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This is an adapted version of training on how to support students' speaking at intermediate level.
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What, in your opinion, are the biggest challenges ofteaching intermediate students?
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What is missing?
Source: Richards, J. (2008) Moving Beyond the Plateau, CUP
1. There is a gap between receptive and productive competence.Good listening and reading, but poor speaking and writing.2. Fluency may have progressed at the expense of complexity.Lower-level grammar, with vocabulary and communication strategies to express meaning but few sophisticated language patterns and usage characteristics of more advanced users of English.3. Learners have a limited vocabulary range.Learners overuse lower-level vocabulary and fail to acquire more advanced vocabulary and usage.4. Language production may be adequate but often lacks characteristicsof natural speech.Learners’ English may be fluent and grammatical but sounds too formal ortoo bookish.
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Demand-high Teaching
Are our learners capable of more, much more?
Have the tasks and techniques we use in class become rituals and ends in themselves?
How can we stop “covering material” and start focusing on the potential for deep learning?
What small tweaks and adjustments can we make to shift the whole focus of our teaching towards getting that engine of learning going?
Source: http://demandhighelt.wordpress.com
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Demand-high Teaching
Source: http://www.teachingenglish.org.uk/top-stories/demand-high-teachers-learners-seminar-recording-jim-scrivener
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Demand-high Teaching
“Most teaching is demand-low... challenge-low. We no longerknow how to work up-close, in-the-moment with language andwe use our students as our excuse. We have created systems in schools that encourage, validate, rewards and maintainunadventurous, low-awareness teaching and learning. Skillfulinterventions are a crucial teaching tool (including sometimesbeing UNhelpful!). Try playing Devil’s Advocate with students, as FACILITATION is na active, creative, shaping role, not na abdicatingone. Learn to give FEEDBACK rather than unearned praise”. - Jim Scrivener & Adrian Underhill
Source: http://demandhighelt.wordpress.com
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Authentic Communication
What are the features ofauthentic communication in the real word that are sometimes lacking in classroom interactions?
How can we bring theclassroom to life andengage our students in REAL communication?
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Lexical Development
“New knowledge – i.e. new words – needs to beintegrated into existing knowledge – i.e. thelearners’ existing network of word associations, orwhat we call the mental lexicon... There is a greater likelihood of the word being integratedinto this network if many ‘deep’ decisions havebeen made about it” - Scott Thornbury
How do you integrate new lexical items withlanguage Ss already know?
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Lexical Development
“Increasing learners’ communicative power depends onexpanding the learner’s lexicon by adding lexical items ofall kinds. Positive steps must be taken to avoid simplyadding an unhelpfully large repertoire of uncollocatednouns.” - Michael Lewis
“Begin to move learners along the continuum from‘reproductive’ to ‘creative’ language use!” – Vangel (2013)
Reproductive = mimicry of language models in the book orprovided by teacher;
Creative = freedom to experiment and hypothesise.
Natural opportunities to read extensively for pleasure at the students’ own pace
Blog pageTwo authentic blog-like pages loosely linked thematically to the units which precede them.
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“The writing process does not go in only one direction, however. For example, sometimes we plan what we are goingto write, but after we have drafted it we go back and plan allover again. Sometimes in the last moment (the final version) we rethink what we have written and go back to the planningor the editing stage. The writing process is a bit like a wheel, in other words, and we tend to go round it and across it in many directions.” Jeremy Harmer – Essential Teacher Knowledge
Writing & writing workshops
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Grammar
“Ur advocates a fairly traditional four-stage approach to the teachingof grammar items:1. Presentation. Making the structure salient through an input text in which the item appears.2. Isolation and explanation. Ensuring that students understand thevarious aspects of the structure under investigation.3. Practice. Getting students to absorb and master the language.4. Test. Getting learners to demonstrate mastery.”
Nunan, D. Language Teaching Methodology, p.155
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[email protected] www.learningfactory.net
• Designed to sit on top of the New Interlink series, but can follow any CEF Framework B1 course book.
• A grammar, pronunciation and lexical syllabus responding to the specific needs and characteristics of Brazilian learners
• Interactive tasks with strong emphasis on the development of vocabulary and speaking skills.
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References...
•Millin, S. (2012) Motivation Stations;http://sandymillin.wordpress.com/2012/01/27/motivation-stations/• Underhill, A. & Scrivener, J. (2013) Demand-High ELT; www.slideshare.net/jimscrivener/demand-high-elt-11869524Thornbury, S. (2010) A is for Authenticity;http://scottthornbury.wordpress.com/2010/02/21/a-is-for-authenticity/• Lewis, M. (1997) Chapter 9, Language Content IN Implementing the Lexical Approach p.p.177-191• Thornbury, S. (2002) Chapter 6, How to put words to work IN How to TeachVocabulary p.93• Hancock, M. (2012) Using Pictures in ELT;http://hancockmcdonald.com/ideas/using-pictures-elt• Vangel, J. (2013) Teaching Intermediate Learnershttp://www.slideshare.net/juliovangel/teaching-intermediate-learners• Harmer, J. (2012) Essential Teacher Knowledge, Pearson• Nunas, D (1991) Language Teaching Methodology, Prentice Hall.
