative Activity?

How much correction would you use in a Written Activity?

The answers are:

Activity Correction Application

Warm-Up No to low correction

Controlled Practice High correction

Communicative Activity Low correction

Written Activity High correction

Ask:

What kind of errors would you correct in a class?

What happens if you over correct?

Introduce the importance of the order of correction to ensure Students are empowered:

1. Self-correction

2. Peer correction

3. Teacher correction

105

2. Correction Techniques Brainstorm 10 mins

Instructions

Get participants to work in pairs or groups to complete Worksheet: Correction Techniques Brainstorm. Throughout the

brainstorm they should come up with some of the items on the following list:

Facial Expressions

Widening eyes

Crossing eyes

Clenching teeth

Frowning

Looking confused

Silent articulation

Look of disgust

Looking bored

Physical

Shaking head

Waving/rolling arms (to illustrate repeat)

Wagging index finger

Hand illustrating so-so movement

Arms: past, present, future gesture

Thumbs up/down

OK sign with fingers

Three fingers (represents third person form)

Drawing S in the air to represent plural form

Using images on the board (for example:

man/woman for he and she)

Hang-man gaps

Covering ears

Hand to ear to indicate cannot hear

Using fingers to indicate missing words

Make gestures to hint a correct answer

Pretending to faint

Two fingers together to illustrate elision of will

Intonation

Raising the voice

Repeating the mistake with certain intonation

then pausing

Verbal

Is that correct?

Or… pause

Not exactly.

Asking more questions to elicit the correct

response.

Sorry?

Another possibility?

Almost…

3. Correction Techniques Demonstration 10 mins

Instructions

As feedback, go around the training group asking each participant to demonstrate a different correction technique. Be

careful that participants do not confuse physical correction with physical elicitation. (For example: Jumping on the spot to

elicit to jump is elicitation not correction.)

4. Correction Techniques: Mingle Activity 20 mins

Instructions

Deal out the cue cards to participants and have them mingle. When they meet someone, they read out the error on the cue

card and the other person corrects. The change roles and repeat. Once both errors have been corrected, the participants

swap cue cards and continue mingling, repeating the correction process. Stop the game when the participants have solved

all the errors.

106

At the end of the game each participant should have practiced a number of correction techniques and encountered a variety

of errors.

Listen to the participants as they apply correction techniques and provide with feedback.

Training Tips

If the training group is small, give participants new cue cards once errors have been corrected.

If there are less than four participants, the trainer should read out each cue card and participants should correct the error.

107

Teaching—Graded Language



Duration 35 mins

Objective What is graded language.

How graded language contributes to a low-anxiety classroom environment.

How we use graded language.

Materials Worksheet: Teaching—Graded Language

Tools: Teaching—Graded Language Cue Cards

Tools: Teaching— Graded Language

Training Plan


1. Graded Language Worksheet 15 mins

2. Graded Language: Asking Gist Questions in the Speaking Center 20 mins

108

1. Graded Language Worksheet 15 mins

Instructions

Introduce the concept of graded language with the Worksheet: Teaching Graded Language. Get participants to complete

the worksheet in pairs or groups and feedback their work as a group.

Select three participants and ask them to give examples of graded language for greeting:

A Survival Student

A Waystage Student

An Upper Waystage Student

2. Graded Language: Asking Gist Questions in the Speaking Center 20 mins

Instructions

Put participants into pairs or groups and give each group one or two cue cards (Teaching Graded Language). Ask them to

think of questions (using graded language appropriate to the level) that could be used to check Students’ general

comprehension of the Storyline. For example for Unit 5, a summary of the Storyline is:

Kristi Schmidt decides to call her old friend Susan Petri, who invites her for a visit. Susan shows Kristi around the

apartment, and introduces her to her husband Roger, who finds Kristi very attractive, and flirts with her in front of

his wife. Hugo Peters gives John Berry a ride to work, after he locks his keys inside his car. As usual, John is very

late for an appointment with a customer, much to the annoyance of his secretary, Carol. Aiko Tomura and Mary

Hartman meet in the canteen at the student hostel, where Aiko also lives, and the two become friends.

Graded comprehension questions could be:

Who’s Susan’s husband?

What’s John’s problem?

Who’s Mary’s new friend?

Get each pair or group to read their storyline and their gist questions. Offer feedback.

109

Teaching—Eliciting: Actors and Artists Cue Cards

Eliciting: Actors and Artists

businessman

1/26


tourist

2/26


childhood

3/26


upstairs

4/26


boyfriend

5/26


expensive

6/26


come over

7/26


seasonal

8/26

110


employed

9/26


look up

10/26


care about

11/26


crowded

12/26


daughter-in-law

13/26


illegal

14/26


cohabit

15/26


community

16/26

111


enormous

17/26


polluted

18/26


public transportation

19/26


fashionable

20/26


temperature

21/26


equality

22/26


prejudice

23/26


on cloud nine

24/26

112


second hand

25/26


to be in somebody else’s shoes

26/26

113

Teaching—Eliciting Cue Cards


A.1


I’m too tired to run. (structure: too… to… )

I want to go to bed. (structure: present simple to want + infinitive)

I’ve got a temperature. I need to see a doctor (structure: vocabulary)

I’ve lost my keys. (structure: present perfect to lose)

I’m hungry. (structure: vocabulary)

1/6


B.1


I don’t have any money. (structure: vocabulary)

I’m having a shower. (structure: present continuous)

I went swimming last week. (structure: past simple)

I have to do my homework. (structure: to have to for obligation or responsibility)

I’ve never been arrested. (structure: present perfect passive)

2/6


A.2


I would buy a car if I won the lottery. (structure: second conditional)

I need to find a new job. (structure: to need)

My boss makes me work overtime. (structure: to make someone do something)

He must be rich. (structure: must for deduction)

I’m used to eating spicy food. (structure: used to meaning accustomed to)

3/6


B.2

Elicit the following target language (function or vocabulary) from your partner without using the words in bold!

Survival is the easiest level (superlative)

I’ve never eaten Indian food (never in present perfect)

I can’t use my mobile phone in the Speaking Center (not allowed to)

What is the weather like? (like for description)

He mustn’t tell anyone (negative must for obligation)

4/6

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Tools: Teaching Techniques—Eliciting Cue Cards


A.3


I used to smoke cigars. (structure: used to for repeated past action)

By this time next year, I’ll have finished Threshold. (structure: future perfect)

The last time I saw Mary was in 1987.. (structure: past events)

While they were living in Beijing, they worked at Wall Street English. (structure: past continuous)

5/6


B.3


He’s just walked into the room. (structure: adverb just)

I’ll be teaching my first Encounter next week. (structure: future continuous).

I’ve listened to English language radio once. (structure: adverb once)

I will stay at work until six o’clock. (structure: preposition of time until)

6/6

115

Teaching—Teaching a Function Cue Cards

Teaching a Function

Unit 3: Possessive s

Roger’s wife’s name is Susan.

1/22

Teaching a Function

Unit 7: Some and any with

uncountable nouns

There aren’t any chairs in the bedroom.

2/22

Teaching a Function

Unit 9: Present continuous to express planned actions and arrangements in the future

I’m staying for three nights.

3/22

Teaching a Function

Unit 9: Possessive pronouns

This book is hers.

4/22

Teaching a Function

Unit 10: Must to express

obligation

I must go to Trinidad today.

5/22

Teaching a Function

Unit 13: Future with going to to express intentions

I’m going to visit the museum.

6/22

Teaching a Function

Unit 14: Comparatives with more Caviar is more expensive that pâté.

7/22

Teaching a Function

Unit 16: Present perfect to express life experiences

I’ve seen that film.

8/22

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Teaching a Function

Unit 17: Ellipsis with so + auxiliary verb to express

agreement

I must go to the dentist. So must I.

9/22

Teaching a Function

Unit 18: First conditional for

future probability

If he comes here again, I’ll kill him.

10/22

Teaching a Function

Unit 20: Used to to express repeated actions in the past

When I was a child I used to sing

very well.

11/22

Teaching a Function

Unit 26: Past continuous with while to describe related actions

in the past

We saw the Vatican while we were staying in Rome.

12/22

Teaching a Function

Unit 27: Needn’t

You needn’t wear a coat, it’s warm

outside.

13/22

Teaching a Function

Unit 28: Second conditional for hypothetical situations in the

present

If I reported it to the police they’d arrest him.

14/22

Teaching a Function

Unit 33: Passive with the present perfect to emphasize the object when the agent is unknown or

redundant

Help! My car’s been stolen

15/22

Teaching a Function

Unit 33: Hardly ever

I hardly ever study English.

16/22

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Teaching a Function

Unit 34: Must have for inference

You must have had a great party last

night!

17/22

Teaching a Function

Unit 37: Third Conditional for an

unlikely situation in the past If I had known you’d arrived, I’d have

come sooner.

18/22

Teaching a Function

Unit 38: I’d rather + past tense to express a polite preference in the

present

I’d rather we met at your place.

19/22

Teaching a Function

Unit 40: Have something done

I need to have my car washed,

it’s filthy.

20/22

Teaching a Function

Unit 42: As if + past perfect continuous for assumptions

It was as if he had been expecting

me.

21/22

Teaching a Function

Unit 44: Worth + gerund

It’s not worth repairing, it’s really

old.

22/22

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Teaching - Correction Techniques Cue Cards


Yesterday I go home.

1/17


How to spell your name?

2/17


I very like chocolate.

3/17


I have ever eaten pasta.

4/17


What means manager.

5/17


She comes from Buenos

Aires. (talking about a man)

6/17


I will go to home tomorrow.

7/17


He is coming now. (no

contraction of is)

8/17

119


He come from London.

9/17


Where is they from?

10/17


I am listening music.

11/17


He will read book.

12/17


I had gone to work

yesterday.

13/17


Where is working Petra?

14/17


That book is very

in-ter-esting

(pronunciation/stress).

15/17


Give me a raise? (said to

your manager—appropriate

language)

16/17

120


He stopped to work 10

years ago.

17/17

121

Teaching—Graded Language

Graded Language

Unit 4

Theater

Kristi Schmidt checks in at the Central Hotel in New York, a tatty and run-down place with a deaf, senile receptionist. Mary Hartman, looking for a place to live, visits Marco Benini in his hostel and, finding a spare bed in his room, decides to move in. She plays Marco a tape of her brother Paul’s rock group, Hart Attax, which he doesn’t enjoy at all. When Marco’s friend, Sergio, whose bed Mary has taken, comes back from Italy he is very angry. He has a quarrel with Marco which ends in Sergio walking out. Meanwhile, Martin Kasubian, in a business hotel for an appointment with the head of his firm, ECS, has a number of amusing adventures with talking computers of the kind that ECS manufactures.

1/9

Graded Language

Unit 7

Theater

John Berry, while talking to his Mom on the phone, laments his loneliness, and his lack of success with Helen and Annie. She expresses her sympathy for him, and invites him to come and stay for the weekend. Meanwhile Mary Hartman and Aiko Tomura decide to look for an apartment together. An elderly American Hispanic woman called Mrs. Gomez shows them a filthy and overpriced apartment in a derelict neighborhood in Brooklyn, which they decide not to rent. Helen Sisay, her new boyfriend Steve, Peter Moran, and Hugo Peters go to an antique auction. Hugo, who thought he had fixed the auction, is very annoyed to be outbid by an art and antique collector called George. Later, he sends Jack Cooper to teach George a very unpleasant lesson.

2/9

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Graded Language

Unit 11

Theater

Aiko, Kim, and Mary go to a Hart Attax concert together. Aiko falls in love with Mary’s brother Paul Hartman, who is happy to spend time with her that night, but doesn’t want to know her the next day. Aiko is very hurt and Mary is angry with her brother. Kristi Schmidt finds herself too busy with work (she has to present a TV feature in London) to go for lunch with Susan, and calls her to cancel. Susan is very upset.

John Berry invites himself into Hugo Peters’ apartment when he meets Annie on the way back from work, and impresses her by saying that he works for PBC (Plastic Box Company). She misunderstands him, thinking he has said BBC. Annie goes out to buy a newspaper so John is alone there when Hugo and Peter Moran come in. Moran is very suspicious, and Hugo agrees to get Jack Cooper to pay a visit to discourage him from taking any further interest in Hugo’s affairs.

Shanghai to New York

Baoling visits some women’s clothes stores to check out the cost and quality of their goods and is very pleased to find them selling clothes that were made in China at very high prices. Back at her hotel she receives a visit from a very distant relative and potential business contact, James Ho, an American born Chinese. He takes her out to a Thai restaurant to discuss business and offers to sell Baoling’s clothes to New York stores. He is not entirely honest about his profit margin but Baoling is not fooled and tells him she’ll think it over.

3/9

Graded Language

Unit 16

Theater

Aiko Tomura invites Mary Hartman to join her on a visit to Japan. After an incredibly long delay to their flight they eventually arrive in Tokyo, but Mary finds the food inedible, the bed uncomfortable and the subway unbearably overcrowded. She decides to return to New York immediately.

It is Christmas time and Susan Petri, who is now living with Harry Carter, is stricken with remorse when she thinks of poor Roger in prison. She takes him a cake, for which he is typically ungrateful. Hugo Peters throws a party and makes the mistake of asking his secretary to send out invitations. Apart from John Berry, who is spending Christmas with his mother, everybody comes, including Susan Petri and Kristi Schmidt, who promptly start to fight, and George and Gary, who take revenge on Hugo by wrecking his apartment. John Berry, meanwhile, spends Christmas at his Mom’s.

Shanghai to New York

Baoling meets Mr. Landis, the owner of the store interested in buying her clothes. Landis has an unfriendly and aggressive approach, but Baoling has now gained considerable confidence in her bargaining technique and is not put off. He makes another fairly low offer and Baoling is non-committal. When she later meets Mark Connors she uses the store’s offer to see how much more Mark will offer, but once he understands the game she’s playing he’s annoyed and leaves.

While Baoling sits alone over a drink, regretting how she treated Mark, she receives a phone call from Landis who makes a much improved offer and is surprised when Baoling again says she needs time to think about it. He only gives her until 6pm that day to make her decision. Mark also regrets their quarrel, and returns to the hotel to invite Baoling out for dinner. They both seem interested in a relationship than involves more than just business.

4/9

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Graded Language

Unit 18

Theater

Henson and Bedges search John’s apartment but unsurprisingly find nothing except some magazines. When Harry realizes the two officers have raided the wrong apartment he tells them to go next door instead, but is dismayed to hear that Hugo has sold his apartment to Mrs. Hancock and that he now lives next door to her. The police now have no right to search the apartment, as their warrant specifies his former address. Germany and Italy draw their football match, and Marco Benini and Kristi Schmidt decide to go back to Kristi’s hotel. Unfortunately, the sound of their voices disturbs a nosy and interfering Russian woman called Nadezhda in the room next door, who wakes up her husband Dmitri and forces him to come and tell Kristi off. She and Marco then have to go to his student hostel, where they are again disturbed, this time by Mary Hartman. Kristi leaves a frustrated and disappointed Marco in Mary’s company. Street Interview

Gabe Caggiano is at the Eastern Market in Washington D.C. where he talks to shoppers and vendors about fruit and vegetables. The shoppers include a woman buying plums to make jam, a man who describes how he’s going to cook some radishes he’s just bought, and another woman who’s getting pumpkins to decorate her house for autumn and Halloween. A vendor explains that the market is an important gathering place for the neighborhood and that the shoppers are considered as friends rather than customers.

5/9

Graded Language

Unit 26

Theater

David and Juanita are married in great style, in a church. At the reception David drinks too much champagne and tries to cut the wedding cake with a spoon. Hugo has another phone conversation with Roger Petri, who refuses to wait for his money. Roger restates his intention to go to Trinidad and talk to Mr. P. and Hugo decides to follow and try to stop him. Thacker is pleased that Harry Carter knows about Hugo’s plans and sends him to Trinidad, too. Coincidentally, David and Juanita decide to go to Trinidad for their honeymoon. While they are lying on the beach, Harry Carter approaches them to ask for help in finding some so-called “friends”. He shows them a photo of Roger, whom Juanita recognizes from the newspaper, and a photo of David’s father, which leaves them both shocked. Dmitri and Nadezhda, on vacation in the same spot, recognize Roger from their plane journey, and Harry sets off in pursuit of him. Street Interview

Lara Hopewell visits a big music store. She speaks to the store assistant who explains that they sell a wide selection of music, from commercial hits to underground music and obscure songs that have elsewhere gone out of print. He admits that the trend of downloading music has had an effect on music stores but has not threatened their survival. As one customer explains, many people still prefer to buy CDs because they include a pamphlet with information about the group and the song lyrics. Lara speaks to a number of customers who have a variety of musical tastes, ranging from hip-hop to jazz, blues and rock.

6/9

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Graded Language

Unit 30

Theater

At police headquarters, Thacker gives Carter a last chance to arrest Hugo, Roger, and Mr. P. Harry tells Susan about the arrests, but she is depressed and has started drinking again. Harry goes home to pack for his trip to Trinidad, and Susan tries to talk to him about her feelings, but he is too busy and distracted to pay much attention. This makes her feel even worse, and she goes to the doctor for a refill of her sleeping pill prescription. The doctor feels that she is suffering from psychological problems, and refers her to a psychiatrist. Describing her situation to the bewildered psychiatrist helps Susan get a grip. She leaves feeling better, without asking for more pills. Street Interview

In a country where 50% of marriages end in divorce, a marriage counselor in the US talks about her work and the common problems that couples face. Sharon Alpervitz explains that her role primarily involves listening and helping people communicate with each other. She often finds that difficulties stem from a simple lack of communication. Most couples only turn to her when some kind of crisis occurs, like the discovery of an affair.

7/9

Graded Language

Unit 39

Theater

Annie shows David Hugo’s letter. Apparently, Hugo is still alive and impatient to see his children again. Henson and Bedges, who have been watching all this, follow Annie and David separately as they part ways. Annie, followed by Bedges, goes to book a study vacation in Albania. Henson follows David to a bar, but gets drunk and thinks that David has left when in fact he’s in the bathroom. David calls the school from the bar to explain that he is unwell and will be unable to teach his classes today. He is given a message from Aiko Tomura, a former student who is now working as a tour guide. She called the school hoping to speak to him, and to explain that she is staying at the Terminal Hotel in New York with a group of Japanese businessmen. David goes to the hotel to meet her. Around the World

New Delhi in India has a massive water shortage. The 14 million inhabitants need a billion gallons a day but are having to survive on a quarter of that. Municipal trucks deliver drinking water, even in the wealthy suburbs. The government has invested money and time in finding a solution to the problem, including a proposal to build new big dams. However, similar dams created in the past only made matters worse and the idea has been opposed. Small villages in Western India have found a solution to their problems of water shortage by building small old-fashioned earthen dams which collect rainwater. These have enabled farmers to irrigate their land and have allowed people to have nearby wells constantly full of water.

8/9

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Graded Language

Unit 47

Theater

Harry flies to England to give a lecture on criminology and look into the apparent murder of a professor at Oxford University. The suspects include the professor’s manservant, a college cook, a colleague and his sister. Around the World

France is the third largest country in Europe and is a country rich in culture, architecture, history, food and scenery. With a relatively small population of 60 million, it has a diverse landscape, ranging from the snow-covered Alps to the fertile wine producing regions and the Mediterranean shores. Its capital city, Paris, is regarded as one of the most beautiful cities in the world and attracts 15 million visitors a year. The city offers attractions like the Eiffel Tower, Le Louvre, the Arc de Triomphe and the cathedrals of Sacré Coeur and Notre Dame. Just outside Paris is the Palace of Versailles which stands as a majestic reminder of the extravagant lifestyles once led by the past kings and queens who ruled France before the revolution.

9/9

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Teaching in the Speaking Center Practice



Tutor

Duration 1 hour

Objectives - For Participants to practice teaching techniques with real Students in the Speaking

Center

Materials - Acquisition Cycle

- Notebook and pen for participants to use with Students to draw context creations or

use for eliciting vocabulary

Training Plan


1. Teaching in the Speaking Center Practice 1 hour

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1. Teaching in the Speaking Center Practice 1hour

Instructions

Take participants into the Speaking Center for an hour and let them practice teaching real Students. (The more Students

available, the more interactive and useful this session will be.)

Before participants begin, ask them what their personal aims for this session will be. What techniques would they like to

focus on? An example might be eliciting or concept questions during Lesson Exercises.

As a trainer, be aware that teaching in the Speaking Center can be challenging. Be ready to provide participants with

support and feedback.

Watch classroom management. It is common that participants will often spend too much time with one Student

Steer participants towards Students who are studying incorrectly to encourage them to practice correcting study

habits. Prepare the participant by eliciting how they are going to support the Student before approaching them

Support the participant by teaching a few Students yourself and leading by example

Use the observation form for teaching in the Speaking Center as a guide for making notes to provide feedback at

the end of the practice.

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Teaching in the Speaking Center



Duration 2 hours

Objectives - To reinforce that the Speaking Center is the biggest classroom in which atmosphere

and classroom management are imperative.

- To review teaching techniques to be used throughout the Acquisition Cycle and

practice teaching with real Students.

- To use the Journal for Personal Tutors for reflection on teaching practice.

- Ref: Teaching in the Speaking Center

Materials - Worksheet: Teaching in the Speaking Center—Atmosphere

- Tools: PowerPoint: Teaching in the Speaking Center

- Notebook and pen for context creation or eliciting if needed for Teaching in the

Speaking Center practice

- Worksheet: Teaching in the Speaking Center—Notes

Training Plan


1. Applying teaching Techniques in the Speaking Center 50 mins

2. Teaching in the Speaking Center Practice 45 mins


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Pre Training Preparation

Schedule Teaching in the Speaking Center Practice at peak time so participants can maximize their time with real Students.

If the Center is about to open, then schedule this training section in an existing Center. If there is not an existing Center

near by, participants should role-play being Students. Receptionists and Consultants can also be Students.

Participants should have completed the Student Experience-The First Lesson before doing this part of the training. In the

First Lesson the First Lesson Training, Personal Tutors tell Students about the role of the Personal Tutor in the Speaking

Center. In this section of the training, Participants learn how to reinforce this role and teach using the Method.

When using the PowerPoint presentation, ensure Internet is connected so the hyperlinks work. Each hyperlink should be

tested before training is delivered.

1. Applying Teaching Techniques in the Speaking Center 50 mins

Instructions

Introduce the concept that the Speaking Center is the biggest classroom in the center where Students spend 60% to 80% of

their learning time. Ask participants what atmosphere they would like to have in their Speaking Center. Get participants to

complete Worksheet: Teaching in the Speaking Center-Atmosphere.

Facilitate and provide feedback. Conclude the activity explaining there is no correct answer, all these elements are equally

important.

Elicit from participants what kind of learners they want their Students to be?

Risk takers

Comfortable with making mistakes

Comfortable with asking the Personal Tutor for help.

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Show the slide:

Ask:

How do we ask Students to take a risk throughout the Acquisition Cycle?

(For example: Listen for gist; Repeat, Read, and Speak recordings; exercises in Repeat and Confirm).

In which activities do they need to be comfortable with making mistakes?

Answer: Exercises that are scored: 100% score is not the goal; 70% is sufficient.

Show the slide:

Say that the maximum number of Students should be no more than 25-30 Students per Personal Tutor.

There should be an area dedicated to the First Lesson and an area dedicated to the Second Lesson. We also advise that

Students are grouped together according to their Stage when possible as it makes teaching easier.

Say that in the Speaking Center we teach two key areas:

1. Good study habits and reinforcing the Acquisition Cycle.

2. We teach and interact with Students to get them to practice, produce and extend the target language they are

learning to effectively prepare them for the Encounter.

Ask:

What are some questions we can ask to reinforce good study habits in the Speaking Center?

When is your next Encounter?

What activity are you beginning with today? (It should be Listen.)

What activity are you finishing with today? (It should be Confirm or Write.)

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How can we get Students to think about the objective of the activities they are doing in the Speaking Center?

Show the slide:

Ask:

Can you give an example of a concept question used in Listen?

(For example: Do you need to understand every word?)

Say:

Let’s look in detail at how we teach in each section of the Acquisition Cycle to reinforce good study habits and

create an interactive learning environment.

Show the slide:

Invite participants to answer the questions on the slide:

When will you suggest that Students repeat the Listen section?

(Answer: When they cannot answer gist questions about the storyline.)

When will you ask a Student to repeat the Level/Lesson Exercises?

(Answer: Our goal is to encourage Students to be risk takers and feel comfortable about making mistakes. If they

get 70% to 100% they should continue. If they get less than 70%, they should remediate.)

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Show the slide and play each clip. Ask participants to brainstorm gist questions:

Training Tips

Each activity is approximately four minutes long. Listening to two minutes of each activity will be sufficient for participants to

brainstorm appropriate gist questions. Make sure participants consider grading their language.

Shanghai to New York: Lesson 11.1.D

Examples of possible gist questions:

Where is Baoling? (New York)

How much are the jeans? ($575)

What is she doing? (She is shopping. She wants to look at some clothes.)

Where does Baoling want to go (in the taxi)? (Broadway)

Street Market: Lesson 18.3.A

Where is the Eastern Market? (Washington D.C.)

When did the market open? How long has the market been there? (since 1873)

What are the ladies buying? (fruit and vegetables)

What will they do with the plums? (To make jellies and jams.)

Possible extensions to personalize the listening:

Have you been to a market this week?

Do you usually cook at home?

What did you eat for dinner last night?

Around the World: The Grand Canyon: Lesson 34.3.A

What are some of the issues for the park? (a high level of visitation)

What’s a word that Larry Henderson uses to describe incredibly beautiful? (breathtaking)

Possible Extensions to personalize the listening:

What are the challenges in natural landscapes when there is a high level of visitation?

Are there any concerns for tourism in your country?

Elicit that the objective of Repeat is to practice pronunciation and intonation of the target language.

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Show the slide:

Highlight that Students often feel shy in Repeat. We need to encourage them to speak confidently and take risks with their

pronunciation.

Ask participants to provide an example of a correction technique for intonation with zero teacher talking time. (For example:

tapping on the side of a cabin to illustrate syllables/clapping hands, etc.)

Show the slide:

Ask:

Why are there no scores in the exercises? (The exercises are for practice only. It is important at this stage that

Students take risks and do not fear making mistakes.)

What are some of the exercise types that are in Repeat?

Drag and Drop: Gap Fill

Drag and Drop: Vocabulary Classification

Drag and Drop: Answer/Response

Drag and Drop: Sentence Sequence

Drag and Drop: Word/Phrase Position

Drag and Drop: Text Sequence

Multiple Choice: Answer/Response

Multiple Choice: Gap Fill

Multiple Choice: Gap Fill with Image

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Elicit that the objective of Read is to practice pronunciation and intonation of the target language. In Read, the Student sees

the written form of the target language for the first time.

Elicit:

What are the ways that Students often study incorrectly in Read? (They don’t speak confidently.)

What teaching techniques can you use in Read? (For example: Gestures to correct pronunciation and intonation.

Gestures to motivate.)

Summarize with the following slide:

Invite participants to demonstrate some examples of acknowledging good pronunciation with zero talking time. (For

example: Thumbs up, OK sign with hands, smiling and an encouraging nod of the head, etc.)

Elicit that the objective of Speak is to have a conversation and practice the target language of the Lesson in preparation for

the Encounter.

Ask:

What are the ways that Students often study incorrectly in Speak?

Students don’t dedicate enough time to Prepare

Students don’t do Prepare out loud

Students write the dialogue so they can read it out

What are the concept questions we use for Speak in the First Lesson to reinforce good study habits and teach?

How many times have you practiced this language? (many)

Could there be more than one answer? (yes)

Who can help you prepare? (the Personal Tutor)

Who can help you compare? (the Personal Tutor)

Can you extend Students in Prepare by eliciting alternative answers? (Yes)

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Elicit that the objective of Confirm is to practice the target language of the Lesson through exercises and get a score of

70%. Ask:

What are the concept questions for Confirm?

Do you think the Exercises will be on the language you have been practicing throughout the Lesson? (yes)

What was the score you saw on the Focus screen? (83%)

Why don’t we ask for 100% (Perfection is not the goal.)

Do you remember the minimum score we require? (70%)


Show the sample exercises below:

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Drag and Drop: Vocabulary Classification: Lesson 20.2.F2

Ask:

How can we illustrate to Students that this is a scored activity rather than a practice activity? (In the top right hand

corner of the screen it says exercises rather than practice.)

What would we get Students to do first?

1. Read the goal using the information icon.

2. Read the classifications out loud.

3. Read all the vocabulary on the right hand side of the screen, using the scroll bar.

If a Student did not understand the word plum, what could you say? (For example: Do you remember the girls at

the Market in Washington D.C from Unit 18? They were making jams and jellies.)

How would you give a definition of plum without a translation? (For example: It’s a summer fruit that is usually soft

and purple in color. It has a stone in the middle.)

What is a possible extension you could use with this activity? (For example: What’s your favorite vegetable? How

do you usually cook it?)

Drag and Drop: Word Phrase Position: Lesson 7.1.J2

Ask:

What would we get Students to do first?

1. Read the goal using the information icon.

2. Invite Students to read out the sentence and substitute very much in the various positions.

3. Ask, Which one sounds right?

4. For sentence position: refer Students back to the goal on the Focus screen to highlight the provided example.

5. Concept Checks: (For example: Use gestures to elicit: small versus very small. Big versus very big etc. Ask: Is

very big more than big? Is very small more than small?)

Drag and Drop: Put Sentences in the Right Order: Lesson 29.2.E2

Ask:

What strategy would we use to guide Students in this activity?

Invite Students to read the sentences out loud on the right-hand side of the screen. Make sure they use the

scroll bar

Ask Students what they remember about the listening dialogue that the activity is based on

If there is a question, elicit from Students what the possible answer could be

Get Students to practice the order verbally before dragging and dropping the phrases

Reassure Students that they don’t need to write the dialogue

Encourage Students to take a risk

Training Tips

Activity 29.2.E2 is particularly difficult and requires Students and Personal Tutors having some background in the Storyline.

The correct order is:

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I expect a good explanation, now!

If you talk to me as if I was a child, I will not speak to you anymore.

OK, I’m sorry. But would you mind trying to see it my way for once?

No, I’m a grown up now, and I see things differently from when I was younger!

Yes, of course. Now, what is all this about?

It’s about the fact that I don’t want to become a rich snob like you!

Why not? Are you trying to hurt me?

No, but the truth hurts sometimes!

You know what? I’ve heard enough of this nonsense! I’m leaving!

Fine. Bye

Remind participants:

The end of a Lesson is a small milestone towards completing a Unit. Make sure you take a minute or two to go

through the Students’ Language Profile with them.

Elicit that the objective of Write is to practice writing the target language of the Lesson.

Ask:

What are the ways that Students often study incorrectly in Write?

Using bilingual dictionaries

Translating

Ask:

How can you support Students who are doing their Student Manual? (For example: Provide alternative context builds.

Ask concept questions to ensure the Students understand the meaning of the target language.)

Use the PowerPoint slide to summarize how we can teach Students completing their Student Manual:

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Conclude the presentation by reminding participants that in the next 45 minutes when they approach and teach Students in

the Speaking Center they need to remember to:

Introduce themselves to the Student they will be teaching

Ask the Students’ names

Look at the Student’s Lesson and Unit and grade language accordingly when teaching

Use the Acquisition Cycle as a tool when correcting poor study habits

Try to sit down next to the Student or crouch down when they are teaching so they are at the eye level with

the Student.

Ask: When is your next Encounter?

2. Teaching in the Speaking Center Practice 45 mins

Instructions

Take participants into a Speaking Center for 45 minutes and let them practice teaching real Students. (See the Training

Tips at the beginning of this module if there are no real Students available in your center. The more Students available, the

more interactive and useful this session will be.)

Before beginning the teaching practice, ask participants what their personal aims for this session will be. What teaching

techniques would they like to focus on? An example of a personal aim might be to focus on grading language when asking

gist questions.

This can be a very rewarding and satisfying session as it will be the first time many participants apply these techniques with

real Students. Be aware that this can also be a challenging session, so be ready to provide lots of support:

Watch classroom management. It is common that participants will have challenges with time management and

often dedicate too much time to one Student

Steer participants towards Students who are studying incorrectly to encourage them to practice their techniques at

correcting study habits. Prepare the participant by eliciting how they are going to support the Student before they

approach them

Support the participants and provide an example by teaching a few Students yourself and having the participants

observe

Use the observation form for teaching in the Speaking Center as a guide for making notes to provide feedback at

the end of the practice

Get participants to read the reference document in their manuals on Teaching in the Speaking Center for homework.

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Instructions

Provide motivational and constructive feedback on what you observed when participants were teaching in the Speaking

Center. Invite participants to spend ten minutes working on Journal Reflection Tasks.

My Personal Aims

My personal aims were…

To what extent were my personal aims achieved? Indicate by putting a cross on the line:

If my personal aims were mostly achieved, what evidence do I have?

If my personal aims were not achieved, why weren’t they?

Significant Events in the First/Second Lesson or Speaking Center

The significant event in my First Lesson/Second Lesson/Speaking Center was…

What I learnt from this event is…

I will take this into consideration for the future by…

After ten minutes encourage participants to share their journals.

0% 100%

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Client Fidelity Plan

141

The Client Fidelity Plan: Introduction and Practical Use



Duration 2 hours

Objectives - To introduce the philosophy of Client Fidelity Plan.

- To introduce the common goal Success and Satisfaction.

- To introduce Client Fidelity Plan actions and reports.

- To ensure participants understand the operational factors of Client Fidelity Plan:

Who does what

Type/frequency of action

Generation of reports

Management of Client Fidelity Plan tasks

Materials - Jigsaw puzzle (approximately 100-200 pieces)

or

- Photo of sports team

- Worksheet: Client Fidelity Plan Actions Participant A

- Worksheet: Client Fidelity Plan Actions Participant B

- Sample CFP Reports (see Trainer Tips section)

- Reference: Client Fidelity Plan Actions

- Reference: Client Fidelity Plan

Training Plan


1. The Client Fidelity Plan Philosophy 20 mins

2. Client Fidelity Plan Actions 1.5 hours

3. Measuring Success and Satisfaction 10 mins

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Pre-Training Tasks

If using the jigsaw, divide the completed puzzle into quarters. Put each quarter into an envelope.

Generate the most recent CFP reports from one of your existing Centers to use in this training; if you are training in a new

country and therefore do not yet have any CFP data, contact WSE International at least one week before your training to

request sample reports.

1. The Client Fidelity Plan Philosophy 20 mins

Instructions

Option A: One to Two Participants

Show the participant(s) the photo of the sports team. Elicit the goals of the athletes, both the individual ones as well as the

common ones. If need be, use the flipchart to record the suggestions. Then, brainstorm what is required to achieve these

goals; for example, teamwork, communication, hard work, commitment, training, awareness of, and focus on the common

goal.

Once you have finished this introduction, move onto Discussion.

Option B: Three or More Participants

Split the group into small teams. Give each team the envelope containing the pieces of the sections of the jigsaw and

instruct them to complete the puzzle. (Note: do not mention that they are all working on the same jigsaw.) Allow them to

work on their puzzle without any interference. Sooner or later they will realize they are working on only a part of a larger

jigsaw and start sharing pieces with other teams and/or create a shared working space.

When they have finished, elicit what was important to complete the task successfully; for example, teamwork,

communication, hard work, commitment, training, awareness of, and focus on the common goal.

Once you have finished this introduction, move onto Discussion.

Discussion

Now, ask the Participants to discuss how the aforementioned qualities apply to Wall Street English and why. Note that

Individual positions have their own tasks and skill sets but all team members are committed to achieving the goals of the

team; individuals may have individual goals but all individual goals contribute to the overall success of the team.

Elicit the common goal of your team (can be on a national or Center level) and guide participants towards the common

goals of success and satisfaction. Encourage trainees to elaborate on what kind of success and whose satisfaction this

refers to (Students, staff, Center).

Use the flipchart to record the group’s suggestions on what they specifically can do to have satisfied and successful

Students. This list should include all of the things that the Center does, for example: good First and Second Lessons;

Advising Sessions; teaching well in the classroom; motivating Students; all-English environment; correct class booking;

personalized sales; sales follow-up, etc.

Transmit the concept that all of these elements make their Students, themselves, their team, and their Center successful.

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2. Client Fidelity Plan: Actions 1.5 hours

As this section is quite detailed, it has been subdivided into the following parts:

Introduction

Gap-Fill Activity

CFP Actions

Summary

Introduction 20 mins

Instructions

Move on to introduce the Client Fidelity Plan (CFP) as a type of safety net—it does not replace any of the items listed on

your flipchart. Explain that this safety net consists of a number of actions at certain points in a Student’s course, which

ensure that Students are progressing through their course towards our goal of overall success and satisfaction.

Write the following categories on the board with enough space for notes on each:

Action

Action details

Prompt

When

Who

Supervision

Using the example of First Level Follow-Up, elicit the key feature of this action and make brief notes on the board as you go

along:

Ask:

Are your new Students 100% sure about exactly how to study at Wall Street English? (no)

Should we check on them to make sure they are progressing through their first Level? (yes)

Do you think we should do this every week or once per month? (every week)

Why every week? (So that we can intervene quickly if a Student is developing bad study habits.)

Who introduces Students to the recommended study habits and continues to be responsible for ensuring they

follow good study habits? (Personal Tutor)

Explain that the Personal Tutor who teaches the First Lesson is responsible for the First Level Follow Up of their First

Lesson Students.

Introduce the First Level Follow Up report as the prompt for this follow up and explain that each Personal Tutor receives

their own report showing their First Lesson Students. Show the Personal Tutor name at the top of the report.

Ask:

What is a good indicator that Students are progressing through their course? (Encounters)

What do Students need to do before they do Encounters? (Multimedia Lessons)

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Explain that we are looking for two criteria when doing First Level Follow-Up: is a Student Active and has s/he booked the

next Encounter?

Show the columns Active? and Booked? on the sample First Level Follow-Up report and ask:

If a Student is active and has booked his/her next Encounter, what do we need to do to follow up? (Nothing—

Student is progressing through his/her course.)

What if a Student is active but has not booked the next Encounter? (Contact Student to book the next Encounter.)

Show that we can check columns Current Lesson and Encounters to see which Encounter the Student needs to book and

that all phone numbers are on the report (show column Telephone Numbers) so there is no need to search for these details

in SSDS. Ask:

What if a Student is not active and has not booked an Encounter? (Contact Student by phone to encourage

him/her to come back to the Center and continue his/her course.)

Explain time management and supervision:

Service Manager schedules specific times in which Personal Tutors do follow-up and reviews informally with

Personal Tutors on a daily basis

Weekly meeting (15 minutes) between Service Manager and individual Personal Tutors to review Follow-Up tasks,

Students, and to discuss any challenges

At the end of this example, your board should show the same information as this section in the Client Fidelity Plan Actions

reference document:

Action Action Details How do I know when to do this?

When? Who? Supervision

First Level Follow-Up

Check whether each Student is active and has booked an Encounter. If Student is not active, call Student. If Student is regularly active but has not booked an Encounter, contact Student (by phone or when Student is in the Center) and book next Encounter.

First Level Follow Up report: Provided weekly by Service Manager. Each Personal Tutor receives the report for their Students.

Weekly Personal Tutor

Service Manager: Supervises via weekly meetings with individual Personal Tutors and informally on a day to day basis.

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Gap Fill Activity 20 mins

Instructions

Split participants into pairs and ask one person of each pair to look at Worksheet Client Fidelity Plan—Participant A and the

other to look at Worksheet Client Fidelity Plan Participant—B.

As both worksheets are partially complete— the first line (First Level Follow-Up) is already filled in—participants ask their

partner questions to find the missing answers.

Training Tips If you have enough participants (more than four), have them mingle and speak to other participants to find out further

information after completing the information of the first action with their original partner. By doing this, your training will

become more interactive and you will avoid the question/answer phase becoming monotonous.

CFP Actions 45 mins

Instructions

After 20 minutes, have participants come back together as a group. For each action, elicit some of the key features and

introduce the CFP reports for the relevant actions, highlighting relevant information provided on the reports (as shown

above for the First Level Follow Up report). It is especially important for you to reinforce why we do each action in this part

of the training so that participants fully accept the concept of each action.

Participants may get confused regarding how each action relates to a Student’s course. To help clarify this, draw a timeline

of a Student’s course on the board and add each action to the timeline as you discuss it. (See the reference document

Client Fidelity Plan for details on how the individual actions fit onto a timeline.)

Training Tips

Keeping track of time is very important in this section—you have nine CFP actions to discuss in 45 minutes so you have

approximately five minutes per action. It is easy to want to give all details about each report or action, but remember the

communication process and stay focused on the most important details. For reinforcement, participants will have the

reference document to read as homework.

Summary 5 mins

Summarize some of the core concepts of CFP actions with the following questions:

If we always ask When’s your next Encounter? will we need to contact a lot of Students for Active to Book Follow-

Up? (no)

Why is it important for Personal Tutors to do a didactic End of Level Advising Session if the Consultant also meets

with the Student at the end of each Level? (Personal Tutors are didactic experts; Consultants reinforce same

message—communication process—while also focusing on renewals and referrals.)

Why don’t we call Inactive Students all the time? (So that we can focus our time on the Students studying in the

Center; to avoid harassing them by calling too frequently.)

Which appointments could we book when we see Students in the Center rather than on the phone? (Encounters;

Renewal Appointments)

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Why do we pay special attention to referrals after the First Lesson and the Student’s first Encounter? (Students

have just seen the Multimedia/Personal Tutor/Teacher for the first time and had a good experience—they are very

likely to be highly enthusiastic and motivated.)

3. Measuring Success and Satisfaction 10 mins

Instructions

Elicit Renewals and Referrals as the ultimate measure of Students’ success and satisfaction. Link back to the philosophy of

having a common goal for all team members and ask participants how the individual roles within the Center contribute to

Referrals and Renewals. Once you have established that these are the objective for the whole Center, give current Center

objectives for Renewals and Referrals.

Assign homework: ask participants to read the reference document Client Fidelity Plan as homework.

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Client Fidelity Plan Actions

Action Action Details How do I know

when to do this? When? Who? Supervision

First Level Follow-Up

Check whether each Student is active and has booked an Encounter.

If Student is not active, call Student.

If Student is regularly active but has not booked an Encounter, contact Student (by phone or when Student is in the Center) and book next Encounter.

First Level Follow Up report:

Provided weekly by Service Manager.

Each Personal Tutor receives the report for their Students.

Weekly Personal Tutor Service Manager: Supervises via

weekly meetings with individual Personal Tutors and informally on a day to day basis.

First Lesson Interview

Short impromptu meeting with Student.

Opportunity to answer any questions, to establish Consultant as educational advisor.

Opportunity to ask for Referrals.

First Lesson booking.

When the Consultants book a First Lesson for a Student, they schedule the First Lesson Interview in their agenda.

Immediately after the First Lesson, Consultants make sure they meet Student at the conclusion of the First Lesson.

Consultant Center Director: Supervises via

Consultant’s agenda and daily and weekly meetings with Consultant.

First Encounter Interview

Short impromptu meeting with Student.

Opportunity to answer any questions, to establish Consultant as educational advisor.

Opportunity to ask for Referrals.

First Encounter Booked report:

Provided to Consultant by Service Manager/Center Director on a weekly basis

Consultant schedules the First Encounter Interview in their agenda based on the information in the report.

Immediately after the first Encounter: Consultants make sure they meet Student at the conclusion of the Encounter.

Consultant Center Director: Receives copy of

First Encounter Booked report from Service Manager.

Supervises via daily and weekly meetings with Consultant.

End of Level Advising Session

At the end of each Level, Personal Tutor meets with Student to provide guidance, didactic feedback, and answer questions.

Booked into SSDS by Receptionist or Personal Tutor when Student completes Level.

At the end of each Level: Scheduled for a time when Student plans to return to the Center to study.

Personal Tutor Service Manager uses the End of Level report to check that End of Level Students have either already completed or have scheduled an Advising Session.

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End of Level Interview

At the end of each Level, Consultant meets with Student:

To reinforce the didactic feedback given by Personal Tutor.

To answer any questions.

To ask for Referrals.

To establish Consultant as educational advisor who is interested in Student’s progress (extended needs analysis for Renewal process).

Booked into Consultant’s agenda by Personal Tutor at the end of the End of Level Advising Session.

At the end of each Level; Scheduled for a time when Student plans to return to the Center to study.


End of Level report Supervises via

daily and weekly meetings with Consultant.

Active Student Follow-Up

Contact all Students on the report to book their next Encounter.

Can be done by phone (Personal Tutor) or when Student is in the center (Receptionist and Personal Tutor).

Goal: All Students on the report booked into Encounters by the end of the week.

Active To Book report:

Provided monthly (at the beginning of the third calendar week).

Service Manager manages workflow.

Monthly: In the third week of the month, not every week.

Personal Tutor/ Receptionist

Service Manager: Assigns specific

task to individual staff members.

Checks progress daily.

Reviews success and potential challenges with Reception and in individual weekly meetings with Personal Tutors.

Inactive Student Follow-Up

Contact all Students on the report by phone to encourage them to return to the center to continue their course

Possibly arrange Advising Session to review recommended study habits and get Student off to a good (second) start.

Set fixed appointment (Student is more likely to come back if they have made an appointment).

Inactive report: used three to four times a year.

Plan Reactivate campaigns for after slow time periods (Christmas/Ramadan/Chinese New Year/ summer vacation period).


Three to four times a year only.

Receptionist Service Manager: Sets specific time

period for this campaign.

Assigns specific task to individual staff members e.g. Contact 20 Students from this report.


Reviews success and challenges with staff.

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Inactive Students with little time left Follow-Up

Telephone all Students on the report to encourage them to continue their course in the Center.

Report includes Students with three to four months until their end date so they can complete at least one more Level.

Goal: Students return to the Center and complete one to two more Levels.

End of Course Inactives report:

Provided monthly (at the beginning of the second calendar week).


Monthly: In the second week of the month.

Receptionist Service Manager: Assigns specific

task to individual staff members e.g. Contact 20 Students from this report.


Reviews success and challenges with staff.

Booking Renewal Appts. (Personal Tutor)

Contact all Students on the report to book Renewal appointment with their Consultant.

When possible, book when Student is in the Center.

Where necessary, contact Students by phone.

Renewables report:

Provided monthly (at the beginning of the first calendar week).

Service Manager manages workflow

Monthly: In the first week of the month.

Personal Tutor Service Manager: Assigns specific

tasks to individual Personal Tutors e.g. Book ten Renewal appointments by the end of your shift.


Reviews success and challenges in individual weekly meetings with Personal Tutors.

Provides feedback to Center Director on how many Renewal appointments were booked.

Booking Renewal Appts. (Consult.)

Contact all Students on the report to book Renewal appointment.

Renewables—Sales report:

Provided monthly (at the beginning of the first calendar week).

Shows all Students who couldn’t be booked into Renewal appointments by Personal Tutors in the previous month (grouped by Consultant).

Monthly: In the first week of the month.


the Renewables—Sales report from Service Manager.

Provides report sections to individual Consultants.


Checks full Renewal appointments.

Reviews success and challenges in weekly Sales meeting and in individual daily meetings.

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Advising Sessions

Provide support and feedback if a Student has specific questions/ difficulties.

Advise on recommended study habits.

Upon request of Student and/or when it is recognized that Student needs specific didactic assistance.

As required Personal Tutor Service Manager: Reviews number of

Advising Sessions done via the D1.

Reviews Students’ concerns with Personal Tutors in individual weekly meetings.

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Student Educational Concerns and Advising Sessions



Duration 2 hours

Objectives - To provide understanding of common Student difficulties.

- To analyze, diagnose and provide solutions for Student difficulties.

- To understand the structure and purpose of Advising Sessions.

- To develop skills in preparing and giving feedback.

Materials - Tools: The Party Game Cue Cards

- Worksheet: Common Student Concerns


- Student Progress Profile (two Students)

- Student Study Record for last three months (two copies)

- Worksheet: Analyzing Students’ Study Habits

- Tools: Advising Session Observation Form

- Reference: Common Student Concerns

Training Plan


1. The Party Game 20 mins

2. Common Student Concerns 25 mins

3. At the (English) Doctor’s 30 mins

4. Advising Sessions—Introduction 10 mins

5. Advising Sessions—Role-Plays 30 mins


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Pre-Training Task

Generate Student Progress Profiles and Student Study Records from two Students. (One Student should have good study

habits and complete one lesson per visit in the Speaking Center. The other Student should have poor study habits.) If you

are training in a new country and therefore do not yet have any Student data, contact WSE International at least one week

before your training to request sample reports.

1. The Party Game 20 mins

Instructions

The objective of this activity is for one participant, the Host, to guess the specific quirks of his/her Guests.

Start the activity by explaining the objective. Stage a party environment in the training room by using props such as music,

cups, etc. Assign a Host and give all of the other participants, the Guests, one Party Game cue card each. Ask the Guests

to go outside the door and to enter the party a few at a time. The Guests and Host mingle and talk as though at a party, with

the Guests displaying the behavior as described on their cue cards.

Once the Host thinks s/he has guessed all of the quirks stop the game. Ask the Host to tell the group his/her guesses. The

Guests should confirm whether or not these are correct.

2. Common Student Concerns 25 mins

Instructions

Use the Party Game to elicit that Students have different personalities and needs. As Personal Tutors and Teachers, we

need to be able to read our Students through behavior and body language and support them in different ways according to

their needs.

Elicit the six most common educational challenges Students often face:

Comprehension

Pronunciation

Fluency

Grammar

Boredom

Lack of time

Ask the following for Comprehension:

What activity in the Acquisition Cycle is specifically related to comprehension? (Answer: Listen)

What is the objective of Listen? (Answer: gist)

How might Students study incorrectly in Listen? (Answer: They may try to understand every word.)

How can you help them overcome this? (Answer: By building their confidence and teaching using gust questions.)

What concept questions can you ask about Listen? (Answer: Do you need to understand every word?)

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Introduce the Worksheet Common Student Concerns and split the group into pairs. Have each pair brainstorm each Student

Concern and facilitate answers with the whole group. Refer to the document Reference: Common Student Concerns for the

answers and concept questions.

Summarize by highlighting the link between not following the Acquisition Cycle correctly and educational difficulties.

3. At the (English) Doctor’s 30 mins

Instructions

Explain that we are going to prepare for an Advising Session in the same way that a doctor approaches a patient:

1. Analysis (of Student’s study habits)

2. Diagnosis

3. Treatment/Prescription

Introduce the Student Progress Profile (SPP) and the Student Study Record (SSR) as the tools that we will use to analyze

and diagnose a Student’s study habits before an Advising Session. Present the Worksheet Analyzing Students’ Study

Habits and explain that we are going to analyze two Students, make a diagnosis, and suggest a treatment.

Split participants into small groups and give each group the details (the SPP and the SSR) of either the weak or strong

Student.

This may be the first time participants see a SPP and SSR. Introduce the SSR as a log of every detail a Student does

during their study at Wall Street English and the SPP as a summary of the SSR.

Take five minutes to explain the SSR. Ask the following questions on the Contract page:

What is the Student’s name and surname?

What is the Student’s start date?

What is the Student’s end date?

What is the Student’s start Level?

What is the Student’s end Level?

Who is the Student’s Consultant?

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Speaking Center Sessions:

To help participants detect one Lesson per visit on the SSR, ask them to:

Draw a line between each visit in the Speaking Center.

Write the duration of each visit in the left hand margin.

Take a note of the first and last activity the Student does when visiting the Speaking Center

Circle scores of Level Exercises.

Encounters:

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To help participants analyze the Encounter page:

Draw a line between each month.

Circle any No Shows.

Write the number of Encounters per month in the margin.

Complementary Classes and Social Club Activities:

To help participants analyze the Complementary Classes and Social Clubs on the SSR:

Draw a line between each month.

Circle any No Shows.

Write the number of Complementary Classes and Social Club Activities per month in the margin.

Ask participants to continue the analysis in their groups. Facilitate the group work and provide guidance. Once all groups

have a diagnosis of their Student, have them prepare solutions for these Students based on the points discussed in the

previous activity, Common Student Concerns.

Have them present their diagnoses and solutions to all participants and encourage discussion.

4. Advising Sessions—Introduction 10 mins

Instructions

Elicit the two types of Advising Sessions:

End of Level Advising Sessions

Informal Advising Sessions (learning or time management difficulties; scheduled on demand by Student or staff)

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Define the primary and secondary objectives of an Advising Session:

Give feedback on Student’s progress and performance

Offer an opportunity to discuss any difficulties

Review the Student’s original motivation for learning English

Identify new needs and motivation for the following Level

Find out if Students want to refer or renew

Write the structure of an Advising Session onto the flipchart and discuss:

Preparation

Question

Listen

Empathize/Investigate

Solution

Follow-Up

5. Advising Sessions—Role Plays 30 mins

Instructions

Refer groups back to the flipchart with the structure of the Advising Session and explain that we are going to practice doing

Advising Sessions with Students A and B.

Introduce the Advising Session Observation Form and make sure that each group has chosen the two participants who will

take the roles of the Personal Tutor and the Student. Other group members are observers and should complete the

Observation Form.

Give feedback to the group following the structure Three things that went well and Three things to differently next time, and

in the correction order: self, peer, and trainer.

Repeat role-play and the feedback for the other Student with different participants in the roles of Personal Tutor and

Student.


Instructions

Summarize the objectives of Advising Sessions, and highlight any good ideas or suggestions that the group came up with

during the role-plays and feedback.

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Advising Session Observation Form

Personal Tutor: Center:

Date: Time:

Observer: Student Level:

Preparation

1. Study Habits analyzed with SPP/SSR

2. Diagnosis established

3. Clear solution identified

4. Advising Session area clean and tidy

Feedback

________________________________________________________________________________________________

________________________________________________________________________________________________

Questioning

1. Warm-up questions

2. Questions regarding course so far

Feedback

________________________________________________________________________________________________

________________________________________________________________________________________________

Listening

1. Active listening

2. Open and closed follow-up questions

3. Took notes (when appropriate)

Feedback

________________________________________________________________________________________________

________________________________________________________________________________________________

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Empathize/Investigate

1. Showed empathy

2. Asked questions to get more information

Feedback

________________________________________________________________________________________________

________________________________________________________________________________________________

Solution

1. Involved Student in finding solution

2. Agreed on a plan of action with the Student

Feedback

________________________________________________________________________________________________

________________________________________________________________________________________________

General

1. Language graded according to Student’s Level

2. Application of concept questions

3. Eliciting techniques

4. Used Acquisition Cycle

5. Reinforced the role of the Personal Tutor

6. Low-anxiety environment

7. Re-established personal and professional motivation

8. Effectively delivered in 15 minutes

Feedback

________________________________________________________________________________________________

________________________________________________________________________________________________

Overall Comments

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

159

The Party Game Cue Cards

The Party Game

You are football mad.

1/15

The Party Game

You have amnesia.

2/15

The Party Game

You love all the women/men in the room.

3/15

The Party Game

You make chicken noises every time you hear the

word party.

4/15

The Party Game

The host(s) reminds you of

your ex.

5/15

The Party Game

You always talk about

yourself.

6/15

The Party Game

You think you’re famous.

7/15

The Party Game

You sing when you’re nervous.

8/15

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The Party Game

You’re an eccentric cat

owner and you always talk about your cat.

9/15

The Party Game

You’re obsessed with text messaging and checking

your telephone.

10/15

The Party Game

You have a habit of laughing

too loudly when you are nervous.

11/15

The Party Game

You think you are being followed by MI5/the CIA.

12/15

The Party Game

You start every sentence with Oh, darling…

13/15

The Party Game

You have a nervous cough.

14/15

The Party Game

You have an imaginary

friend with you. Everyone is ignoring your imaginary

friend. 15/15

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162

Products, Systems, and Services

163

SuperSDS



Duration 2 hours

Objectives To provide an interactive overview of SSDS functionality specific to the participants’

roles:

- Introduction to SSDS

- General Functionality

- Managing Students

- Managing Activities

- Follow-up

Materials - Computer with access to SSDS and printer

- Worksheet: SSDS Training

- Pre-training preparation tasks completed (by trainer)

Training Plan


1. Guided Self-Study 1 hour 45 mins

2. Revision 15 mins

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Pre-Training Preparation

For the training sessions participants will use a special training version of SSDS. Type the following URL into the Internet

browser and enter the special login and password (you can choose between Service Manager and Director access):

http://sdszone2.e-wsi.com

Service Manager login: 6666.test.ts Center Director login: wsi

Password: Service01 Password: Director01

Although this SSDS is used by Centers all around the world for training sessions, when you hold your training there may be

no scheduled classes and few valid Students. To maximize the value of the training, perform the following tasks:

1. Copy the schedule of the week December 1st—6th 2008 to the week the training will be held. Then copy the same

week again to the week after the training. This will ensure that there is a sufficient selection of classes of each type

available for booking practice over a two-week period.

2. Create four practice Students per participant. Use typical or funny local first and last names and complete missing

information; participants will perform most of the training tasks with these Students:

Student 1: Start date one week before training, 15 months, W3-UW3 + BOL3; do not activate EA.

Student 2: Start date one week before training, 15 months, S1-W2; do not activate EA.

Student 3: Start date one week before training, 24 months, T3-mi3, BOL4-5

Student 4: Starts day of training, T1-mi1, BOL4

3. Write the first name, last name, and Student Code for the four Students in each participant’s Workbook.

4. Reserve Encounter 45 for Student 3.

5. Reserve some random classes in the schedule for Student Codes 13150, 13151, 13156, 13157 and 13158.

1. Guided Self-Study 1 hour 45 mins

Instructions

Participants will follow the step-by-step instructions in their Participant Workbooks throughout the guided self-study section.

Where possible, put participants into pairs. While the instructions provide a general overview of the specific functionality,

most sections are followed by a short task which the participant must complete before continuing. This task will show that

they have effectively understood how to use the functionality. For example, participants are guided through different ways to

search for a Student and, at the end, need to find information using these search methods without specific instructions.

Throughout the self-study section, the trainer will provide proactive support to the participants asking simple concept

questions such as:

What can you do here?

When would you use it?

How does it work?

The self-study section is self-paced so rather than waiting for everyone to complete each section before checking the

consolidation tasks, simply check what the participants have written on their worksheet and ask them to tell you how they

got that answer.

165

http://sdszone2.e-wsi.com/

Answers

Section: SSDS Calendar Functions

1. What day of the week was February 29th, 2004?

Answer: Sunday

Section: Student Search

2. Which Student has Student Code 13156?

Answer: George Clooney

3. How many Students are called George?

Answer: Nine

4. Which is the last valid Student whose last name starts with M?

Answer: Musternann

Section: Student Data Card

5. Add a cellular phone number to Student 1 (Check SSDS)

6. Add an email address to Student 2 (Check SSDS)

7. Change Student 3’s English Anytime/Village password to Hawaii50 (Check SSDS)

Section: Changing Contract Data

8. How many levels does Student 3 have?

Answer: Six

9. Change Student 1’s product to BOL 3 (Check SSDS)

10. Assign a new Personal Tutor to Student 2 (Check SSDS)

11. Activate EA for Student 2 (Check SSDS)

Section: Class Reservations

12. Book a Threshold CC for Student 3 (Check)

13. Book Encounter 21 for Student 1 (Check)

14. Book a Social Club Activity for Student 2 (Check)

15. How many CCs are scheduled for next week?

Answer: 16

16. Change Student 1’s Encounter 21 to the following week (Check)

17. Which Encounters has Student 3 reserved this month?

Answer: Encounter 45

Section: Using Quick Book

18. Book Encounter 1 for Student 2 (Check)

19. Change Student 3’s Encounter to the following week (Check)

20. How many spaces are left in Student 3’s Complementary Class?

Answer: Seven

Section: Change Allowed Encounter

21.-24. Check that tasks have been completed

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Section: Speaking Center Activities

25.- 27. Check that participant has made reservations

Section: Activity Attendance Reports

28.-33. Check that participant has noted nine different activity codes

Section: Activity Results

34. Check that activity results have been entered

Section: Follow-Up

35. Check the Summary Page for Student 1: how many Encounters has s/he attended?

Answer: One

36. Add a follow-up note for Student 4, On vacation for two weeks (Check)

37. When does Student 1’s contract finish?

Answer: Check: should be 15 months’ time

Section: Student Progress Profile

38. Open the Student Progress Profile for Student 4. What’s the percentage of course done? (Check)

39. How many hours has Student 2 studied in the last 30 days? (Check)

40. What was the last Encounter result and date for Student 3? (Check)

Section: Statistics

41. How many Active Students are there in this test SSDS center? (Check Daily Dashboard)

42. How can you increase the Active Booked %?

Answer: Reserve an Active Student who hasn’t got their next Encounter booked

2. Revision 15 mins

Instructions

Once all the participants have finished, there are 24 revision questions which cover most of the main topics from the guided

self-study section. This is to be done as a group and you may prepare a PC with a large monitor or projector to walk through

some of the solutions if necessary.

1. Which of the following passwords is acceptable?

Answer: joHnny7

2. How often do you need to change your SSDS password?

Answer: Every 90 days

3. What do these icons do?

Answers: edit save preview opens calendar

4. List four different ways to search for Students.

Answer: By Student Code, Name, Contract Status, or Alphabetical list

5. What can you not modify on the Data page of the Student Data Card?

Answer: Login, name, and surname

6. How can you change a Student’s contract Start Date?

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Answer: You can’t; you must ask the Center Director

7. What is a BOL track?

Answer: Professional stream: MIS Manager, Finance Manager, etc.

8. What information must you enter in order to activate English Anytime?

Answer: Email and date of birth

9. Which activities can you reserve on the Book Activities screen?

Answer: Encounter, Ghost Encounter, Complementary Class, Social Club, Social Club Out of Center Hours,

Student Attention

10. What happens when an activity is full?

Answer: The activity cell turns red

11. How many weeks are shown on-screen in Book Activities?

Answer: Two

12. How can you check who is reserved in a given activity?

Answer: Right-click to open activity details

13. How do you cancel an activity reservation?

Answer: Open activity details, select Student, Delete, or To Other Activity

14. What’s the difference between Book Activities and Quick Book?

Answer: The Quick Book offers a much faster and easier to find classes.

15. Which activity types can you reserve in Book Speaking Center Activities?

Answer: First Lesson, Second Lesson, and Advising Session

16. What differences are there between the possible results of the various Activity Attendance Reports?

Answer: Encounters require Encounter Result; First Lesson requires Seen Consultant for FL. The others just

require Yes or No.

17. Which activities do not require any results to be saved?

Answer: Social Club Activities held outside Center opening hours (SCO).

18. Who enters the results of the activities into SSDS?

Answer: Staff member who gave activity

19. List the main sections of the Student Study Record.

Answer: Contracts, Encounters, Complementary Classes, Social Club Activities, Sessions, Follow-Up, and

Summary

20. What statistics or reports will you find most useful?

Answer: Pending Results and Daily Dashboard

21. Why?

Answer: They allow you to check results have been entered; to check booking; to follow-up performance.

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The Product



Tutor

Duration 23 hours during the participant’s first month in position

Objectives - For participants to become familiar with General English, General Advanced English,

and English for Business by completing selected Lessons on the Product

Familiarization Log.

Materials - Admin Tool

- Worksheet Product Familiarization Log

Training Plan


1. Complete the Product Familiarization Log 23 hours

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1. Study Lessons Listed on the Product Familiarization Log

Instructions

Throughout the training, participants should have time allocated to begin to complete their Product Familiarization Log. In

the Speaking Center they should complete the Listen, Speak, and Confirm sections of certain Lessons using the Admin

Tool to navigate the program. An experienced Personal Tutor should interact and support the new staff member in the

Speaking Center. Knowledge of the product will help service staff to teach and support Students more effectively.

Lesson Minutes Date Lesson Minutes Date

1.1 25 mins 9.3 25 mins

1.2 25 mins 10.1 25 mins

1.3 25 mins 10.2 25 mins

2.1 25 mins 10.3 25 mins

2.2 25 mins 11.1 25 mins

2.3 25 mins 11.2 25 mins

3.1 25 mins 11.3 25 mins

3.2 25 mins 24.1 50 mins

3.3 25 mins 24.2 50 mins

4.1 25 mins 24.3 50 mins

4.2 25 mins 36.1 50 mins

4.3 25 mins 36.2 50 mins

6.1 25 mins 36.3 50 mins

6.2 25 mins 48.1 50 mins

6.3 25 mins 48.2 50 mins

7.1 25 mins 48.3 50 mins

7.2 25 mins 49.1 30 mins

7.3 25 mins 49.2 30 mins

8.1 25 mins 49.3 30 mins




9.2 25 mins Total Time 23 Hours

Each time a Lesson is completed, the Trainer and participant should review some of the questions on the worksheet

together.

The Product Familiarization Log should be completed by new staff members in their first month in their position.

170

Reception

171

Booking Techniques


Trainers National Service Manager, Regional Service Manager, or Service Manager

Duration 1 hour

Objectives - To provide an overview of class types, availability, booking techniques, and schedule

management.

- To practice booking techniques.

Materials - Mock SSDS schedules

- Worksheet: Booking Techniques Gap-Fill

- Tools: Booking Techniques Role-Play Cue Cards

- Tools: Booking Techniques Class Panels

- Tools: Booking Techniques SSDS Schedules

Training Plan


1. Introduction to Booking 15 mins

2. Booking Techniques 15 mins

3. Practice 25 mins

4. Wrap-Up 5 mins

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1. Introduction to Booking 15 mins

Instructions

Ask the participants if they remember any of the key features of the WSE course:

Self-paced study

Flexibility of study hours

Learning by small steps and objectives

Feedback and self-evaluation

Progress by performance

Recycling of target language material

Personalized attention

Student-centered

Small class size

Ask which ones relate to classes (all).

Ask how they think it is possible for all Students to maintain their own rhythm, for every class to have a small number of

Students and for Students to be free to come whenever they want:

We offer a sufficient number and variety of classes and availability

Students book each class as they progress

Spaces are limited

Ask what different classes are available to our Students:

First Lessons

Second Lessons

Encounters

Complementary Classes

Social Club Activities

Advising Sessions

Divide the group into pairs. Assign Worksheet: Booking Techniques Gap-Fill—Table A to one participant and Table B to the

other. Both Tables are partially complete and in their pairs the participants have five minutes to ask each other questions to

fill the gaps in the table:

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Answers:

Class Duration Who teaches it?

How many Students can attend?

What’s the main focus of the class?

When is the class booked?

First Lesson 60 mins Personal Tutor

3 Introduction to WSE, learn how to be a successful Student

At contract signing

Second Lesson 90 mins

Personal Tutor

3 First Multimedia Lesson, acquire study habits

After First Lesson

Encounter 60 mins Teacher 4 To verify Student has acquired target language from the Unit

After Lesson 1 of each Unit

Complementary Class

60 mins Teacher 8 To provide opportunities to apply the language learned in course so far

After each Encounter of each Unit

Social Club Activity

60 mins Teacher/ Personal Tutor

12 To have fun, make friends and practice English

After each CC of each Unit

Advising Session

30 mins Personal Tutor

1 To review course so far, study habits and feedback

At the end of each Level

Once the pairs have completed the gap-fill activity, ask some concept check questions before continuing. For example:

Group A: How many Students can attend a Second Lesson?

Group B: How many Students can attend a First Lesson?

2. Booking Techniques 15 mins

Instructions

Ask why we book Students into classes

Help plan their studies

Ensure regular and correct study habits

Motivate Students to continue their studies

Provide a short-term goal

Guarantee space in activities

Ask where we should book classes

In Reception

In the Speaking Center, approaching Students with available classes for their next Encounter/CC/SC

On the telephone

Put the Tools: Booking Techniques Class Panels and Tools: Booking Techniques SSDS Schedules on view (you may want

to enlarge them to A3 size). Explain and demonstrate that we have two Tools to help us book:

Book activities in SSDS

Class Panel on display at Reception

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Ask the group to identify each type of class on the schedule:

Encounters, Complementary Classes, and Social Club Activities

Ask the group to find the main difference between the two schedules and see if they can tell why it is that way. Answer:

Unassigned classes are not shown on the Class Panel; Students can only see what has already been opened. We

want the Student to join an existing class where possible. If they are unable to find a suitable class, the staff

member will choose the most suitable unassigned class.

Ask one of your participants to volunteer. S/he has just completed Lesson 1 of Unit 14 in the Speaking Center and is about

to walk out of the Center. S/he can only come in the evening. Pretend to be a Personal Tutor/Receptionist and set up a

mock Reception area in the training room with, for example:

Reception desk (with SSDS Schedule provided)

Class Panel displayed

Offer to book the Encounter following standard booking procedures. For example:

Personal Tutor Hi there! How was the Lesson?

Student: It was very good, thank you.

PT: When’s your next Encounter?

St: Oh, I haven’t booked it yet.

PT: OK, let’s book it now. Which Lesson did you finish today?

St: Unit 14, Lesson 1.

PT: And how many more Lessons do you need to complete?

St: Two more.

PT: So will you be ready for your Encounter this week or next week?

St: Next Week.

PT: OK, have a look at the panel and see if you can find Unit 14.

(Check the SSDS Schedule while Student is looking at panel)

St: No, I can’t see any.

PT: OK, would you like to come at the start or the end of next week?

St: I prefer later in the week.

PT: OK, can you come in the morning, afternoon or evening?

St: I can only come in the evening.

PT: Great, would you like to come on Thursday or Friday?

St: Thursday’s better for me.

PT: Perfect, well what about six or seven o’clock?

St: Seven o’clock is good for me.

PT: OK, I’ll book you on Thursday, the 15th

at seven o’clock. Here’s your card. Can you

read it to me?

St: Yes, Thursday the 15th

at seven o’clock.

PT: Perfect. And when are you coming back for Lesson 2?

St: On Monday.

PT: Great! See you on Monday.

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Now perform the same role-play with Unit 14 but don’t offer any options to the Student, let them ask:

Personal Tutor: Hi there! How was your Lesson?

Student: It was good thanks.

PT: OK, bye bye!

St: No, wait, I want to book my Encounter.

PT: Oh, OK. When do you want to come?

St: Is there one on Monday at eight o’clock?

(Take your time to turn on the PC, login to SSDS, open the Book Activities and Filter the classes...)

PT: No, sorry, there’s nothing available.

St: And what about Tuesday at eight o’clock?

PT: Nope, nothing available.

St: And on Wednesday?

PT: Yes, there’s a free space on Wednesday.

St: Can I book it please?

PT: Oh, yeah, sure I’ll do it now. Bye bye!

Ask the group how many choices the Student made in the first and second conversations. (Answer: 5, 0)

Ask if both Students left the Center with a reservation. (yes)

Ask how they think the Student felt in each conversation:

1. Flexible, lots of classes available, looked after and cared for

2. Abandoned, received poor service, no classes available

Ask the group how we book:

Ask closed questions

Use the Encounter panel:

To buy time to check SSDS for available classes

To save time, Students may find suitable class themselves

To help the Students become responsible for their course and less dependant on Center staff

Offer two or three choices for each of the following: weeks, part of week, days, time bands, and times

Ask Student to confirm their reservation

Walk through the correct booking procedure:

1. Acknowledge Student’s presence by smiling and making eye contact

2. Greet Student

3. Ask, When’s your next Encounter?

4. Offer to help: Let’s, Shall we, etc.

5. Ask which Unit

6. Ask which Lesson completed, for example, 14.1, 14.2, and 14.3?

7. Agree on timeframe (this/next week, start/end of week)

8. Ask Student to check Class Panel

9. Check SSDS availability

10. Ask if Student has found something

11. If not, offer two alternatives as close to the requirements as possible

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12. Offer further alternatives, mixing days and time bands

3. Practice 25 mins

Instructions

Use the sample SSDS schedule and Class Panel and practice booking the following situations:

An easy-going Student with no time difficulties

A difficult Student who cannot find a class

A Student who wants to book the next three Encounters, Complementary Classes, and Social Club Activities

A Student who has just completed the Second Lesson and is booking the Encounter for the first time

A Student who is booking their first Complementary Class/Social Club Activity

A Student who has to repeat Encounter 13 and prefers Friday or Saturday.

A Student who wants to book Encounter 8 in the morning.

Do feedback in the usual manner:

Person acting as Personal Tutor/Receptionist should comment on own performance

Person acting as Student should give impression on treatment

Group feedback for further comments and suggestions

Trainer feedback and summary

Continue with booking practice until each participant is confident with the use of the Class Panel, the SSDS Schedule, and

offering choices to the Student.

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4. Wrap-Up 5 mins

Instructions

Review correct booking techniques by asking the following questions:

1. When should a Student book their next Encounter?

Answer: After Lesson 1

2. Why do we ask the Student to look at the Class Panel?

Answer: So that the Students take responsibility for course; they will usually find a class; to save time

3. How many weeks are available to Students to book?

Answer: Two

4. Why only two?

Answer: Students book after Lesson 1; promotes good study rhythm; Students do not know outcome of Encounter

yet so they cannot book following one.

5. If Students have to repeat an Encounter, how much time do they need to be ready for the Encounter?

Answer: None, unless Teacher has requested additional practice, they should do the Encounter within four days.

6. If a Student has finished all the Lessons but didn’t book, when should we book their Encounter?

Answer: This week, as soon as possible.

7. Why is important to fill the classes that have already been opened rather than immediately open another class of

the same Unit?

Answer: To keep availability for other Students of other Units. We never offer classes of every Unit (92) in a single

week. To give Students the opportunity to interact with other Students in their Encounter, making it more fun and

interactive.

8. If the Student can’t come to any scheduled Encounters, what can we do?

Answer: We offer an unused one or offer to contact the Student after checking with the Service Manager

rescheduling another Student.

9. What should we keep in mind when we open a new Encounter?

Answer: We bear in mind: the time needed to complete Lessons; existing Encounters of same Unit (to avoid

opening a new class on the same day, time frame, or part of week). We do so to maximize the opportunity for other

Students to join class.

10. How often should Students do a Complementary Class or a Social Club Activity?

Answer: Every two weeks

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Booking Techniques—Class Panels

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Booking Techniques SSDS Schedules

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Booking Techniques—Role-Play Cue Cards

Booking Techniques—Role-Play

You’ve just finished 9.1 and are ready

to book your Encounter. You’re

unemployed so have no timetable

restrictions.

1/8


You want to attend Encounter 45 next

Monday evening. Only Monday.

2/8


You need to complete your course

quickly and need to book next three

Encounters, CCs, and SCs before the

end of the month. Your next Encounter

is Unit 22. 3/8


You’ve just completed your Second

Lesson and need to book an Encounter

for the first time. You started in Level

four.

4/8


Your teacher told you to attend a

CC/SC, but you don’t know what that

means. You’re studying the third blue

book.

5/8


You need to repeat Encounter 13. You

prefer Friday or Saturday.

6/8


You want to book Encounter 8. You can

only come in the morning.

7/8


You completed Lesson 3 of Unit 37 two

days ago but forgot to book.

8/8

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Phone Call Techniques



Duration 1 hour

Objectives - To develop effective telephone communication skills.

- To learn how to handle objections.

- To identify types of calls, their objectives, and strategies.

Materials - Projector/television/monitor for PowerPoint Presentation

- Tools: Telephone Techniques PowerPoint Presentation

- Worksheet: Telephone Techniques

- Tools: Phone Call Cue Cards

- Voice recorder for post role-play feedback (if possible)

Training Plan


1. Warm-Up 5 mins

2. Presentation 20 mins

3. Role-Play 1 15 mins



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1. Warm-Up 5 mins

Instructions

This is a simple ice-breaker activity. When introducing themselves in turn to the group, participants must:

Demonstrate their mobile phone ring tones

Explain the reason for their choice of ring tone

Offer some comment as to what this might suggest about their personality and style

The extent to which discussion and feedback among the group is encouraged is at the discretion of the trainer, depending

on the group composition and whether the activity is used simply as an ice-breaker, or for more involved discussion. Ring

tones are for many people an expression and extension of personality; telephones are a significant part of the job at WSE.

2. Presentation 20 mins

Note: As some of the slides of this presentation have animation, you will need to familiarize yourself with both the

presentation and the Training Plan before the training session.

Instructions

Start the first slide and let the group guess how the sentence finishes:

Review the Communication Process very quickly. Remind the group of the phrase: Student only does five percent of what

we explain; be patient and repeat the message.

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Show the Communication slide:

Ask the group:

What does communication mean?

Answers:

Visual: body language, facial expressions, eye movement, posture, and gestures

Vocal: intonation, stress, pitch, speed, projection

Verbal: words

How important are each of these three elements in communicating the overall message? (Allow short discussion)

Answer: Communication is: 55 percent visual, 38 percent vocal, 7percent verbal.

Show the fourth slide:

Ask the group:

And so, what happens on the phone?

Answer: It is necessary to ensure correct use of non-verbal communication because 55 percent of communication (the

visual aspect) has been removed.

How? (Allow for short discussion.)

Who do you hate being called by?

Answer: banks, TMK, etc.

Who do you love being called by?

Answer: family, friends, etc.

How should our Students consider us?

Answer: as friends

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Show the fifth slide. Write the word friends on the whiteboard

Ask:

How to you prepare before you call a friend?

Answer: body language: get comfortable, relax, smile

Show the sixth slide.

Ask:

Can you hear someone frowning on the phone?

Answer: yes

And smiling?

Answer: yes

Draw a smiley face on the board.

Ask:

When you call your friends, are you in a hurry? Do you want to bore them?

Answer: no

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Show and read the seventh slide:

Show and read the eighth slide.

Ask:

What is wrong with the sentences on the left of the screen?

Answer: They are vague, noncommittal, and do not encourage the person to take a decision.

Elicit better ways to say the same things. Click again to reveal possible answers.

Show the ninth slide and ask:

What is wrong with the sentences?

Answers: They do not encourage the person to take a positive decision; they are apologetic and noncommittal.

Elicit alternatives and then click to show suggested answers.

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Show the tenth slide and ask:

Are these familiar phrases? What is wrong with them?

Answer: They are not direct enough; they are vague, noncommittal.

Elicit alternatives, click to show suggested answers.

Note: There is only one conditional phrase that very few people can say No to: Would you be so kind as to…?

Preparation, show the slide:

Ask the group to list types of didactic calls made/received in WSE:

1. First Level Follow-up Inactive

2. First Level Follow-up Active to Book

3. Active to Book

4. End Course Inactive

5. Renewable

6. Inactive

7. Encounter confirmation

8. Encounter no-show

For each one, they should identify the underlying objective: come back to Center, book Encounter, book Interview, or

confirm Encounter:

Call Objective

First Level Follow-Up Inactive Come back to Center

Inactive Come back to Center

End Course Inactive Come back to Center

First Level Follow-Up Active to Book Book Encounter

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Active to Book Book Encounter

Encounter no-show Book Encounter

Encounter confirmation Confirm Encounter

Renewable Book Interview

Ask:

Are we bothering the Students by being concerned about their course and helping them reach success and

satisfaction?

Answer: no

What are we doing by calling them?

Answer: a favor

Write the word favor on the whiteboard and ask:

How can we reach our objective quickly?

Answer: using the three yeses

If the group is not familiar with the three yeses, tell the toast joke:

Say toast ten times.

Toast, toast, toast…

What do you put in a toaster?

Answer: Toast! (People will generally tend to say toast instead of bread.)

Present an example of the three yeses and how Students will become more cooperative when responding after a series of

positive answers:

April: Hi, this is April from Wall Street English, do you remember me?

Student: Yes.

April: ’m looking at your study record and I can see that you’re studying Unit 27 now, is that right?

Student: Yes.

April: You’ve finished Lesson 2, right?

Student: Yes.

April: So, let’s book your Encounter 27, OK?

Student: Yes.

Put Yes on the board.

Ask the group what preparation they need to do before making calls:

List of calls to make

Basic Student info in order to reach objective (Consultant, Level, Unit, Lesson, Personal Tutor, etc.)

SSDS preparation (open classes, unassigned classes, etc.)

Language of call? If the Student’s Level is greater than W2, start in English; otherwise local language

Ask:

Does everything always go as planned?

Answer: no

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What can happen?

Answer: Student may be busy, may want to complain, etc.

Which is the best number to call first: home, work, or mobile?

Answer: (Participants will tend to say mobile as they are sure to contact the Student. Ask them what the

Student could be doing when they call them on their mobile. It is preferable to try to contact the Student at home or

work first, depending on the time of day. Their mobile should be used only as a last resort.)

Show slide 12: Objections:

Paraphrase the slide.

Show and read the Summary slide:

Show and comment the Winning Strategies slide. This should correspond to your board-work:

Friends—Smile—Favor—Yes

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Say:

It looks really easy, doesn’t it?

Answer: yes


Instructions

Do these role-plays in groups of four: one caller, one receiver, and two observers. The caller and receiver sit back to back. If

possible, record the conversation. Each group will do each call once with participants rotating roles. After feedback from

peers, the call is repeated by a second member of the group who will try to integrate the feedback given and suggestions

made. Each group should make all the different phone call types at least once so you will need to prepare a set of cards for

each group. The caller should correctly identify the call type and objective.

Cue Card Call Type Objective

A First Level Follow-up Inactive Come back to Center

B First Level Follow-up Active to Book Book Encounter

C Active to Book Book Encounter

D End Course Inactive Come back to Center


Instructions

Select a caller and a receiver from each group to act out the following call in front of all participants. Elicit feedback from the

group. Give clear and direct advice and encourage the pairs to accept and put it into practice.

Cue Card Call Type Objective

E Renewable Book Interview

F Inactive Come back to Center

G Encounter Confirmation Confirm Encounter

H Encounter No-Show Book Encounter

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Feedback

Look out for:

Preparation

Relaxed

Smile

Tone

The three yeses

Favor or bother

Vocabulary

Verbal tenses

Result


Instructions

Summarize the strategies for effective telephone communication and highlight any good ideas or suggestions that the group

came up with during the role plays and feedback.

Ask participants if they are ready to start making follow-up phone calls.

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Phone Call Techniques Cue Cards


A. Student started course two months ago, has been absent for two weeks.

1/8


B. Student started course one month ago, forgot to book Encounter 19.

2/8


C. Student finished Unit 22 Lesson 2 but has not book next Encounter.

3/8


D. Student’s course finishes in four months, has been absent for over two months.

4/8


E. Student’s course finishes in two months, is regularly active.

5/8


F. Student hasn’t attended Center since before the last holiday period.

6/8


G. Student has Encounter 14 today at 8:00 p.m. but hasn’t finished Lesson 3.

7/8


H. Student missed Encounter 10 last night.

8/8

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Reception Observation and Practice I


Trainers National Service Manager, Regional Service Manager, or Service Manager

Duration 1.5 hours

Objectives For participants to:

Be introduced to the workings of a WSE Reception

Have hands-on practice welcoming visitors and Students, performing class reservations

and cancellations and using of SSDS and Admin Tool (where appropriate)

Apply Booking Techniques and SSDS skills acquired earlier in training

Materials Worksheet: Introduction to Reception

Training Plan


1. Reception Observation 30 mins

2. Observation Review 15 mins

3. Reception Practice 45 mins

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1. Reception Observation 30 mins

Instructions

Have participants complete the Worksheet: Introduction to Reception with the main objective of identifying the main tasks

and the manner in which they are performed in the reception area. This will serve as a basis for Reception Practice.

Training Tips

Ideally the observation will take place at or close to a peak time to ensure there is a flow of Students and visitors

through the reception area.

2. Observation Review 15 mins

Instructions

Review the Worksheet: Introduction to Reception together with the participants to ensure that the correct procedures for the

basic reception tasks have been correctly identified. Discuss any questions that were not applicable during the observation;

for example, if the telephone did not ring during the observation, explain how we answer the telephone in Wall Street

English.

Training Tips

Be prepared to deal with any non-standard practices observed

3. Reception Practice 45 mins

Instructions

Give the participants the opportunity to support the Receptionist in the following simple tasks:

Welcoming visitors and Students in person

Distribution of visitors to Receptionists—participants do not deal with Walk-ins but as they will be unable to

distinguish Walk-ins from Students, they need to simply inform their colleague that there is a person asking for

information

Distribution of Students to (seats in) the Speaking Center (using Admin Tool)

Distribution of Students to the class waiting area

Class reservations/re-bookings/confirmations through SSDS

Training Tips

Inform the Receptionists of the purpose of the participant’s Reception practice and the specific limitations to their

tasks

Schedule to have only one participant assist in Reception at a given time to avoid overcrowding and to ensure that

the participant has a fair chance to participate. Some participants can complete self-study sessions while others

observe and practice, swapping when they finish

It is normal for the participant to be nervous as this is his/her first time dealing with real Students—ensure other staff

are supportive and give the participant simple tasks

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Human Resources

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The Personal Tutor Job Description and Time Management



Duration 1 hour

Objectives - To summarize the tasks covered in the training.

- To present the formal Personal Tutor job description.

- To gain acceptance and understanding of the Personal Tutor schedule and task

distribution.

Materials - Tools: Personal Tutor Sample Schedules

- Reference: The Personal Tutor Job Description

Training Plan


1. The Personal Tutor Job Description 30 mins

2. The Personal Tutor Schedule 30 mins

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1. The Personal Tutor Job Description 30 mins

Instructions

Elicit the key categories of the Personal Tutor role on to the board:

Teaching and Implementation of the WSE Method

Managing Students’ Courses

Center image and Maintenance*

Administration and Reports

Observations and Evaluations

* You may need to introduce these categories as these have not been explicitly discussed in the training so far.

Elicit the individual tasks and responsibilities associated with each category and add them on the board, mentioning the

individual training modules, adding detail where necessary. Refer to the Personal Tutor Job Description for information.

2. The Personal Tutor Schedule 30 mins

Instructions

Elicit that we schedule to meet Students’ needs by asking:

When do Students tend to come to the Center? (Answer: In the evening)

What does that mean for the Personal Tutor schedule? (Answer: Most Personal Tutor hours are in the evening.)

Show sample schedule, Tools: Personal Tutor Sample Schedules—Shifts. Highlight the weighting of Personal Tutor hours

in the evenings, when most Students come to the Center.

Referring to the variety of tasks on the board, elicit how the Personal Tutors and the Service Manager can make sure that

all of the tasks are completed so that Students receive the optimal level of service (→ detailed schedule with specific time

programmed for each type of task).

Elicit the different types of tasks that a Service Manager would need to schedule for the Personal Tutors:

First Lessons

Second Lessons

Advising Sessions

Phone Calls/Follow-Up

For each type of task, show the sample schedule, highlighting that each type of class or task is at different times on different

days and assigned to different Personal Tutors, thus providing:

Various options for Students

Variety of tasks for Personal Tutors in each shift

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Show final schedule with all of the scheduled tasks. The Personal Tutors’ main task is to teach the Speaking Center except

for when other specific tasks are scheduled.

Training Tips

The Personal Tutor schedule is a sample only, to highlight its detailed nature. It does, however, follow the

guidelines for the number of hours scheduled for the individual tasks as well as for the total number of Personal

Tutor hours available for a Center of this size. Do not get into detailed discussions with participants on the individual

features and local realities, as schedules will vary depending on Center size, Student attendance, and other factors.

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Personal Tutor Job Description

Overview

As Personal Tutor (PT), you form part of the Service Team at Wall Street English, being responsible for the educational

success of the Students as they study in the Center. You contribute to the Students’ learning by providing a fun and

interactive learning environment in the Speaking Center. You give feedback and motivation to Students in accordance with

the Acquisition Cycle.

The Personal Tutor reports to the Service Manager.

You, along with the other Personal Tutors, will meet with the Service Manager on a weekly basis, and you will be expected

to attend ongoing skills development training sessions.

Duties and Responsibilities

Teaching and Implementing the Wall Street English Method

You work primarily in the Speaking Center, helping to create an appropriate learning atmosphere by implementing and

promoting the Wall Street English Method. In addition, you have specific teaching responsibilities:

First Lessons

Second Lessons

Advising Sessions using the Acquisition Cycle to promote good study habits

Complementary Classes for Survival (optional)

Social Club Activities for Survival (optional)

Management of Student Courses

As the members of staff the Students will have most contact with, the Personal Tutors are key in managing the Students’

course. In particular, you:

Provide study advice using the Acquisition Cycle and motivate Students towards their learning objective through

teaching in the Speaking Center and Advising Sessions

Liaise with the Consultant and prepare Student Progress Profiles with feedback on Students’ progress to facilitate

renewal and referral appointments

Book classes

Carry out follow-up. You are responsible for all Students and will use the Client Fidelity Plan as a follow up tool

Are responsible for First Level Follow Up, reporting results to the Service Manager weekly

Enter the attendance of First Lessons in SSDS

Book and enter the results of Second Lessons and Advising Sessions in SSDS

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Center Image and Maintenance

The Personal Tutors are responsible for cleanliness of the Speaking Center, and, with the IT Department and Service

Manager, for the maintenance of the Speaking Center equipment.

Other Duties

You may be asked to cover Reception when needed. This is particularly the case in smaller WSE Centers.

Observations and Evaluations

You will be both observed and evaluated formally by your Service Manager. The observations are programmed as follows:

First year: Initial Training: One First Lesson

Week 2: One First Lesson

Teaching in the Speaking Center (one hour)

Week 3: One First Lesson

One Second Lesson

Trial Period: Teaching in Speaking Center (one hour)

One First Lesson

Phone Calls (one hour)

One Advising Session

Post Trial: Once a quarter: This may involve any of the above tasks.

Veteran staff: Once every six months. This may involve any of the above tasks.

The evaluations follow a similar schedule:

First year: Trial Period: One before end of the trial period

Once a quarter after the trial period

Veteran staff: Once every six months.

Qualifications, Skills, and Requirements

As a Personal Tutor at Wall Street English, you satisfy many of the following characteristics:

Post Threshold 3 Level of English

University degree or in final year of studies of an English language degree

Previous teaching or training experience

Computer literate

Excellent interpersonal skills—patient, responsible, and empathetic

Willingness to learn and develop professionally

Dedicated and dynamic within a team environment

Inspiring and supportive to Students

Willingness to work a flexible schedule based on Students’ needs

Well presented

Time spent in an English-speaking country an advantage

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Personal Tutor Sample Schedules

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Documents

Personal Tutor Trainer Manual - …coursework.wsistudents.com/lms/jvmdownloads/personal tutor_traine… · Personal Tutor Trainer Manual ... The Cue Cards follow standard format of