T EACHERcoursework.wsistudents.com/lms/jvmdownloads/Teacher... · 2009-09-09 · the Wall Street Institute network. ... Every time a Student enters and leaves the Center, we ask them

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© 2009 by Wall Street Institute KFT 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 Wall Street Institute KFT, Luxembourg Branch. First edition 2009 Authors: Wall Street Institute International: Department of Operations Acknowledgements: A special thank you to Hywel Davies (Country Head Office Staff, WSI China), Matthew Duffy (National Service Manager, WSI Germany), Elin Gasparini (Country Head Office Staff, WSI Argentina), Josephine Jija (National Service Manager, WSI Italy), Angelica Mosca (Service Manager, WSI Italy), Helen Sui (Regional Service Manager, WSI China), Lisandro Terenzi (National Service Manager, WSI Argentina), Andrew Whitmarsh (National Service Manager, WSI Indonesia), and Orsola Zampetti (Center Staff, WSI Italy) 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 Institute network. www.wallstreetinstitute.com

Standard Operating Procedure PR-01.2.2-D32V1 2

t o o l s

WSI Quiz Cue Cards

WSI Quiz

Wall Street Institute: International Facts and History

In which city and country are the WSI Headquarters?

100 Points

1/35

WSI Quiz


How many Students do we currently provide English to

worldwide?

200 Points

2/35

WSI Quiz


How many territories do we operate in?

300 Points

3/35

WSI Quiz


When was Wall Street Institute founded and where?

400 Points

4/35



WSI Quiz


Which company owns WSI International?

500 Points

5/35

WSI Quiz

Local WSI Facts and History

How many WSI Centers are there in your network?

100 Points

6/35

WSI Quiz


What is the name of the National Service Manager in

your network?

200 Points

7/35

WSI Quiz


What is the name of the General Manager in your

network?

300 POINTS

8/35



WSI Quiz


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

400 Points

9/35

WSI Quiz


How many Students are there approximately in your network

at the moment?

500 Points

10/35

WSI Quiz

Wall Street Institute: Products

What are the four Stages in the WSI General English

Course?

100 Points

11/35

WSI Quiz


How many Levels are there in each Stage?

200 Points

12/35



WSI Quiz


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

300 Points

13/35

WSI 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

WSI Quiz


Name three useful skills that Students acquire in the first

Stage at Wall Street Institute?

500 Points

15/35

WSI Quiz

Wall Street Institute: The Village

What is the URL for Students to access the Village?

100 POINTS

16/35



WSI Quiz


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

200 Points

17/35

WSI Quiz


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

your profile?

300 Points

18/35

WSI Quiz


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

400 Points

19/35

WSI Quiz


In Practice, where can you find definitions and audio files of key English for Business

vocabulary?

500 POINTS

20/35



WSI Quiz

Wall Street Institute: Method

What is the first activity in each Multimedia Lesson?

100 Points

21/35

WSI Quiz


What are the four skills used in learning a language?

200 Points

22/35

WSI Quiz


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

them the magic question:

When ___________?

300 Points

23/35

WSI Quiz


Complete this sentence:

Students should always do one ________ per ________.

400 Points

24/35




WSI Quiz


What is the difference between an Encounter and a

Complementary Class?

500 Points

25/35

WSI 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

WSI 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

WSI 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



WSI 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

WSI 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

WSI Quiz

Wild Card

Who wrote Wuthering Heights?

100 Points

31/35

WSI Quiz

Wild Card

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

200 Points

32/35



WSI Quiz

Wild Card

What nation’s treasures include the Sistine Chapel?

300 Points

33/35

WSI Quiz

Wild Card

What two countries sandwich the Dead Sea?

400 Points

34/35

WSI 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


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



The Acquisition Cycle

1/1




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 2-8 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

St En

Le n e Un

En

art Level d Level

vel:________ U it:_________ L vel:________ it:_________

glish for Business:_________________________________________

1/1


The First Lesson Structure Cue Cards First Lesson Structure

Multimedia Demonstration:

Repeat

1/12

First Lesson Structure

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





Listen

9/12



Read

10/12


Ice-Breaking

11/12


Student Manual

Write

12/12



Standard Operating Procedure PR-01.2.2-D32V1 31 31

Acquisition Cycle Cue Cards Acquisition Cycle Cue Cards

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Standard Operating Procedure PR-01.2.2-D32V1 35 35

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37

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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



Teaching—Eliciting: Actors and Artists Cue Cards Eliciting: Actors and Artists

businessman

1/26

Eliciting: Actors and Artists

tourist

2/26


childhood

3/26


upstairs

4/26


boyfriend

5/26


expensive

6/26


come over

7/26


seasonal

8/26




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




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




second hand

25/26


to be in somebody else’s shoes

26/26



Teaching—Eliciting Cue Cards

Eliciting Techniques

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)

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




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 Institute. (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



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



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



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



Teaching—Correction Techniques Cue Cards

Correction Techniques

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




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




He stopped to work 10 years ago.

17/17



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



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



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



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



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



Activity Plan Cue Cards

Activity Plan

Activity:

Fred’s Fridge

10/13

Activity Plan

Time:

10 minutes

12/13

Activity Plan

Target Language:

there is/are, some and any

1/13

Activity Plan

Objectives:

To use there is and there are with some

and any for indefinite or incomplete quantity

of countable and uncountable nouns.

To distinguish countable and uncountable

nouns.

9/13



Activity Plan

Materials Needed:

1. A picture of a fridge titled Fred’s Fridge with

the following contents:

Opened bottle of water (not full, not

empty)

Bunch of bananas and one apple

Opened jar of coffee

Bunch of keys

Opened pack of cigarettes

Opened bottle of soda

Pile of hamburgers

One book

2. Flash cards with the following items: beer,

apple, coffee, key, money, passport, soda,

pen, whiskey, cigarette, water, and books.

13/13

Activity Plan

Board work:

Any - ? or —

Some - +

4/13

Activity Plan

Context Creation:

Show the Students the drawing of the kitchen

from the previous activity (household furniture),

ask them to describe the kitchen: There’s a

table, there are four chairs, there’s a fridge, etc.

Show the picture of the fridge. Ask: What’s this?

Students: It’s a fridge

Ask: Is it your fridge? Students: No, it’s Fred’s

fridge.

Ask: Is it a nice fridge? Students: Yes, it is/No, it

isn’t.

8/13

Activity Plan

Elicitation:

Ask, What’s in the fridge? Student chooses

random object from fridge, for example, apple:

Student: There’s an apple in the fridge.

Ask the next Student to tell you something else

that’s in the fridge.

Prompt Students to identify at least one of each

of the following by pointing at relevant items

countable singular object (There is an apple)

countable plural object (There are some keys)

uncountable objective (There is some water)

2/13



Activity Plan

Correction:

If Student just says Apple, spread hands to

indicate a full sentence:

Student: There’s an apple in the fridge.

If Student says It’s an apple, ask the Student to

start the sentence with In the fridge...

Student: In the fridge there’s an apple.

6/13

Activity Plan

Development:

Once the three structures have been produced,

quickly turn the image over and prompt one

Student to pick up a flash card and ask the next

Student, for example:

Student: Are there any passports in the fridge?

Let the second Student see the fridge and

respond:

Student: No, there aren’t any passports in the

fridge.

Let Students pick up flash cards and ask each

other, one at a time.

3/13

Activity Plan

Concept Check:

Show the flash card for keys and elicit the

question, Are there any keys? Write any on the

board.

Ask, Yes, No or Question? Question. Add a ?

next to any

Nod your head for affirmative answer, Yes,

there are some keys. Write some on the board.

Ask, Yes, No or Question? Yes. Add a next to

some.

Shake your head for negative answer, No, there

aren’t any keys. Point to any on the board.

Ask, Yes, No or Question? No. Add a next to

any.

7/13

Activity Plan

Extension:

Where time permits, put the Students into pairs

to ask each other about the contents of their

fridge at home.

Student 1: Is there any whiskey in your fridge?

Student 2: No, there isn’t any whiskey.

5/13




81

Activity Plan

Classroom Management:

11/13



Encounter Outlines Encounter Outlines

83

En

cou

nte

r 6

War

m-U

p

1.1

Do

you

Wa

nt a

Drin

k? 5

min

s (w

ant

+ n

oun)

Co

ntr

olle

d P

ract

ice

2.3

Per

son

al In

form

atio

n Q

uest

ionn

aire

10-

15 m

ins

Co

mm

un

icat

ive

Act

ivit

y

4.1T

he F

amily

Tre

e 10

min

s

En

cou

nte

r 10

W

arm

-Up

1.1

Wha

t Tim

e’s

the

Nex

t Flig

ht to

…?

5 m

ins

(boo

king

a fl

ight

)

Co

ntr

oll

ed P

ract

ice

2.1I

Don

’t E

ither

10

min

s (t

oo/e

ither

)

2.3

You

Mus

t Sho

w Y

our

Pa

sspo

rt 1

0 m

ins

(mus

t)

Co

mm

un

icat

ive

Act

ivit

y

3.1

Vac

atio

n Q

uest

ionn

aire

15

min

s (li

ke/p

refe

r +

ing)

En

cou

nte

r 17

W

arm

-Up

1.1

Sto

rylin

e D

ialo

gue

5 m

ins

Co

ntr

olle

d P

ract

ice

2.1

Thi

ngs

to D

o 10

min

s (p

rese

nt p

erfe

ct +

yet

/alre

ady

)

2.3

Hav

e yo

u E

ver

Bee

n to

Ven

ice?

10

min

s (p

rese

nt p

erfe

ct +

ever

/nev

er)

Co

mm

un

icat

ive

Act

ivit

y

3.2

Inte

rvie

win

g T

ouris

ts 1

0-1

5 m

ins

En

cou

nte

r 26

W

arm

-Up

1.1

Who

Was

Sitt

ing

Whe

re?

5 m

ins

(sto

rylin

e di

alo

gue)

C

on

tro

lled

Pra

ctic

e

2.1

Wha

t Wer

e T

hey

Doi

ng?

10

min

s (p

ast c

ont

inu

ous

+

whe

n/w

hile

)

2.2

Nei

ther

Do

I 10

min

s (n

eith

er)

Co

mm

un

icat

ive

Act

ivit

y

3.1

Com

par

ing

Job

s 10

min

s

Enco

un

ter

Ou

tlin

es

Enco

un

ter

Ou

tlin

es

Enco

un

ter

Ou

tlin

es

Enco

un

ter

Ou

tlin

es

2/4

3/4

4/4


Encounter Materials

1/20

2/20



3/20




89

4/2

0

5/2

0


6/20

7/20

8/20

9/20



10/20




95

11/20

12/20


13/20



14/20

15/20



16/20



17/2

0



18/20

19/20



20/20




Encounter Observation Form Encounter Observation Form

Teacher: Teacher: Center: Center:

2.2-D32V1 109

Date: Time:

Observer: Number of Students:

Encounter Specifics

Preparation

1. Sufficient material prepared

2. Lesson Plan

3. Classroom neat and tidy

0. Welcome/Student Manual Time: ______

1. Class begins on time

2. Meets Students in Social Club

3. Checks Student Manuals

4. Comments on recent attendance, progress

5. TTT versus STT

6. Student interaction

Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________

1.1 Warm-Up Activity Time: _______

1. TTT versus STT

2. Context creation


Feedback

__________________________________________________________________________________________

__________________________________________________________________________________________

t o o l s

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S


2.1 Controlled Practice Time: _______ 2.1 Controlled Practice Time: _______

1. Context creation 1. Context creation

2. Elicitation 2. Elicitation

3. Practice 3. Practice

4. Extension 4. Extension

5. TTT versus. STT 5. TTT versus. STT

6. Correction 6. Correction

7. Student interaction 7. Student interaction

2.2-D32V1 110

Feedback Feedback

__________________________________________________________________________________________ __________________________________________________________________________________________






5. TTT versus STT 5. TTT versus STT



Feedback Feedback

__________________________________________________________________________________________ __________________________________________________________________________________________









Feedback Feedback

__________________________________________________________________________________________ __________________________________________________________________________________________

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S


3.1 Communicative Activity Time: _______ 3.1 Communicative Activity Time: _______

1. Context 1. Context

2. Instructions 2. Instructions

3. Classroom setup 3. Classroom setup



2.2-D32V1 111

Feedback Feedback

__________________________________________________________________________________________ __________________________________________________________________________________________

__________________________________________________________________________________________ __________________________________________________________________________________________

3.2 Communicative Activity Time: _______ 3.2 Communicative Activity Time: _______






Feedback Feedback

__________________________________________________________________________________________ __________________________________________________________________________________________

__________________________________________________________________________________________ __________________________________________________________________________________________

4. Conclusion Time: _______ 4. Conclusion Time: _______

1. Gives appropriate/specific study advice 1. Gives appropriate/specific study advice

2. Informs Students of their progress 2. Informs Students of their progress

3. Class ends on time 3. Class ends on time

4. Classroom neat and tidy 4. Classroom neat and tidy


Feedback Feedback

__________________________________________________________________________________________ __________________________________________________________________________________________

__________________________________________________________________________________________ __________________________________________________________________________________________

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

Reflection on Overall Encounter

Atmosphere

1. Animated/fun/relaxing atmosphere

2. Gesture/movement/tone

Language Pitch

1. Teacher’s language appropriate for Level

2. Checks understanding of instructions

3. Use of visuals/mimes/examples

Awareness

1. Adapts to individual Student needs

2. Answers Students’ questions

3. Concept checks

4. Elicits from all Students evenly

5. Corrects all Students evenly

Lesson Plan

1. Activities flow from one to the other

2. Lesson aims met

3. Personal aims met

4. Adapts plan if required

5. Timing

Boardwork

1. Legibility

2. Purpose/function

Overall Comments

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________



The Complementary Class: Complementary Class Instructions

Complementary Class Instructions CC10A









Complementary Class Instructions CC27



Complementary Class Instructions CC27



The Complementary Class—Complementary Class Materials











Complementary Class Observation Form

Teacher: Center:

Date: Time:

Observer: Number of Students:

Stage/Level:

Complementary Class Specifics

Preparation

4. Sufficient material prepared

5. Lesson Plan

6. Classroom neat and tidy

0. Welcome Time: ______

1. Class begins on time

2. Meets Students in Social Club

3. Comments on recent attendance

Feedback

__________________________________________________________________________________________


1. TTT versus STT

2. Context creation


Feedback

__________________________________________________________________________________________


1. TTT versus STT

2. Context creation


Feedback

__________________________________________________________________________________________

t o o l s

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S


22.1 Commu _

. Context

Instructions

. TTT versus STT

eraction

______________________________________________________________________________

___

. Student interaction

_______________________________________________________________ ______

nicative Activity Time: _______

. Instructions

TTT versus STT

Fee

________________________________________________________________________________

. Wrap-Up Activity Time: _______

stud

y

5.

T

S S

S S

2.2-D32V1 134

.1 Commu _

. Context

Instructions

. TTT versus STT

eraction

______________________________________________________________________________

___

. Student interaction

_______________________________________________________________ ______

nicative Activity Time: _______

. Instructions

TTT versus STT

Fee

________________________________________________________________________________

. Wrap-Up Activity Time: _______

stud

y

5.

T

S S

S S

nicative Activity Time: ______nicative Activity Time: ______

11

2.2.


44

5. Student int5. Student int

Feedback

____________

Feedback

____________

2.2 Communicative Activity Time: ____2.2 Communicative Activity Time: ____





55

Feedback Feedback

_____________________

_____________________

2.3 Commu2.3 Commu


22


4.


4.


dback

dback

____________________

33

1. Gives appropriate/specific y advice 1. Gives appropriate/specific y advice

2. Informs Student of their progress 2. Informs Student of their progress

3. Class ends on time 3. Class ends on time

4. m ne tid4. m ne tid Classroo at and

TTT versus STT

Classroo at and

TTT versus STT

Feedback Feedback

__________________________________________________________________________________________ __________________________________________________________________________________________

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S

T

S S

S S


Reflection on Overall mplementarCo y Class

1. lan e appropria

2.

venly

Les

s flow from one to the other

. Lesson aims met

2.

_ ____ ______________________________________________

______

______

______

______

______

______________________________________________________________ ______

______

Atmosphere

1. Animated/fun/relaxing atmosphere

2. Gesture/movement/tone

Language Pitch

Teacher’s guag

Checks Students’ understanding

te for Level

of instructio

ns

3. Use of visuals/mimes/examples

Awareness

1. Adapts to individual Student needs

2. Answers Students’ questions

3. Concept checks

4. Elicits from all Students evenly

5. Corrects all Students e

son Plan

1. Activitie

2

3. Personal aims met

4. Adapts plan if required

5. Timing

Boardwork

1. Legibility

Purpose/function

Overall Comments

____________________ ___ ________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

___ ___________________

____________________________________________________________________________________



Student Motivation and Feedback in the Classroom SPPs

1/8



2/8



3/8



4/8



5/8



6/8



7/8



8/8



What’s the Phrase? Cue Cards What’s the Phrase?

Your progress is excellent.

1/8

What’s the Phrase?

You should try to complete one more Level before the

end of your course.

2/8


You should focus on what you see and hear in Listen,

not read.

3/8


Ask the Personal Tutor to help compare you

recordings.

4/8


You shouldn’t write during the Lesson.

5/8


You need to complete one Lesson each time you study.

6/8


You should do Let’s Talk twice.

7/8


You need to finish the Student Manual before the

Encounter.

8/8



Student Motivation and Feedback in the Classroom Cue Cards

Student Motivation and Feedback in the

Classroom Role-Play Card

Student was unable to produce

Target Language during

controlled practice and didn’t use

new target language in the role-

play.

1/8



Student has performed

reasonably well in the Encounter

but used very basic language in

the role-play and didn’t

participate in most of the activity

extensions.

2/8



Student was fine in Controlled

Practice and Communicative

Activities but was slow to

respond.

3/8



Student keeps asking the

Teacher for translations,

explanations of grammar points,

and to repeat more slowly.

4/8





Student only speaks when

they’ve heard other Students use

the target language before them.

5/8



Student performed very strongly

in Encounter, used new language

correctly and spontaneously.

Student doesn’t attend any other

activity type.

6/8



Student finished the Multimedia

Lessons for the Unit six weeks

ago and had forgotten most of

the new language but caught up

during the Encounter.

7/8



Student’s course finishes in three

months but the Student wants to

finish three more Levels.

8/8



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



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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