Saudi dammam nov 2012

Saudi Electric Company

Teacher Training

November 24th – 26th 2012

Saturday 24th November Sunday 25th November Monday 26th November07.30 – 09.00 Session 1 Communicative Language Teaching

Introductions Warmers Teacher Beliefs Challenges we face What makes a good lesson

Teaching Reading What do we read & why do we read it Problems & Strategies Reading Techniques

Classroom Management Managing multi-level classes Pair & Groupwork Checking understanding

BREAK09.15 – 10.45 Session 2 Presenting Grammar

What is grammar? Deductive vs Inductive Approach Grammar from your coursebook

Teaching Speaking Factors that inhibit speaking Speaking Activities Assessing student speaking

Teaching Writing Why teach writing What do we write What makes a good piece of

writing Writing Activities Assessing student writing

BREAK11.00 – 12.30 Session 3 Teaching & Learning Vocabulary

Why is learning vocabulary difficult? Our experience as language learners Techniques for teaching vocabulary Dealing with unknown words Recording new vocabulary

Using Your Coursebook Effectively What makes a good coursebook Successful language learning Motivating your students

Lesson Planning Principles of Lesson Planning Planning a model lesson from

your coursebooks(Planning a ‘model’ lesson incorporating ideas and techniques learned on the course)

PRAYER13.00 – 14.00 Session 4 Grammar Practice Activities

Timelines Substitution Tables Games

Bringing variety to your teaching Games & activities Exploiting the internet

Course Review & Feedback Trainees present their ‘model’

lesson Course review and feedback Q & A

Your Trainer

Your trainer for this training course will be Mr. David Quartermain. You can call him DavidDavid was born in England, and educated at Canterbury and Cambridge in England, and Indiana and Virginia in the USA. He has an M.A. degree in Political Science, and a Diploma in Teaching English as a Foreign Language to Adults (DELTA). Before becoming a teacher, David worked as a Market Research Executive for five years in the city of London. However, he got tired of working in such a large city, and in 1991 became a primary school teacher working with students aged 8-9. In 1992 he left the UK to teach English. His first job was in Greece; a beautiful country with a wonderful climate and excellent food. Later, David worked in Poland and Vietnam before moving to Macau in 2003. Macau is part of China, very near to Hong Kong. He now works as a teacher-trainer, helping teachers across China to improve their classroom techniques. He has worked in many countries, but this is his first visit to the Kingdom of Saudi Arabia. David particularly enjoys the food here. He is very much looking forward to being your trainer for this course.

Your Colleagues

1) Is the youngest

2) Has been a teacher the longest

3) Speaks the most languages

4) Has visited the most countries

5) Was born the nearest to here

6) Has the most letters in their name

7) Is the tallest

8) Enjoys teaching the most

9) Is the heaviest smoker

10) Was born in November

Teacher Beliefs

1 2 3 4 5 6 7 8 9 10

It is hard to motivate students to learn English

Whenever students make mistakes the teacher should correct them

Tests and exams show clearly how much English a student has learnt

A coursebook must always be followed exactly

A teacher of English must have excellent English themselves

Students who don’t do homework are lazy

In a class of mixed levels, it is best to teach to the highest level

The role of the teacher changes in lessons, and from lesson to lesson

The teacher should stand at the front of the class when teaching

Classrooms are noisy, busy places

Teacher Beliefs

Dictionary Definition: ‘A successful lesson’ /sək’sesfəl ‘lesən/

1.

2.

3.

Teacher Beliefs

Class size Your own language ability

Low student motivation Poor Coursebook

Poor classroom Lack of teacher training opportunities

Lack of teaching resources / equipment Lack of time for classes / preparation

Low student ability Other …………………………………………

Teacher Beliefs Your role Your classroom

Boss Hospital

Friend Prison

Advisor Library

Motivator Supermarket

Organiser Factory

Judge Laboratory

Resource Theatre

Performer Paradise

Teacher Beliefs

Presenting Grammar

Presenting Grammar

Discuss

• What is grammar?

• Do you like teaching grammar?

• Do your students like learning grammar?

• Why do we teach grammar?

Students need to be given detailed grammar rules if they are to learn a language successfully

1 2 3 4 5 6 7 8 9 10

Knowing grammar is essential for effective communication

Grammar is usually the most boring part of learning a foreign language

Grammar should be taught and practised ‘in context’

Presenting Grammar

Implicit Knowledge Explicit Knowledge

A The teacher sets the students a task to do, e.g. writing ‘rules’ for visitors to their city. They then listen to people talking about rules and regulations, and what they must or can or mustn’t do.The students observe, analyse and compare examples of language and meaning. The students are guided to understanding a range of modal verbs used for giving rules and regulations.

B The teacher gives an example of a new structure on the board, e.g. “I had been running for 20 minutes when I felt a pain in my left foot.” The teacher explains the form and the rules for using the structure. The students make sentences using the new structure based on picture cues in the text book. They are given more sentences to write for homework.

Inductive Deductive

ability to describe acceptable utterances and rules ability to describe acceptable utterances and rules ability to disqualify unacceptable utterances and identify errors

ability to disqualify unacceptable utterances and identify errors ability to form rules & develop systems

ability to form rules & develop systems

ability to sort incoming language into manageable chunks

ability to sort incoming language into manageable chunks ability to infer relationships between language chunks

ability to infer relationships between language chunks ability to generate original language in real time

ability to generate original language in real time

Presenting Grammar

Taken from Workplace Plus Book 1 Unit 5. Pearson/Longman. Author: Joan Saslow and Tim Collins

Taken from Cutting Edge Elementary. Pearson/Longman. Author: Sarah Cunningham & Peter Moor

BA

InductiveDeductive

Presenting Grammar

The deductive approach

What are the possible advantages? …And the disadvantages?

1: Gets to the point quickly

2: Respects intelligence / maturity of students

3: Confirms students’ expectations of language learning

1: Concepts may be ‘over their heads’

2: Teacher explanation is often at the expense of student involvement

3: Explanations are seldom memorable

Presenting Grammar

Ingredients for a successful grammar lesson

Personalise the activity

Use a real communicative task as the basis of the lesson

Provide comprehension work to allow noticing of the grammar targets

Have a grammar reference summary available at the end of the lesson

Focus on student errors they involve the target structure or interfere with meaning

Give students a chance to re-try the task

Presenting Grammar

If that’s the time, we’re late!With whom are you going out tonight?

Never in the field of human conflict has so much been owed by so many, to so few.

Knowing you, you’ll get this one wrong!

Should anyone call, tell them I’ll be back at 4.

Gee, I’m really sorry. Brad’s not here. He just went to the mall.

The taxi arrived while the luggage was carrying down

The teacher asked Ahmed to try and do better

So how good is your grammar?Decide if the sentences below are ‘correct’ or ‘wrong’

1. 2.

3. 4.

5.

6.

7.

8.

Presenting Grammar

(Taken from Technical English 2 Unit 6 Pearson/Longman Author: David Bonamy)

Teaching &

Learning Vocabulary

Teaching & Learning Vocabulary

• Is teaching vocabulary necessary?• Is teaching vocabulary easy?• Is learning vocabulary easy?• How good are you at remembering new vocabulary?

500,000 words in OED

Average native-speaker uses

15-20,000

500 words –14,000

meanings


Bank (n) [C] A place to store money.

bankBank (n) The side of a river.

Bank (v) Something you can rely on

“You can bank on the bank by the bank.”


set



Think of words or phrases that you remember learning in a foreign language

Why do you think you remember them?

Hasta la vista!

りがとう (Arigatō)

Mamma Mia!

je t'aime!


?How can we improve the learning process


Do you teach every word in the same way?

tired


phoneice-creambirdtoothbrus

hsnakekeyschalkchildhoo

dwaterYour boss!


Appeal to visual learners


Visual Learners Write things down To stay focused, look at people who talk to you …………………………………………………………………………… …………………………………………………………………………… ……………………………………………………………………………

Auditory Learners Study ‘out loud’ with a friend Ask for oral instructions if you don’t understand …………………………………………………………………………… …………………………………………………………………………… ……………………………………………………………………………

Kinaesthetic LearnersWalk around the room while you are learningTake short breaks often (about every 20 minutes)Highlight or underline your notes or draw things on them………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


Techniques for introducing new vocabularyDefinitionTranslationDictionarySynonymsPictureMime / GestureRealiaGuessing from context…………………………………..…………………………………..


1 punchslap

smackhit

kick

2 pleasedhappy

ecstaticdelighted

over the moon

3 tanker

yachtdhow

cruise linerbattleship

4 doctoraccountant

engineerminerlawyer

5 promoteresignretirelay off

get the sack

6 woollencottonnylon

leatherplastic

How would you establish meaning for the following words?


Dealing with unknown words

Renowned curator Jacques Sauniere staggered through the vaulted archway of the museum’s Grand Gallery. He lunged for the nearest painting he could see, a Caravaggio. Grabbing the gilded frame, the seventy-six-year-old man heaved the masterpiece toward himself until it tore from the wall and Sauniere collapsed backward in a heap beneath the canvas.

As he had anticipated, a thundering iron gate fell nearby, barricading the entrance to the suite. The parquet floor shook. Far off, an alarm began to ring.

The curator lay a moment, gasping for breath, taking stock. I am still alive. He crawled out from under the canvas and scanned the cavernous space for somewhere to hide.

A voice spoke, chillingly close. “……………………………………………”



Word Pron Translation Grammar Use Example Memory Aid

river / rɪv ə / Noun [C]

The River + nameRiver bedRiver bankShallow / DeepWide / Narrow

- The river flows through my village

- The river is very wide and deep

ship

swim


GrammarPractice

Activities

Grammar Practice Activities

Present Simple Present Continuous / Progressive Present Perfect

Past Simple Past Continuous / Progressive Past Perfect

Future Simple Future Continuous / Progressive Future Perfect

Past Perfect Continuous Present Perfect Continuous Future Perfect Continuous

Past Present Future


1) It's seven twenty o'clock

2) What are you going to do in this morning

3) It was so beautiful a day that we went swimming

4) Burglars broke in the house while the owner was on holiday

5) I recommend you to take a long vacation

6) Let’s make fire

7) It’s strange that you should say this

8) You might want to have a word with him

9) Because I didn’t know him, so I didn’t say anything

10) He took some students in to earn some extra money

Grammar Auction: You have 1,000 Riyal. What grammar will you choose to buy?

C UBoth

biscuitequipment

homework

chickenchildwood



He is playing football

She

You

We

They

Substitution Tables:

Pronoun Auxiliary Main (Article) Noun verb verb

TeachingReading

Teaching Reading

Things you read in English Things you read in Arabic

Things your students read in English Why they read them

Teaching Reading

1 2 3 4 5 6 7 8 9 10

Are your students good readers?

Terrible Excellent

Factors that help Factors that hinder

1. …………………………………….

2. …………………………………….

3. …………………………………….

4. …………………………………….

5. …………………………………….

1. …………………………………….

2. …………………………………….

3. …………………………………….

4. …………………………………….

5. …………………………………….

Different alphabetToo many unknown wordsExposed to narrow variety of textsUnfamiliar topic matterPoor reading techniques

Motivation to read (acquire knowledge)Graded input in textbooksReading is a natural part of education

Good study habitsTeacher input

Teaching Reading

a) You read a poem by your favourite poet and pay close attention to the poet’s use of language. ……………………………………………………………………………………………………

b) You visit a library in the course of researching a particular topic and quickly look through books and magazines to see whether they have valuable information. …………………………………………………………………………………………….…...

c) You are relaxing at home and sit down to read the latest novel by your favourite writer in your mother tongue. You can take your time ..……………………………………………………………………………

d) You’ve been given a copy of the training course schedule and course outline. ………………………………………………………………………………………………….…

e) You read the weather forecast in your newspaper to find out the temperature tomorrow. .……………………………………………………………………………………………………

How do we read?

intensive

scanning

extensive

skimming

scanning

a) Using your finger to help your eyes follow lines of text …………………b) Read each word very carefully in order to understand the entire text …………………c) Mouthing the text silently/quietly to yourself as you read. …………………d) Look at titles, subtitles, pictures, and other visuals before reading .....................e) Using context to establish meaning of an unfamiliar word …………………f) Mentally translating everything …………………g) Mentally translating paragraph if complicated language has led to confusion …………………h) Trying to identify the connections between sentences and paragraphs

(through markers such as ‘however’, ‘consequently’) …………………

i) Find the sentence that contains the main idea. …………………j) Asking the teacher whenever an unfamiliar word is encountered. …………………

k) Using a dictionary to find the meaning of all new words …………………l) Writing the meaning of new words in L1 in margin of page. …………………m) Underlining or highlighting unfamiliar words. …………………n) Creating some questions for yourself before you read which you think or hope

the text will answer. …………………

0) Asking a student to read the text out loud in class. …………………

Effective or Ineffective Strategies I / E

Teaching Reading

II

EEI

I

?

E

E

I

E

E

?

II

Teaching Reading

Enhancing the Reading Process Pre-Reading

While Reading

Post-Reading

Arouses interest in topic, motivates students, provides a reason to read, prepares language

Introductory discussion; brainstorm the topic; prediction from title, headline or key vocabulary; examine pictures; students generate questions

encourages type of skill appropriate to text; helps with understandingSkim: order pictures / paragraphs, match title to paragraph Scan: T/F questions, tick list, fill in chart, correct/false statements Intensive/extensive: multiple choice, fill in chart, cloze, students write questions (e.g. for other students) or answer comprehension questions, jigsaw reading

Consolidate language, exploit topic, relate to students’ own interests / views / knowledgePractice other skills (discussion, role play, summary writing, projects, write an answer)… Language (analysis of style, grammar, cohesion, find a word that means...)

Teaching Reading

Teaching Speaking

Teaching Speaking

Why are students reluctant to speak?

lack of vocabulary

lack of grammatical knowledge

fear of making mistakes (loss of face)

fear of what the teacher will say shyness

poor listening skills

lack of topic knowledge lack of motivation (what’s the reward?)

perception (it’s ‘chatting’ not ‘learning’)

Teaching Speaking

The teacher won’t stop talking!

Teaching Speaking

What’s the solution?

Personalise it!

Teaching Speaking

“In personalized learning, learners are given space to bring their own experiences, attitudes, and feelings into the learning process. Learning is thus made more meaningful and real, and learners are able to make systematic connections between their own lives and the life of the classroom.

When learning is personalized, content is processed more deeply, and learner independence and autonomy are fostered.”

Dr David Nunan

Teaching Speaking

What’s the solution? choice of topic sport food cars work world politics

Teaching Speaking

sad

angry

happy

tiredconfused

Teaching Speaking

What’s the solution? preparation time

Teaching Speaking

What’s the solution? group practice first

Teaching Speaking

What’s the solution? use a model

A: Dzien dobry Jak sie masz?

B: Dobrze

Teaching Speaking

What’s the solution?

make speaking meaningful

Teaching Speaking

Teaching Speaking

You’re stuck in a desert. Which piece of equipment would you find most useful?

cosmetic mirrorparachute

torch

water

bottleknife

Teaching Speaking

Teaching Speaking

The Tree Climbing Game Teaching Speaking

Teaching Speaking

Teaching Speaking

Teaching Speaking

I never let my students make mistakes. If they say anything wrong, I stop them and make them say it correctly.

I don’t want them to learn bad English from each other.

I try to correct errors as little as possible. I want my students to express themselves in English without worrying too much about making mistakes.

Sometimes I notice points that everyone gets wrong and deal with them later - but I never interrupt students to correct them.

Error Korrekshun

Teaching Speaking

There are 5 decisions a teacher has to make when encountering oral errors or mistakes:

1. Decide what kind of error / mistake has been made (grammar? pronunciation?)

2. Decide whether to deal with it (is it useful to correct it?).

3. Decide when to deal with it (now, end of activity, later?).

4. Decide who will correct it (teacher, student self correction, other students?).

5. Decide on an appropriate technique to indicate that an error has occurred or to enable correction.

Teaching Speaking

What’s the solution? error correction

self-correction peer correction correct individually later praise before criticism ignore

Teaching Speaking

Error/Mistake Description

1. He like this school. a) pronunciation ( / ɪ/ vs / i: / )2. Where you did go yesterday? b) pronunciation ( / ʃ/vs / ʧ/ )3. The secretary is in THE office. c) pronunciation (word stress)

4. Give me one bread! d) grammar (wrong tense)

5. I eat shocolate every day. e) vocabulary (incorrect collocation)

6. After three years they made a divorce. f) grammar (subject-verb agreement)

7. I am here since Tuesday. g) grammar (word order)

8. I’m going to heat you. h) vocabulary (incorrect word and rude!)

Match the error / mistake with its description:


















































Teaching Speaking

Using your CoursebookEffectively

Using your coursebook effectively

Think about the books you use to teach English at your school

• Who chooses them – yourself or somebody else? Who?

• Do you like using them? Why / why not?

• What is the best book you’ve ever used? Why was it so good?

• Now think about the worst book you’ve used – why was it so bad?

What makes a good coursebook?

How important is the coursebook in determining whether your students succeed in learning English?

1 2 3 4 5 6 7 8 9 10

Not at all Extremely Important important

Authentic Materials

What authentic materials do you use in your teaching?

What advantages / disadvantages do they have over coursebooks?

How do you exploit them?



What other factors determine whether your students become successful language learners?

• The Teacher’s own language ability

• The Teacher’s qualifications

• The Teacher’s teaching experience

• Whether the students like and respect the teacher

• Student motivation

• The learning environment (quality of classrooms)

• Availability of learning resources (computers, library, etc)

• The importance of English for the student’s future career

• Exposure to English outside the classroom

• Desire to get high marks in exams

• Family expectations

• Interest in British & American culture / people

• Other………………………………………………………………


Intrinsic Motivation Extrinsic Motivation

This is caused by factors within the student. For example, a person might be motivated simply because they enjoy the learning process, because they are naturally competitive, or because they desire the praise and satisfaction of doing something well. The teacher can do a lot to increase or reduce a student’s intrinsic motivation.

This is shaped by factors outside the individual. For example the student might be motivated by the need to get a job, pass an exam, study overseas or to please her parents.

Puzzle TimeThere are 19 people. 18 are children, 1 is an adult. They need to cross a river. None of them can swim. There are no bridges. There is only one canoe. Only 3 people can fit in the canoe at one time. 1 of the 3 must be the adult. How many trips across the river will be needed to get everyone to the other side of the river ?


17 Using your coursebook effectively

• Re-read the problem several times

• Visualised the problem in your head

• Drew a picture or diagram of the problem

• Used a mathematical formula

• Came up with a wrong answer first

• Talked with someone else while working

• Thought about it before writing something down

• Asked someone else for help

• Decided not to do it !


Golden Rules I can achieve this by …1 Set a personal example with your own behaviour as a teacher Don’t be lazy.

2 Create a pleasant, relaxed atmosphere in the classroom Be friendly

3 Present tasks properly Present new language, use instructions effectively, move from presentation to practice

4 Develop a good relationship with the learners Be nice

5 Increase learners’ linguistic self-confidence Praise and encourage

6 Make the language classes interesting Interesting, varied lessons and activities

7 Promote learner autonomy Don’t be too dominant and help with learning strategies

8 Personalise the learning process Make it relevant to learners

9 Increase the learners’ goal-orientedness Add some challenge

10 Familiarise learners with target language culture Add some cultural aspects of English

11 Include regular groupwork in your class Work on getting groups and interaction in class

12 Help students realise that it is mainly their effort that is needed for success

Be tough on them!

13 Emphasise the usefulness of the language Explain how learning ‘x’ will help ‘y’

Your suggestion:


Bringing Varietyto your

Teaching

a promise

the rules

a look

progress

a complaint

a holiday

someone’s temp

erature

certain

money

a legan exam

the news to somebody

a taxi

a rest

a chance

the bed

the ice

a habit

the law

a seata list

someone’s hear

t

notes

a suggestion

a wish

Bringing Variety to your Teaching

Take …

a promise

the rules

a look

a holiday

someone’s temp

erature

a legan exam


a taxi

a rest

a chance

the bed

the ice

a habit

the law

a seata list

someone’s hear

t

notes

a suggestion

certain

a complaintmoney

progress

a wish


Make …

a promise

the rules

a suggestion

a look

a holiday

someone’s temp

erature

a wish

a legan exam


a taxi

a rest

a chance

the bed

the ice

a habit

the law

a seata list

someone’s hear

t

notes

certain

a complaintmoney

progress


Break …

a promise

the rules

a look

a holiday

someone’s temp

erature

a legan exam


a taxi

a rest

a chance

the bed

the ice

a habit

the law

a seata list

someone’s hear

t

notes

a suggestion

certain

a complaintmoney

progress

a wish


How often do you…?

Break a promiseBreak the lawMake a complaintMake a listTake a chanceTake a holiday


4 6 2 3hamburger Egypt banana students answer apple weather

6 7 4 9Saturday regular tomorrow results pronounce started remember

6 9Motorola possible Saudi another Tokyo customer Manchester

6 4 7 3 1passenger Microsoft already government photograph teacher luckily

1 2Africa unhappy football monument Toyota Lebanon bicycle

5 5 7 9 4 0relative telephone afterwards Nokia unlucky dictionary Mercedes

7 5 8Arabia remember computer language Egyptian opposite hospital

Travel through the maze using only those words with first syllable stress ()

FIN

ISH


4 6 2 3hamburger Egypt banana students answer apple weather

6 7 4 9Saturday regular tomorrow results pronounce started remember

6 9Motorola possible Saudi another Tokyo customer Manchester

6 4 7 3 1passenger Microsoft already government photograph teacher luckily

1 2Africa unhappy football monument Toyota Lebanon bicycle

5 5 7 9 4 0relative telephone afterwards Nokia unlucky dictionary Mercedes

7 5 8Arabia remember computer language Egyptian opposite hospital

Travel through the maze using only those words with first syllable stress ()

FIN

ISH

(00-853) 66 55 77 14



SHOOT FOOD BOOK YOU BOOT

GROUP

FULL

MOOD FRUIT TWO

SPOON SCHOOL GOOD COULD SOUP

SHOE ZOO CHOOSE BEAUTIFUL FOOT

MUSA LOOK WOULD MAHMOUD THROUGH

PULLEY THREW MENU AFTERNOON UNIFORM

WOOL MOON FOOTBALL WOOD TOOTHPASTE

NEWSPAPER

COOKER SOUVENIR TUESDAY PULL

TOOL SUPERMARKET SHOOT SHOULD CHEW

✔/ ʊ/ sound ✘ / uː/ sound


SHOOT FOOD BOOK YOU BOOT

GROUP

FULL

MOOD FRUIT TWO

SPOON SCHOOL GOOD COULD SOUP

SHOE ZOO CHOOSE BEAUTIFUL FOOT

MUSA LOOK WOULD MAHMOUD THROUGH

PULLEY THREW MENU AFTERNOON UNIFORM

WOOL MOON FOOTBALL WOOD TOOTHPASTE

NEWSPAPER

COOKER SOUVENIR TUESDAY PULL

TOOL SUPERMARKET SHOOT SHOULD CHEW

✔/ ʊ/ sound ✘ / uː/ sound


Blockbusters

2

144

5

7

6

9

10

12

133

15

17

18

19

20

22

23

24

25

1 11

16

21

8


Using movie clips


Brainstorm What “new” technology do you use to communicate in your day-to-day life?

How many of these do your students also use?

How many of these have you used as a teaching aid?

How can ‘new’ technology enhance the learning experience?


www.discoveryeducation.com/teachers

http://www.discoveryeducation.com/teachers

http://www.discoveryeducation.com/teachers


www.bellenglish.com/

http://www.bellenglish.com/

http://www.bellenglish.com/


http://elllo.org/

http://elllo.org/


http://www.natcorp.ox.ac.uk/




“…it is inconceivable that any two students will have exactly the same knowledge of English at any one time. Even if we were able to assemble a class of complete beginners, it would soon be clear that some were learning faster than others – or learning different things.”

‘The Practice of English Language Teaching’ (4th Ed.) Jeremy Harmer (Longman 2007)

Teaching Mixed Ability Classes

• On average, how many students do you have in each class?

• How is it decided which students go into which class?

• How big a range of ability does any one class have?

• What challenges are there when teaching mixed-ability classes?



Consider how answers are elicited. Rather than asking students to raise their hand if they know the answer (which allows strong students to dominate), write questions on the board and have students discuss them in pairs/groups.

Teacher allows students enough time to complete exercises in their book.Then elicits answers verbally in front of the whole class. Try to first see which questions weaker students have answered correctly and make sure you ask them to read their answers for these questions.

Give stronger students additional roles. They can act as ‘mentor’ for weaker students, or help you check answers for other students near them. Such ‘peer teaching’ can create a more positive learning environment.

Not all students need to be set the same tasks or asked the same questions. Less able students can be assigned easier tasks that will generate the same feeling of satisfaction when they are completed successfully. More able students can be given additional tasks / questions.

Your suggestion 1

Your Suggestion 2

The best idea from your colleagues


Pair & Group work How often do you use pair & group work in your teaching?

What kind of activities do you use them for?

How do your learners feel about these kinds of activities?


The advantages of group and pairwork activities are:

• There is an element of cooperation between learners; responsibilities are shared

• Learners participate more equally in groupwork

• Learner participation is maximised; particularly in pairwork

• ………………………………………………………………………………

• ………………………………………………………………………………

•………………………………………………………………………………

However, there are also some challenges to these methods:

• Learners may have partner preferences

• Learners revert to L1

• ………………………………………………………………………………

• ………………………………………………………………………………

Tips for setting up and running pair work & group work more effectively:

• Explain to your learners the value of such an activity• Provide instructions as a ‘whole class’ first• Ensure learners understand that fluency is more important than accuracy


• Move away from the centre/front of the room• Keep a record of errors, particularly related to the target language• Notice students who are doing a good job, and praise them at the end• Give students in a group specific roles• Remind groups how long they have to complete the activity

ClassroomManagement

Classroom Management

“Do you understand?”

How can you check that students understand the meaning of newly taught vocabulary?

What is wrong with the teacher saying:


CCQ’sConcept checking involves asking simple questions using the new word or

phrase. In the example below, the teacher is checking the word ‘bakery’.

Consider the statement: “I managed to find an apartment.”

This means: - I experienced difficulty in finding an apartment - Despite the difficulty, I found one

In simpler language: - I found an apartment - It wasn’t easy!

Changed into CCQ’s: Q: Did I find an apartment? Q: Was it easy?

(picture from pg 28 of Tasks for Teacher Education)


What structure do these concept checking questions ask for?

•Q: When did he start learning Arabic? (3 months ago)Q: Is he (still) learning Arabic now? (yes)Q: Will he continue in the future? (probably) Structure: __________________

•Q: Is it heavy? (yes)Q: Can he carry it? (no) Structure: __________________

•Q: Did he go to university when he was 17? (no)Q: Was it possible for him to go to university when he was 17? (yes) Structure: __________________

Present Perfect Continuous

Too + adjective + to + verb

Could have + past participle


Oops! What’s wrong with these concept checking questions?

1) I’ve known Omar since university. - Do I know Omar? - Do I like Omar?

-What did we study at university?

2) A wardrobe- Is it made from wood?- Is there one in your house?- Is there one in your bedroom?

3) He managed to open the window.- Did he manage to open the window?- Why did he open the window?

4) If he hadn’t overslept, he would have caught the plane.- What would have happened if he hadn’t overslept?- Why did he oversleep?

5) He’s always falling asleep.- With regard to the narcoleptic condition the subject apparently presents, does the speaker, in your opinion, consider said subject’s habit of falling asleep always, or possibly just too often for the speaker’s liking, as verging on the annoying to the point of irritation?


You have just presented the following new words in a lesson. Construct concept questions for each one.

- Glasses

- Picnic

- Favourite

- I’m playing tennis with my brother tomorrow

- Cosy

- Cushion

Teaching Writing

What have you asked your students to write in English?

What have you written in Arabic in the past week?

Teaching Writing

translations letters

new words

tests

finish the sentence

SMS

e-mails shopping lists

reminders / notes

students you

gap-fills

blogs

Teaching Writing

Do your students enjoy writing?Do you enjoy giving writing assignments?

Why not?

Teaching Writing

Teaching Writing

Why should we teach writing ?

Teaching Writing

WRITING

allows learnerstime to think

It’s safer than speaking

shows progress

valid assessment

integrates other skills

is a ‘real life’skill

suits different learner styles

Teaching Writing

Teaching Writing

Put the following writing activities in order of difficulty for your students:

a) Guided writing, where the teacher gives help with compositions by discussing ideas, ordering, then choosing appropriate vocabulary, etc.

b) Doing exercises, e.g. gap-fill, complete the sentence, etc. (controlled)

c) Free writing, where the teacher gives a title and a word limit and invites the students to write.

d) Copying, where the teacher asks students to copy down something the teacher has written on the board.

Where would you place these activities on this scale?

easy difficult

Which of the above activities focus on accuracy and which on fluency?

Free writingCopying Doing exercises Guided writingCopying Doing exercises Guided writing Free writing

Teaching Writing

Writing Activity Examples:

Identify whether the following activities are copying, controlled, guided or free:

__________ Copying tables from the board

__________ Paragraph building (opening and closing sentences are given. Students fill in missing details)

__________ Writing a narrative from a series of pictures

__________ Students transform a series of sentences into a coherent paragraph by inserting linkers where needed

__________ Complete the story (e.g. give the beginning, and students have to complete the text)

__________ Gap filling from given choices

__________ Write a letter applying for a job stating: where the advert was posted, personal details, qualifications

__________ Paragraph to be constructed by re-ordering given sentences

Copying

Guided

ControlledFree

Guided

Guided

Controlled

Free

Teaching Writing

1. Conventions – respecting conventions of overall shape, layout, ordering, syntax etc..

2. Vocabulary – using accurate and appropriate lexical items

3. Cohesion – using correct and appropriate markers such as linking expressions, grammatical references (this, his), etc..

4. Punctuation and use of capital letters

5. Communicatibility – achieving the communicative aim of the writing

6. Grammar – using a range of grammatical structures accurately and appropriately

7. Spelling

8. Coherence – referring intelligibly to external factors (e.g., the shop) and using logical arguments

9. Register – Does it set the right tone?

You have lost some sunglasses which you borrowed from your English friend, David. Write a note to David.

Hello David! I writtin to appollogise because I lost your red sunglases. Sorry I don’t know how lost. Yastorday in the evening after skool I go to bay a new ones. Sorry. Bye buy David.

Hello David! I writtin to appollogise because I lost your red sunglases. Sorry I don’t know how lost. Yastorday in the evening after skool I go to bay a new ones. Sorry. Bye buy David. __%

Teaching Writing

medals missions

Teaching Writing

Hello David! I writtin to

appollogise because I lost your red

sunglases. Sorry I don’t know how

lost. Yastorday in the evening

after skool I go to bay a new ones.

Sorry. Bye buy David.

Teaching Writing

1) Correction Codes gr =

ww =

mw =

sp =

t =

wo =

p =

Ugh =

=

tense

spelling

horrible!

Teaching Writing

grammar

wrong word

missing word

word order

punctuation

I’m going to phone your father!

3) Team-Work2)Peer-Editing

Official Cheating Time!

4) Whole-class feedback5) Don’t mark it!

Teaching Writing

Once upon a time there was a _________________ .

The ____________ was very ________________ .

The ____________ lived _________________ .

But _____ was also very _________________ .

So one day, _______ decided to _________________ .

Sentence Stems

Teaching Writing

Of all the ___________________ in the world.

In the first place, ________________ .

I would recommend that you __________________________.

More importantly, _________________ .

On top of that, _________________ .

Sentence Stems

Teaching Writing

Overall then, my advice to you is _________________ .

• In the next 10 years, I’m going to ….• I wish my students would ……• I feel happiest when …

Sentence completion

Teaching Writing

• Hi! How was your …………• Excuse me, can you tell me the …………• Waiter, can I have the …………• I love watching …………

My is very

Substitution tables

Teaching Writing

Teaching Writing

A long time ago, there was apoor man in a small village.He had an orange tree in hisgarden. One day, he foundone of his oranges was muchbigger than the others. It wasas big as a football. The poorman took the orange to theking.

Teaching Writing

Before students write

• Give key vocabulary

• Brainstorm content ideas

• Give framework sentences around which they build examples

• Show similar examples

• Minimise the task

After students write

• Compare with a model answer

• Comment on what you liked about the writing

• Read / display good student writing

• Give specific ways to improve

• Give an opportunity to re-write

Lesson Planning

Lesson Planning

Timing Class profile Assumed knowledge

Materials Procedures Interaction

Main aims Stage aims Anticipated problems

Lesson Plan Ingredients

Is there anything else you think should be included in a lesson plan?

………………………………………………………………………………………………………………….

Lesson Planning

a) The second part of the lesson will try to teach the students how to pronounce the new words.

b) New Interchange, by Jack Richards, Cambridge University Press, Unit 3

c) There are 14 students in the group, aged between 15 and 17.

d) To teach the form and meaning of the 1st conditional.

e) Student to Student in groups of 3.

f) 15 minutes.

g) They did the present continuous in Unit 2, so they should know how to form a continuous tense.

h) I will write a model sentence on the board and ask students to give me other example sentences.

i) Two of the students were absent from the last lesson, so they may not understand the first part of today’s lesson.

Look at the following sentences. Where in the lesson plan would you put them?

Stage aim

Materials

Class Profile

Main aim

Interaction

Timing

Assumed Knowledge

Procedures

Anticipated Problems

Lesson Planning

a) To improve students listening skills.

b) To read the text on page 31 of Workplace Plus Book 2.

c) To encourage better student co-operation and interaction. i.e. to help the class gel.

d) To extend students’ knowledge of and ability to use adjectives of character.

e) To help students use dictionaries.

Look at the aims below and decide if they are satisfactory as they stand, or whether they need amending or supporting with further information. Rewrite the ones you don’t like.

✔

✔

✘✘

✘

Lesson Planning

I’ve got to do some work

tonight.

Would you mind if I smoked here?

Hold on a minute !

Anticipating Problems. What problems do you think students might have with the following items of language?

i) ii) iii)

Lesson Planning

Stage Time Aim Procedure Interaction Materials

1.

2.

3.

4.

5

Introduce your class profile, the background to the lesson, and your overall aim(s)

Course Review &

Feedback

Course Review & Feedback

Your Model Lesson

Course Review & Feedback

Q & A

Any Questions?

David Quartermain

[email protected]

Bell Educational Services Ltd

2012

Documents

Saudi dammam nov 2012