CELTA Teacher Training Course

Day 1, 28/2/2011

General Advice Script what you are going to say in the class room.

Grade your language to suit students’ level

Stage your instructions. Don’t give all instructions at once.

Throwing the ball activity (Ball Game) * Preparation: make students stand in a circle before giving any instructions. Have a ball in your

hand. Explain that the purpose of this activity is to use a fun way to learn each others' names.

(1) Stage One Instructions: I'll say my name and then throw the ball any person in the group.

Then the person who gets the ball would say his/her name and then throw the ball to another

person.

Instruction Checking Questions:

Before I throw the ball what are you going to say?

Practice Example: teacher practices the instructions with one person, and that person

practices the instruction with the teacher

This is carried on until everyone gets the ball about two or three times.

(2) Stage Two Instructions: Now before I throw the ball I'll say the name of the person I'm

throwing the ball to. If I want to throw the ball to Amy, I say, 'Amy', then throw the ball to

Amy.

Instruction Checking Questions: Before I throw the ball what are you going to say?

Practice Example: teacher practices the instructions with one person, and that person

practices the instruction with the teacher

This is carried on until everyone gets the ball about two or three times.

(3) Stage Three Instructions: Now I'll give the ball to the one next to me, and everyone in the

group would say the name of that person.

Instruction Checking Questions: When someone gets the ball what are you going to say?

Practice Example: teacher practices the instructions with one person, and that person

practices the instruction with the teacher

This is carried on until everyone gets the ball two times.

Find Someone Who … You have as many facts as there are people in a sheet of paper.

* Preparation: Leave students seated in their places. Explain that the purpose of this activity is to

learn some interesting facts about people in the group. To get to know each other.

(1) Stage One Instructions: While students are seated explain the process. You have some facts

in this sheet (chest the handout) and we need to know which facts are about which person.

To link the fact to the person. Try to ask for more details. Write on the board: find someone

who … comes from a big family. Make this into a question: do you come from a big family.

Yes. Oh, really. How many brothers and sisters do you have? The rule is: you can ask each

person three questions. If you find a fact that is true about that person, write the person's

name next to it. And try to learn more about that fact. And the person will ask you three

questions in their turn. After you finish with one person, you move on to another person.

You can come back to the same person, but after you meet someone else.

Warm-up example on question asking: Write on the board: find someone who .... likes

coffee. Then ask students how do you ask a question.

Practice Example: I’ll try this out with one person. Now I'll ask you three questions to find

out some facts about you, and then it will be your turn to ask me three questions.

Instruction Checking Questions: How many questions you can ask a person? And how

many questions the other person will ask you? If you find that the fact is true about that

person, what will you do? (Write the person's name down next to it and try to learn more

about that fact)

(2) Handout. While students are seated, give them the hand-outs and give them two minutes to

have a look at them.

(3) (Mingled activity) Class Arrangement: Now you need to stand up, have the handout in your

hand with a pen or pencil. Find a partner and ask him/her your questions. You have 5

minutes.

Instructor role: monitor and facilitate. [Monitor, Give time warning, Signal taking turns,

observe errors for linguistic feedback]

Time warning: Now you have 2 minutes... 30 seconds... Now time is up...

(4) (Pair checking) Instructions: Now you go back to your original seats. With the person

sitting next to you, check your fact and try to fill in the gaps.

Instruction Checking Questions: What are you going to do with the partner next to you?

Now you have 3 minutes. [Monitor, Give time warning, Signal taking turns, observe errors

for linguistic feedback]

Time warning: Now you have 2 minutes... 30 seconds... Now time is up...

(5) (Open Class Feedback): Now you go to the questions one by one and find out the answers

from the students.

(6) (Linguistic Feedback): problems with language usage/grammar that you noticed in the

group. Explain. Explain question formation.

Find Someone Who … (Suggestion for my Teaching Practice)

(1) _________ plays tennis.

(2) _________ comes from a big family (has 4 brothers and sisters or more).

(3) _________ has lived in Dublin for 2 years or more.

(4) _________ likes Irish weather.

(5) _________ does not like pizza.

(6) _________ had toast and butter for breakfast today.

(7) _________ speaks 3 languages or more.

(8) _________ has visited 3 foreign countries or more.

(9) _________ can play music.

(10) _________ likes acting.

(11) _________ will spend the summer holiday in Spain.

(12) _________ wants to work as a teacher.

(13) _________ likes to drink green tea.

(14) _________ comes to International House Dublin by bicycle.

(15) _________ has a driving license.

(16) _________ enjoys loud music.

(17) _________ appeared on TV.

(18) _________ has an MP3 player.

(19) _________ likes history and maths.

(20) _________ will have to stay home and work this weekend.

Sticker Game (1) Stage One Instructions

I will give each of you a sticker (chest sticker), and I’ll ask 8 questions. Then you need to

write the answer on the sticker. Make sure to fit all 8 answers on the sticker.

If I ask you ‘what is your favourite animal’

wait for answer from students ... ‘cat’

draw a box on the board and write cat in the middle to fill the whole space.

Ask students is this right? Wait for answer...

If no answer, give clues. Do you have one question or 8 questions...

Instructions two: there are two sides to the sticker. You need to write on the white side.

Instruction Checking Questions:

How many questions I’m going to ask?

What are you going to write on the sticker, the question or the answer?

Which side are you going to write on, the white side or the side with blue boxes?

(2) Stage One. Give out the stickers and start asking the questions:

* If you were an animal, which animal would you like to be? [Monitor, see if students have

finished writing]

* What is your favourite place? [Give clues: It can be a city, a building, a park]

* What is your favourite book?

* What meal can you cook?

* Who do you wish to have dinner with? [This can be a person who is living or dead]

* What is your favourite subject at school?

* What is the thing that annoys you most?

(3) Stage Two (pair checking) Instructions. Now you peel the sticker and stick it in your chest.

Divide students into pairs. Talk to your partner and ask him/her about their answer, and why

he likes this place or this meal. You have 3 minutes. [Monitor, Give time warning, Signal

taking turns, observe errors for linguistic feedback]

(4) Stage Three (group checking) Instruction. Now we are going to break into two groups.

ABABABAB. I want all the A’s to stand please and sit on this side. In you group discuss

what you learned about other people.

Instruction check questions: Are going to talk about yourself, or about your partner? your

cat

partner .. very good. You have 3 minutes. [Monitor, Give time warning, Signal taking turns,

observe errors for linguistic feedback]

Time warning. You have 1 minute ... 30 second ... OK. That’s good... Thank you.

(5) Stage Four (open class discussion). While students are seated in their groups. Ask them

about interesting things that they learned.

(6) Stage Five (Linguistic feedback). Ask students to go back to their original places. Then give

them linguistic feedback, if any.

Carousel /carə'sel/ (1) Stage One Instruction. Arrange the class in two circles inner circle and outer circle. Stand up

with your paper and pen, as you will need them in this activity. We’ll make two groups

ABABABAB. A’s come to this side please. This group will make a circle. Then turn around

so that you’re facing outside. Second group will make a circle around the first group.

(2) Stage Two Instructions. I’ll give you one question. You ask this question to your partner, that

is the person in front of you. Then you write something interesting. You have two minutes

fro asking the question, then 30 seconds to write. When I say ‘Turn’, the inner circle stand as

they are, the circle in the outside will move one step to the right.

Instruction Checking Questions:

* How many minutes you have for each question? ... 2 minutes.

* How much time do you have for writing? ... 30 seconds.

* When I say “Turn” what the circle in the inside going to do? ... stand as they are

* What the circle in the outside going to do? ... move one step

* To the right or to the left? ... to the right

Questions:

What does a good teacher do? [Monitor, Give time warning, Signal taking turns, observe

errors for linguistic feedback]

Did you succeed in learning a foreign language?

Where do you want to work after you finish this course?

Signal end of activity. OK. That’s good. Thank you. You can now go to your original places.

(3) Stage Three Questions. Now in pairs. Discuss with your partner what you learned about

other people.

Instruction Checking Questions: With your partner, are you going to talk about yourself? ...

no, you are going to talk about what you learned from other people.

Time Warning: you have 3 minutes.

(4) Stage Four (Open Class Discussion & Feedback)

(5) Stage Five (Linguistic Feedback)

Day 2, 1/3/2011 DVD Observation of Teaching Practice

Before you watch the video, try to guess the meaning of these words in pairs.

Word Definition Activity

(In short)

Give students a sheet with difficult words and ask them to read through and guess the meaning of

words. Split students into groups. Give each group some words in flash cards, and ask them to

guess the meaning of the words. Then tell them that the definitions of the words are stuck (with blue

tack) around the room and they have to go around and find the right definition. With students seated

with their groups, make an open class discussion of the meaning of words. In the end return

students to their original places.

Remember staging, instruction checking questions, example/demonstration, monitoring and time

warning.

Teaching Terminology monitoring:

walking around, observing, guiding, kicking off

realia:

real objects used in the classroom for demonstration (real bannana to show what a bannana

looks like)

eliciting:

What do you call the things that you buy for a friend in their birthday? ... 'present'

What is the problem with the second verb?

flash card:

cards used in activities

checking instructions:

How long do you have to read this paragraph?

What is the first thing you need to do? ... 'fold the paper'

finger highlighting:

two syllables, 3 minutes, one word

concept checking questions:

gadgets. Are they neccessary? If we don't have them will we die?

pairwork:

work students do in pairs

groupwork:

work students do in groups

teacher-centred activity:

feedback, open-class discussions

student-centered activity:

writing, reading

open pairs:

An open pair is a pair of learners working together with the rest of the group observing.

Example

The learners are working on developing telephone conversations using prompts. The teacher

asks one pair to continue working while the rest of the group watches.

In the classroom

Open pair work can be a fast and effective way to highlight language learners might need

for an activity, and clarify that people understand what to do. It needs to be managed

sensitively, choosing confident learners to demonstrate, and dealing with errors through a

"hotsheet"; a record of errors in performance, which can be discussed later.

closed pairs:

All the learners work in pairs that do not monitor each other.

Choral drilling:

Asking the group to repeat words in a pronunciation activity.

individual drills:

Asking an individual to repeat words in a pronunciation activity.

modelling language:

highlighting language:

feedback stages:

Stop the Bus (Vocabulary Drilling Game)

(In short)

Split class into two groups. Each group will have one person sitting with his/her back to the board.

Teacher will write a word on the board. Each group will try to explain to the person the word

without saying the actual word. The team who guesses it first would “say stop the bus” and the team

would win a point. Then each team will swap places.

Remember staging, instruction checking questions, example/demonstration, monitoring and time

warning.

Giving Instructions

1) Starting – make it clear when you are starting to give instructions. Remember – “eyes on

you.” Don’t forget your body language – it counts.

2) Topic – making sure students know the theme of the lesson segment helps to activate their

“top-down knowledge” of the world, i.e. what they already know about the topic in their

language.

3) Interaction – make it clear which interaction pattern is being used:

a. S – student work alone

b. PW – pairwork

c. GW – groupwork

d. OC – open class (teacher addressing / eliciting from / asking whole class)

If there are changes of interaction during the activity make sure that the changes are as

smooth as possible and use gestures where appropriate.

[Avoid cliques /kli:k/. Prevent students from always working with the same people.

Remember also that it is important to vary the interaction pattern]

4) Task – make it clear, keep it simple and logical – again, use gestures where possible.

5) Staging – give one instruction at a time, and don’t give handouts at the same time as you’re

speaking. If possible, give them afterwards – otherwise the students will be looking at the

paper and not listening to you. (You can chest [keep in front of your chest] the handout

while explaining the activity, and give the handout later.) If you have to give two

instructions at once, pause between them to make them clear.

6) Check understanding – ask different students questions to check what they are supposed to

be doing. Avoid the question “What are we doing?” but choose tricky aspects of the

instructions and ask directed questions, e.g. “Where do you write the answer?”, “How many

questions should you ask your partner”, “Does one person speak or both people in this

activity?”, etc. Ask the people you think haven’t understood (without seeming to pick on

them).

7) Example/Demonstration – demonstrate how the activity works with another student to

check understanding further. It’s often useful to do the first question of an exercise together

as a class and then let students get on with the rest.

8) Time limit – giving students time limit provides security and focus. If appropriate, give a

time limit warning, e.g. “two minutes left!”. There is room for flexibility but try to stick to

the time limit given.

9) Signal to start – students may need training to wait for this, but there’s little point in them

starting (possibly the wrong thing) while you’re still explaining or demonstrating.

10) Monitoring – check they’re doing the activity right. This gives you the chance to explain to

weaker students who, despite all the above, haven’t understood.

Remember – Negotiating the meaning of instructions is one of the best ways of learning.

Aspects of Classroom managements

- Interaction patterns

- Boardwork

- Physical factors

- Rapport

- Monitoring

- Instructions

Classroom Management 1) Rapport

What is Rapport and how do you build/maintain it? Consider:

◦ The teacher's physical position – distance from the students, central

positioning, sitting or standing, movement (teacher pacing up and down is distracting

for most students)

◦ Eye Contact – maintaining even eye contact (looking at one or a few

students only comes across as favourtism)

◦ Use of students' names – remembering names, nominating students, and,

when you do, saying their name at the end of the question rather than the beginning.

◦ The teacher's personal involvement – showing interest in what students say

as well as how they say it, active listening, showing interest with facial expressions

and body language, responding to what they say in a natural way.

◦ Use of praise and encouragement – graded praise (i.e. Not saying

“excellent” when the contribution was “good”), giving enough praise for good work

done (i.e. Saying “exactly” or “yes, very good”, rather than “OK”)

◦ Body language and facial expressions – open, smiling, friendly, show

interest, enthusiasm, humour.

◦ Classroom atmosphere – relaxed, trusting, supportive.

◦ Level of student involvement – not more than 30% teacher talking time,

allowing students enough thinking time to prepare ideas alone or in pairs.

◦ Spread the attention – avoiding favouritism, actively involving shy and

weaker students rather than “flying with the fastest”.

◦ Cliques – preventing students from always working with the same people.

◦ Allowing students to express their personality – what might you want/not

want to contribute to a class discussion? How would you feel if your teacher never

asked you about your life/opinions?

2) Monitoring

What should you bear in mind when monitoring individual, pair and groupwork? Consider

◦ Teacher's position – trying not to loom over them, but crouching to their

level, and walking behind them.

◦ Eye contact – trying not to hijack the conversation but being there if students

need help, making sure students are on task and communicating (kick-starting the

conversation if necessary and then leaving students to get on with it)

◦ Making notes for feedback – noting down good/bad points for language

feedback later.

3) Boardwork

What should you think about when writing on the board? Consider the following:

◦ Upper/lower case – When writing on the board, write in lower case and only

capitalise when you normally would in English. So, if you're writing a list of words

on the board (e.g. Car, lorry, bus, taxi), don't capitalise the first letter (e.g. Car, lorry,

But, Taxi) because this isn't how you would usually see the words written.

◦ Colour coding – When writing new words, sentences or questions on the

board, use the dark colours, i.e. Black or blue. Use red and green to highlight, e.g.

part of speech, phonemic symbols, syllables, intonation, etc.

◦ Size – Don't write in huge/tiny letters on the board. Try to write using a

reasonable size and test the “readability” by writing something and standing at the

back of the classroom to see if yuor writing is easy to read.

◦ Board plan – Plan your boardwork before teaching the lesson. Make a board

plan. Write (in the relevant colours) what you're going to put on the board and where.

In the board below: Titles are blue, sentences and words are black, pronunciation is

green, grammar notes are read

4) Physical Factors

How do physical factors influence a class? Consider:

◦ Positions of students and teacher – horseshoe or rows? With Tables or

without? Teacher standing, sitting or kneeling (variety is good), how near is the

teacher to the students?

◦ Voice projection – making sure volume is sufficient to hear comfortably and

not speaking too fast, making sure students can hear each other.

◦ Temperature, space, air, light, noise

◦ Equipment – using the board, tapes, CDs, OHPs, visuals, videos, DVDs, etc.

Bad Instruction Example “Now we are going to split into 3 groups of 4 people. “Here is one group and here is another group.

No, there is not enough people. We are going to split into two groups of five then. You have

questions from the five questions in the handout. Teacher gives the handout while talking. Then you

need to choose two questions to discuss with your group.

“Off you go..”

… and don’t forget to use the opinion expressions we have been learning at the start of the lesson.

Correction: What’s wrong with this example, how it can be done in a better way.

1) State the purpose of the activity at the start. Now the purpose of this activity is to use he

opinion expression that we have learned.

2) Count before you split into groups to avoid confusion. Now we are going to split into two

groups of five.

3) Don’t give the handouts and talk at the same time. Chest the handout and give the

instructions. This sheet has five questions. You need to choose only two questions to discuss

with your group.

4) ICQ (Instruction Checking Questions):

How many questions do you need to choose?

What expressions will you use?

How long do you have to finish this activity?

5) Now give the handout and give them time to read it.

Present Perfect Simple

/d/

I've watched three films today.

have/has + past participle

Emphasis on result

Vocabulary Corner

lazy (adj)

spectacular (adj)

to suggest sth. to

sbd.

Present Perfect Continuous

/bin/

I've been watching films all day

have/has + been + past participle

Emphasis on activity

Now

6) Monitor and make sure that people are following your instructions correctly. Pay attention

for people who can be nominated in the open class checking. Pay attention for good and bad

language usage for linguistic feedback.

7) Give time warning.

8) Open class discussion.

9) Linguistic feedback.

Day 2, 3/3/2011

First Basque Language Vocabulary Lesson

Teacher enters the class and speaks in Basque only. Only a few manageable words and phrases

(nothing complicated) said slowly and clearly. Teacher uses gesture effectively and effortlessly to

explain instructions and meanings.

Introduction Activity (Teacher does not write anything on the board)

Kaixo!

Nira itsina Carmel da.

Nira itsina …. da.

(with the voice tone and gesture teacher indicates to student to repeat after her)

Nira itisina … da.

Nira itsina …. da.

(Teacher stands up and indicates with her hands for students to stand up)

(Mingled Activity)

Teacher indicates to students to move around and introduce themselves to other students. Sake

hands and say.

Kaixo! Nira itsina … da.

Kaixo! Nira itsina … da.

Kaixo! Nira itsina … da.

Aswondo! Aswondo! = well done

Teacher indicates to students to go back to their places.

Numbers Activity Teacher takes out large flash cards of numbers from her bag.

Teacher places number 1 on the floor facing students and says baat, and waits for students to repeat

after her. Then she asks some individuals to say the number ‘baat’. Then she does the same for the

following numbers. And each time she adds a new number she revises the previous numbers.

1 baat

2 bee

3 eero

4 law

5 bast

(Pair checking Activity)

Teacher divides class into pairs using gesture. And shows them how to do the activity. You raise one

finger and wait for your partner to say the number. Then you raise any number of fingers from 1 to

5. Then you change turns.

Objects Activity Teacher takes a bottle of water from her bag and says ‘oor’. She waits for students to repeat after

her. Then she asks some individuals by name to say the word. Then she does the same for the

following objects. And each time she adds a new object she revises the previous objects.

oor = water

sagar = apple

larankha = orange

tomati = tomato

undo = mushroom

Teacher says ‘oor baat’, then she takes out another apple and says ‘bee sagar’. She waits for

students to repeat after her. Then she asks some individuals by name to say the expression. Then she

does the same for the following objects. And each time she adds a new object she revises the

previous objects.

oor baat

bee sagar

eero larankha

law tomati

bast undo

Transaction Activity Teacher leaves all objects on the table. She shows one Euro and says ‘Euro baat’. She gives the euro

to a students and hints to him to buy something from the table.

The student says ‘oor baat’. The teacher says ‘Euro baat’. The student gives the teacher the money

and the teacher gives the object and says ‘Eskerrik asko’ which means ‘thank you’. Another

students would say, ‘bee larankh’ and the teacher does the same with him/her, with everything

costing one euro. Teacher does the activity until everyone gets something.

Writing down Activity

Teacher writes down the correct spelling for every word on the board.

1 bat

2 bi

3 hiro

4 lau

5 bost

(without writing the English words, but pointing to the objects)

water = ur

apple = sagar

orange = laranja

tomato = tomate

mushroom = onddo

nire izena Carmel da

Teacher goes out and waves her hand and says ‘Agur’ which students guess to be ‘goodbye’ and say

‘Agur’ to her.

(Pairwork)

In pairs discuss these questions

Foreign Language Lesson: Reflection on Techniques How did the teacher make the target language interesting?

Was there too little / just enough / too much new language?

How did the teacher keep you involved? Was there pair and group work?

Did you have a chance to use the target language?

How much time did you have to think about and process the language?

Did you have a chance to recap and revise the target language?

Did you feel under pressure to be accurate with the language?

Overall, what would need to be changed in the lesson to suit your own learning

preferences?

Lesson Plan and Procedures

Teacher practices a vocabulary lesson and then gives us her lesson plan and procedure.

Name: Lesson number:

Class Level:

Date: Length: minutes

Lesson Type (tick as appropriate): Speaking Writing Reading Listening Functions Grammar Vocabulary Pronunciation

X

Main Aim(s):

Subsidiary Aim(s):

Evidence: How will I know if my aims have been achieved?

Personal Aims (I, as a teacher, will be working on improving / trying out …)

Materials (including source):

International House Dublin Teacher Training

To enable ss to understand and be able to use 4 verbs connected to WAYS OF

WALKING in the context of an incident on the street in San Sebastian.

My aims will have been achieved if the ss can use the target language accurately in

the controlled and freer practice stages.

Ensuring my boardwork is presentable.

Using a variety of concept checking questions.

TToo pprraaccttiiccee lliisstteenniinngg ttoo ssppeecciiffiicc iinnffoorrmmaattiioonn..

Pictures of San Sebastian.

Teacher’s own freer practice – Discussion Qs

Lesson Plan Procedure (Vocabulary Lesson) Time Stage and Aim PPrroocceedduurree IInntteerraaccttiioonn TTuuttoorr ’’ss CCoommmmeennttss

3 – 4

mins

Lead-in

Generate

interest in the topic of the story

Have you ever witnessed an ‘altercation’,

an exciting, strange or dramatic incident

on the street? Discuss in pairs for 2 mins

Brief open class feedback

PW

5 – 6

mins Set context (through listening

task)

Enable ss to

hear the target language in

context

Give ss

practice in listening for specific

information

Ask ss to look at the pictures and guess

which place it is (San Sebastian)

Tell ss I’m going to tell them about

something that happened to me in San

Sebastian. Tell them to listen carefully

because they will have to tell each other

the story afterwards.

Tell story about men outside bookies

Ask students to retell the story to each

other in pars

PW

7 – 8

mins Focus on Language:

Clarification of meaning

Enable

students to understand the

meaning of the target language

Open class feedback to the story – elicit

the 4 target verbs (in the sentences) from

the context and write up on the

whiteboard

- I was sprongling around the backstreets

of Budapest.

- A man was fritting up and down

outside a bookies.

- The anxious man thropped backwards

and then thropped off down the street.

OC

Time Stage and Aim PPrroocceedduurree IInntteerraaccttiioonn TTuuttoorr ’’ss CCoommmmeennttss 3 mins Clarification of Form

Enable ss to

use the target language in

sentences accurately

Highlight aspects of form:

sprongle (regular)

frit (double t in past simple)

sprat (irregular – sprot, sprotten)

throp (double p in past simple)

OC

2 mins Pronunciation Focus

Enable ss to

say the words accurately and

deal with specific

pronunciation problems

Model and drill (choral and individual)

target language

OC

2 mins Controlled Practice

Ensure that ss

understand the target language

and can use it accurately

Act out the verbs and ss write down the

infinitive and past simple of them

Feedbak in pairs

Feedback open class

S

PW

OC

6 – 7

mins Freer Practice

Enable ss to

use target language in a more

authentic way

Ss get Qs to ask and answer in groups of

three

Feedback open class some answers and

check accuracy of TL use

GW

OC

Questions on Ways of Walking

1) When you’re in a new place, do you like sprongling around the streets?

2) When was the last time you sprongled?

3) When you get anxious do you frit up and down? If not, what do you do instead?

4) Do you sprat? Do any of your friends sprat? Do you sprat in particular situations? Which

one?

5) When was the last time you thropped? Why? Did you fall over as well? Did you hurt

yourself?

Day 4, 7/3/2011 Matching Game You have a group of cards. You place them on the table facing downwards. You turn two cards and

if they match you keep them. If not you put them back in the same place. It is a memory game as

well. You take turns with your partner. The one who wins is the one with the most cards.

Draw on the table

Instruction Checking Questions.

Do you put the cards on the table facing up or down?

How many cards do you pick up?

If the cards are matching what do you do?

If the cards are not matching what do you do?

Cards

Present Perfect I’ve taken your camera.

Possessive Adjective our

Object Pronoun him

3rd

Person Singular overtakes

Ellipsis Nice day?

Relative Clause the book that I lent you

Question tag You’re Swiss, aren’t you?

Subject pronoun we

Past perfect I’d already seen it.

Grammar Activity

Setting the context: Teacher shows ss a picture of a woman with two children and asks ss to

describe the picture (OC). She tells ss that the picture is of her friend, Clodagh, from primary

school.

PW: Teacher asks ss to talk in pairs about their friends from childhood. 2 mins

Subject Pronoun

He

OC: Teacher asks ss to talk about their partner’s experience. 2 mins.

Teacher writes on the board.

I used to play computer games with Clodagh.

I didn’t use to like fish.

PW: Teacher asks ss to discuss with their partner the meaning of the two sentences.

OC: Teacher asks for ss’ feedback.

Teacher asks which sentence describes action and which describes state.

PW: Answer the question with your partner.

OC: Teacher solicits answer.

PW: Talk to your partner about the things that you used to / didn’t use to do when you were young.

OC: Teacher solicits feedback.

Teacher draws timeline on the board.

Action now

______________________________________|_______

x x x x x x x x x x x ..

Teacher adds grammar (in red) and pronunciation (in green) to the sentence on the board.

/ju:ztә/

I used to play computer games with Clodagh.

Subject + used to + infinitive

/ju:ztә/

I didn’t use to like fish.

Subject + didn’t used to + infinitive

Reading Activity

Teacher changes pairs: Listen to your number 12121212. Where are ones hands up. Where are two?

Hands up. Ones sit in this side and two sit in this side.

Teacher shows ss some pictures of whales.

PW: Teacher asks ss to talk to their partners about whale and what they know about them.

OC: Teacher solicits feedback.

Teacher write ‘whale’ in a bubble on the board and asks us for information about whales

Teacher divides the board and gives a corner for vocabulary

To explain the verb sizzle, teachers tells students a story about her house mate when she was

preparing her dinner. She had sausages sizzling in the pan.

She asks student what it means to sizzle. What things can sizzle. Can people sizzle.

To teach the word sludge, teacher shows a picture of a puddle on the side of the road and discusses

it with ss.

To teach the word vegetation, teacher shows a picture of dense wood from Brazil, and says that she

received this picture from a friend and discusses this picture with ss.

Reading for Gist

After the vocabulary analysis, teacher chests the handout and says that we need to read this sheet to

decide how whales view humans. Do whale have positive, negative, or neutral view towards

humans.

Whales

Hunted for their blubber mammals

They sing

big

Live in pods migrate

Can get beached

Vocabulary

/sizәl/

to sizzle

(v)

sludge

(n)(uncountable)

vegetation

(n)(uncountable)

Teacher gives 2 mins.

Teacher gives the handout.

handout

A Whale’s Eye View

A mother whale and a father whale were swimming along the coast with their son when they found

a school of people lying on the beach.

“What’s that?” asked the son whale, who had never seen people, or even one person before, one his

own.

“People, son,” said the father whale. “you see them all up and down this coast at this time of year.

They never lie on the sand without covering themselves with oil, and they boil themselves until

they burn completely.”

“But they’re such little things,” said the son whale. “I bet I could swallow one whole and keep it

unharmed in my stomach.”

His mother said she would not want her stomach full of anything that had been boiled in oil and had

sand all over it. And, she added, “It would be very unhealthy because they are usually filled with

smoke and hot dogs.”

“What do people do on the beach?” asked the son whale.

“They sit there and stare at the ocean,” the father whale said. “And they eat hot dogs.”

The mother whale said that in the ocean they also splashed around in such a clumsy manner that the

fish had to get out of their way.

The father whale drew their attention to several people who had moved away from the beach and

were getting into a metal box on wheels. When they were all inside the metal box, it began to move

along the beach, throwing up a great cloud of sand.

“What are they doing now?” asked the son whale.

“Making pollution,” said the father whale. “People make almost all the pollution in the world, and

they use those little moving boxes to do it.”

He showed his son the dark gases which came out of the box.

“And inside the box,” he said, “they are also preparing rubbish.”

“They seem to be useless,” said the son whale. “Why did the Great Whale create people anyway?”

“Son, said the father whale, “no creature in the Great Whale’s universe exists without a purpose. If

the Great Whale created people, it was for a good reason.”

At that moment, six beer cans flew out of the box, followed by a bag containing a half-eaten hot

dog, and an empty plastic body-oil container.

“Maybe that’s the reason the Great Whale created people,” said the son whale. “To make rubbish.”

“The world doesn’t need rubbish,” said the father whale.

“Now, now,” said the mother whale, who always became uneasy whenever her husband had a fight

with their son, “we must take the world as it is and learn to be at peace with it.”

“Sometime,” said the father whale, “I think the Great Whale is not aware of what he’s doing.”

“Your father has always been very sensitive about rubbish,” the mother whale explained, “ever

since accidentally dived into 800 tons of rubbish that had been dumped into the sea. He smelled

disgusting for weeks.”

“This news stirred the son whale so much that he spouted, and the people on the shore saw it and

cried, “Whales!” Then somebody threw a beer bottle at them. The whales made for the deep,

distant water. Later that night, as they drifted off in the Gulf Stream admiring the stars, a large ship

passed by and spilled oil over them. However, they remained at peace with the world as it was and

afterward dreamed of the unfortunate people far behind them making rubbish throughout the sweet

summer night.

Time warning.

(PW) in pairs, discuss with your partner whether whales have a positive, negative, or neutral view

towards humans.

(OC) Teacher solicits feedback.

Reading for specific information

Teacher chests a sheet and says that the sheet has five question about the topic and that we need to

read the passage again to find the answer. Teacher gives 3 mins

Teacher gives the handout.

handout

A Whale’s Eye View

Read the text again and answer these questions

1. When the father whale says ‘That’s people son,’ he goes on to explain what the people are doing.

What are the people doing?

2. Why does the mother say that having people in her stomach would be unhealthy?

3. Do the whales think humans are good swimmers?

4. Why is the father whale so sensitive about garbage?

5. What happened to the family of whales later and how did they respond to it?

Time warning.

(PW) in pairs, check your answer with your partner.

(OC) Teacher checks answers with the whole class.

Teacher rearranges the pairs.

Can I ask you to stand up please, with your paper, pens and all your stuff.

I want you to stand according to your date of birth, January will be first on the left, December will

be last on the right. If two people are born in the same month check the day with you partner to

decide the order.

ICQs. So if I’m born in November where shall I stand. Around here, right!

The 5 Stages of a Receptive Skills (Reading/Listening) Lesson

(1) Lead-in

Grab their attention using visuals

Pictures of whales, discussion of whales (PW -> OC)

Set the context. We are going to read about whales and their view of us.

(2) Vocabulary Analysis

Pre-teach vocabulary.

Teach the meaning, form and pronunciation (MFP) of some difficult words in the text.

Limit the number of words to teach to a maximum of five. You don’t need to teach all new

words. Give them space to guess and predict from context.

(3) Reading for Gist

Give them a small task to concentrate on “How do whales view humans? Do they have

positive, negative or neutral view of humans?”

Set the task before the reading.

Students work in this sequence (Individual -> PW -> OC)

(4) Reading for specific information

Give them a sheet of some question to try to answer from the text. Or ask them to look for

specific information.

Students work in this sequence (Individual -> PW -> OC)

Important: Set the task before they read or listen, so that they have a clear purpose.

(5) Follow-up

The follow-up discussion can be speaking or writing activity (usually speaking).

It is a discussion related to the theme of the text.

For example after the whales text, ss can be asked to discuss wildlife, protecting the

environment, or things that people do on the beach.

Listening Activity Subject: Listening Difficulties

Lead-in

(OC) Why is listening difficult for learners?

- speed

- you can’t go back and read

- accent

- vocab = slang

- background noise

- acoustics

- absence of facial expressions/gestures/body language (paralinguistic clues)

Listening for Gist

Count the number of problems learners have in listening.

| | | | | |

Answer is 6 (OC)

Listening for Specific Information

List the difficulties

1) word boundaries – connected speech

2) students try to understand every word

3) absence of paralinguistic clues

4) ellipses and redundancies

5) students panic because they cannot control or interrupt

6) lack of purpose: general or specific understanding

Handout

Stages and Aims of Receptive Skills Lessons (Reading and Listening)

Stages Steps Aims

(1)Lead-in to get ss interested in the topic and prepare them

for the text

Set context of the text to help ss tune into what they’re going to listen

to/read

(2) Pre-Teach

Vocabulary

to enable ss to have sufficient vocabulary to do

the tasks you set

to prevent ss blocking on key vocabulary central

to the topic

(3) Gist Task Set initial task To give ss a reason to listen/read at a gist level

students do initial task

(gist) to allow ss to try and answer the gist questions

individually

Students check answers

in pairs (teacher

monitors)

to allow ss to check their answers in a ‘safe’

environment

to allow the teacher monitor and see how they

did

Open class feedback to check answers and see where problems lie

(4) Specific Task Set specific task To give ss a reason to listen/read more

intensively

students do initial task

(gist) to allow ss to try and answer the specific

questions individually

Students check answers

in pairs (teacher

monitors)

to allow ss to check their answers in a ‘safe’

environment

to allow the teacher monitor and see how they

did

Open class feedback to check answers and see where problems lie

to allow ss to correct their own errors by

referring them to parts of the reading/listening

text again

(5) Follow-up

Activity

To exploit the topic of the text for a productive sill

(i.e. speaking or writing) or exploit the text for

language

Receptive Skills Questions Individually -> PW -> OC

Are the following things advisable or not when doing a receptive skills lesson?

1. The students read the text out loud. (no. this is pronunciation drill)

2. The teacher corrects and drills the answers to the comprehension task. (no)

3. The teacher pre-teaches all the vocabulary in the text which students probably won’t

understand. (no. limit to 5 essential words)

4. The teacher says, “Ask me any words you don’t know.”. (no)

5. The students predict what the text will be about e.g. by discussing pictures and then

read/listen to check. (yes)

6. The students listen or read as many times as they want. (no)

7. The teacher provides a more general, easier task first followed by a more detailed task

second. (yes)

8. The teacher gives students the task before they read/listen. (yes)

9. The teacher says, “Just read/listen to get the general idea.” (no)

10. The teacher pauses the recording when students are doing a very intensive task, for example,

writing down numbers and addresses from the tape. (yes, because it’s not a test on how fast

they can write)

11. The teacher gives students a little time to read the task before they listen. (yes)

12. The teacher refers students back to parts of the tape/reading text in order to get students to

correct their mistakes.

Day 5, 8/3/2011

Review main concepts (PW -> OC)

Instructions (Some points in giving instructions) 1. Eye contact

2. Graded language (script your instructions)

3. Not too many instructions at the same time (staging)

4. Don’t give the handout while talking

5. Use example/demonstration

6. Use Instruction Checking Questions

Monitory (why it is important) - for linguistic feedback

- for highlighting language

- make sure everyone is on task

- cocktail monitoring with PW

- how close: enough to hear but not to distract. From the back or while sitting

- Don’t interrupt the flow.

Interaction Types - PW

- GW

- OC

- SC

- TC

Types of Feedback - Content

- Linguistic

Stages of Situational Presentation (setting the context for receptive skills lesson) - Lead-in (set the context)

- Give a story (presentation of language)

- Language clarification (meaning, form and pronunciation)

- Controlled practice. Think of things you used to do

Individually -> PW -> OC

- Freer practice

Use timeline for tenses only

I was watching TV when the phone rang.

Concept Checking Questions with tenses - When did the story happen? – in the past

- What happened first? – watching the TV

- What happened next? – the phone rang

- Did I carry on watching the TV? – no

- Why? – to answer the phone

Concept Checking Questions with vocabulary She crept along the corridor.

concept of ‘creep’

Key concepts (for the teacher) Concept Checking Questions (for ss)

walking slowly

walking quietly

to avoid attention

to avoid being seen/heard

Did she move fast or slow?

Did she make noise?

Did she want to be seen/heard?

Did she run?

Did she want people to notice her

(to personalize)

When did you last creep? Why?

Types of Concept Checking Questions

He crept along the corridor.

Look at the following concept checking questions for ‘burglar/to burgle’ and decide what kind of

questions they are.

1. Has someone ever burgled your house? What happened? R

2. What’s the difference between burgle and steal? O

3. What do burglars usually take? O

4. What do people usually do after someone burgles their house? O

He crept along the

corridor.

Display Questions (Teacher knows the answer)

Referential (real) (Teacher doesn’t know the

answer)

Closed Open When was the last

time you crept?

Why do people

creep?

Can you show me

how you creep?

Did he walk or run?

Did he walk quietly?

Did he want people to

hear him?

5. What might burglar wear? O

6. Do they have permission to enter your house? C

7. Are there many burglaries where you live? R

Handout

Checking Meaning – Concept Questions When you plan to clarify language, you need to plan to convey the meaning and then check that

students understand the meaning. A very important technique is asking concept checking questions.

1. Choose an example of the target language from your context.

2. Break down the meaning of the target language (word/structures)

3. Turn those aspects of meaning into questions, which, if answered correctly, how

understanding of the target language.

For example: Your TL is personality adjectives, including “shy”. The context is a description of

your friends. One of them is Sarah, who’s a shy person.

Meaning:

It’s not easy for Sarah to talk to people.

She doesn’t feel comfortable when she talks to new people.

Maybe she wants to talk to new people but can’t.

She’s not a bad person and she’s not unfriendly.

To check understanding of all aspects of the meaning, the teacher asks the questions:

Is it easy for Sarah to talk to people? (no)

Does she feel OK when she talks to new people? (no)

Do you think she wants to talk to new people? (maybe)

Is she a bad person? Is she unfriendly? (no)

These closed display questions pin down the meaning. The teacher then asks follow-up questions to

consolidate and personalize, e.g.

Do you know anyone who is shy? In which situations are they the most shy?

Are you ever shy? In which situations?

Good concept checking questions…

shouldn’t simply re-use the target language, e.g. Do you have to do your homework? doesn’t

check ss understand the meaning of “have to”.

shouldn’t be the same as eliciting, i.e. the answer to the questions shouldn’t be target language.

should be graded so that the language in the questions is simpler than the target language.

should initially relate to the context of the target language.

should check the target language rather than something else in the sentence.

should cover all areas of concept checking and potential confusion.

should focus on the meaning of idioms and phrasal verbs rather than breaking them down into

individual components.

shouldn’t be a guessing game.

should be limited in number (usually 2 or 3 is enough)

should have clear answers which you need to plan, unless they are the referential questions (e.g.

personalized concept checking questions)

Day 6, 7/3/2011 Observe teacher teach real students

Names of students

Leandro

Evona

Adriane

Fredrico

Veri

Maita

Adolph

Edgar

Miguel

Carmen

Julia

Day 7, 14/3/2011

Text-Based Presentation Lesson Framework

The purpose of this lesson is to explain a grammar point (the difference between Present Perfect

and Past Simple). Other purposes of text-based presentation lessons could be to teach a number of

vocabulary items related to a certain subject or theme. The text that the teacher chose to highlight

the target language is talking about university application, so the theme goes in this direction.

(1) Lead-in (1.1) Warm-up

GW: In two groups, talk about university application and requirements in your country.

Teacher was keen to put me (from Egypt) in one group and Lucas (from Poland) in a

different group.

OC: Discuss answers. Ask individuals to talk about what they found out about other people.

(1.2) Set the Context

PW: Teacher lays a large piece of paper with large font on the floor in front of the whole

class. The paper contains a university application question:

In order for the admissions staff of our university to

get to know you, the applicant, better, we ask that you answer

the following question :

Are there any significant experiences you have had, or

accomplishments you have realised, that have helped

to define you as a person ?

Teacher asks ss in pairs to discuss this question.

OC: Teacher solicits feedback from ss.

(2) Pre-teach Vocabulary Set the vocabulary context. Tell ss that in a moment they will read a student’s answer the

university application question, but first we need to look at some words.

(1) moulinex. Eliciting. (meaning) Teacher shows ss a picture of a food

processor and asks ss what’s in the picture. Ss answer blender, food processor …

Teacher asks what’s the brand, and tells us that sometimes people use names of

brands instead. Then teacher writes moulinex on the board. (form) teacher asks what

type of word this is. then she writes (n) next to it on the board. (pronunciation)

teacher says moulinex and says ‘every one’ (choral drilling) then she picks up a

couple of people to say the word.

(2) spelling bee. Eliciting. (meaning) You know, in the US there is a

competition between students to spell words. Do you know what this competition is

called? (form) what type of word? (noun). (pronunciation). Choral drilling, individual

drilling.

(3) stucco. (meaning). Teacher show a picture of stucco. Do you know that this

is? (form) what type of word is this? (noun) Is it countable or uncountable?

(uncountable). (pronunciation) CD, ID. (freer practice). Did you see any stucco

before? Where?

(4) frolic. Concept Checking. (meaning) If you go to a mountain you can see a

group of lambs frolic up and down. Where can you see children frolic?

(form)(pronunciation)

(3) Gist Task Interaction pattern change. Teacher divides class into 3 groups of 3, 3 and 2 people.

Chest handout. Teacher says in this sheet there is an answer by a student to the application

question you’ve seen earlier. Read it alone and find three interesting achievements. ICQ:

How many achievements do you need to find?

Handout.

I am a dynamic figure, often seen scaling walls and crushing ice.

I have been known to remodel train stations on my lunch breaks,

making them more efficient in the area of heat retention. I translate

ethnic slurs for Kenyan refugees, I write award-winning operas, and

manage time efficiently. Occasionally, I tread water for three days

in a row. I woo women with my sensuous and godlike trombone

playing, I can pilot bicycles up severe inclines with unflagging speed,

and I cook thirty Minute Brownies in twenty minutes.

I am an expert in stucco, a veteran in love, and an outlaw in Peru.

Using only a hoe and a large glass of water, I once single-handedly

defended a small village in the Amazon Basin from a horde of

ferocious army ants. I play bluegrass cello, I had trials with Manchester

United, I am the subject of numerous documentaries.

When I'm bored, I build large suspension bridges in my garden.

I enjoy urban hang gliding. On Wednesdays, after school, I repair

electrical appliances free of charge. I am an abstract artist, a

concrete analyst, and a ruthless bookie. Critics worldwide swoon

over my original line of corduroy evening wear. I don't perspire.

I am a private citizen, yet I receive fan mail. I have appeared on

Through the Keyhole and won the gold plaque. Last summer I

toured Eastern Europe with a traveling centrifugal-force demonstration.

I run the 100m in 9.65 secs. My deft floral arrangements have earned

me fame in international botany circles. Children trust me. I can hurl

tennis rackets at small moving objects with deadly accuracy. I

once read Paradise Lost, Moby Dick, and David Copperfield in one

day and still had time to refurbish an entire dining room that evening.

I know the exact location of every food item in the supermarket. I have

performed several covert operations for the CIA. I sleep once a week;

when I do sleep, I sleep in a chair. While on vacation in Canada,

I successfully negotiated with a group of terrorists who had seized

a small bakery. The laws of physics do not apply to me.

I balance, I weave, I dodge, I frolic, and my bills are all paid.

On weekends, to let off steam, I participate in full-contact origami.

Years ago I discovered the meaning of life but forgot to write it down.

I have made extraordinary four course meals using only some

vegetables and a Breville Toaster.

I breed prizewinning clams. I have won bullfights in Madrid,

cliff-diving competitions in Sri Lanka, and chess competitions at

the Kremlin. I have played Hamlet, I have performed open-heart

surgery, and I have spoken with Elvis.

But I have not yet gone to this University.

GW: Check with your group.

OC: Feedbak

(4) Language Clarification MEANING: Explaining the meaning of the grammatical structure (tenses)

Teacher picks up three sentences from the text that highlight the target language (Past

Simple and Present Perfect) and writes down 4 questions.

Instruction, chesting the handout.

Interaction pattern: SS -> PW -> OC

Handout

a) Years ago I discovered the meaning of life but forgot to write it down. b) I have played Hamlet. c) I have spoken with Elvis.

In pairs, discuss these questions:

(i) When did he discover the meaning of life?

(ii) When did he play Hamlet/speak to Elvis?

(iii) Is it important when he played Hamlet or spoke to Elvis? (iv) What’s the difference between saying, ‘I have played Hamlet’ and ‘I

played Hamlet’?

FORM: Explain the form of the grammatical structure.

Teacher asks ss to unfold the sheet.

Interaction pattern: SS -> PW -> OC

Handout

In pairs, discuss these questions:

(i) PAST SIMPLE

discover/forget – which one is regular/irregular? What’s the form of

each?

(ii) PAST PERFECT

Form ______/______ + ________________

PRONUNCAITION.

Teacher asks ss “What do you think ss might need help with?”

Interaction pattern: SS -> PW -> OC

Controlled Practice Instruction, chesting the handout. Write the correct form.

Handout

Have you ever …

… (be) sky diving?

… (find) money in the street?

… (break) a mirror or a window?

… (see) an eclipse?

… (be) on TV or the radio?

… (stay) up to watch a sunrise?

… (be) to New York?

… (meet) a famous person?

… (have) your wallet stolen?

… (win) money in the lottery?

… (do) graffiti?

… (be) mugged?

Interaction pattern: SS -> PW -> OC

Freer Practice Interaction pattern: Mingled Activity -> OC

Teacher gives each student a card. Each card has one question. Each student should move

around in the room and ask people in the room. If the answer is yes, you ask for more

details. What tense do you use when you ask for details? Right, past simple. Ss need to

remember the most interesting answer to tell the class later.

Card Questions

Have you ever been sky diving?

Have you ever seen an eclipse?

Have you ever stayed up to watch a sunrise?

Have you ever been to New York?

Have you ever met a famous person?

Have you ever had your wallet stolen?

Have you ever won money in the lottery?

Have you ever been mugged?

Handout

A Text-Based Presentation Lesson Framework

Planning

Choose/write/record a text through which to introduce the new language. Make sure there aren’t

distractions such as new and complicated grammar or vocabulary.

Lesson

1) Conduct the beginning of a normal reading/listening lesson

Lead-in

Pre-teach key vocab (max 3 words)

set a gist task, read/listen, check in pairs, feedback.

2) Clarification Stage

pick out, or get ss to pick out an example of the new language. If appropriate, get ss to come

up with more than one example, e.g. ways of expressing likes and dislikes.

clarify meaning

check meaning

clarify form

drill pronunciation

address appropriacy issues (if necessary)

3) Practice target language

pre-teach any relevant vocabulary relating to the activity (which wasn’t in the original text)

set task

ss prepare for task if necessary

do task (s/pw/gw)

feedback with correction slot if appropriate

Advantages of Text-Based Presentation

has very clear (real world) language in a natural context

can be very up-to-date if authentic texts are used

adds variety to the structure of the lessons

there’s a good level of student involvement

creates a good balance to the lesson – authentic context + skills practice + language input

and practice

ss do the work and teacher manages a lot of it

Disadvantages of Text-Based Presentation

texts need careful selection/creation – for language, interest and relevance

it’s possible that other new grammar and vocabulary distract ss from the target language – ss

have to understand the text before they can focus on the language

it takes time and sometimes means that language practice is compromised

Story Writing Activity

GW: The idea is that you can create your own text for text-based presentation if you cannot find an

appropriate authentic text. In two groups teacher asks each group to write a story together. Each

one of them should write the text of the story.

Group one: Write a story where you can integrate 7 vocabulary items related to wedding.

Group two: write a story where you can use Past Continuous and Past Simple

Group one story:

The stag night was a nightmare. When I woke up I couldn’t find the rings. After a short search I

found them down the back of the couch. The bride and bridegroom had a row and wanted to cancel

the wedding. As a best man, I met the bride and persuaded her to go ahead. I told her it would be a

shame to waste the wedding cake and presents and the dress. In the end we had a lovely wedding

party.

Group two story:

As I was walking down the street, I heard a young lady crying. Somebody was trying to mug her. I

went to the lady and shouted to the mugger who ran away. As I was phoning the police the mugger

came back with a group of people. We ran away before they attack us.

GW: Swap 2 people from each group and give them a chance to read the story of the other group.

Phonology Lesson

Lesson Aim The target of the lesson is to allow students understand and use phonemic transcription.

Evidence. My target will be achieved if ss can use the phonemic transcription accurately in

the freer and controlled practice.

Lead-in

Red and blue game

Ask student to choose two colors (say red and blue). The reds will sit on chairs in front of

the board. The blues will stand behind the reds. There are 4 pieces of paper (containing

conversation) stuck on the board.

Instructions: The blues will go to the board, read one sentence, go to his/her red partner and

tell them the sentence. The reds will write down the sentences. When you come to the

middle line of the sheet, the reds and blues will swap places.

ICQs. Who is going to read? blues

Who is going to write? red

When you come to the middle line, what will happen?

Sheet:

Helen: Hello Ellen. Ellen: Hi Helen. Helen: Did you hear what happened to Henry Higgins yesterday? Ellen: What happened?

_____________________________ Helen: He fell of the horse and was taken to hospital. Ellen: I hope it’s not anything serious. Helen: He broke his arm and was in terrible pain. Ellen: I hope he gets well soon.

Explain monophthongs Dominos game

PW:

Give a number of cards to each pair of students and ask them to connect them like dominos.

Demonstration: Do one example

cat ɑ: father æ

weed ɛ: bird ɪ

Explain diphthongs Two exercises: s -> PW -> OC

1) Write the phonemic symbol next to the word. Students can look on the table on the board.

eight /ei/ hair hello house here

high fly phone cow enjoy

beer noise way there

2) Circle the correct phonemic transcription

a. why 1. /wei/ 2. /wai/ 3. /wie/

b. pay

c. coin

d. beard

e. their

f. house

g. coat

h. wait

i. now

Explain consonants Freer Practice

PW: Write one word in phonemic transcription and ask your partner to read it.

Controlled practice 8 flash cards are glued to the wall with blue tack. The card contain questions written in

phonemic transcription. Read the question and write the answer.

The questions are:

1. What is 3 squared?

2. What is the capital of Australia?

3. Who wrote the Da Venci Code?

4. Where is the sea of tranquility?

5. What is the highest mountain in Europe?

6. Who are the stars in Titanic?

7. Give an example of the first conditional.

8. Who invented the radio?

PW: Check your answer with your partner

OC: Seek feedback from whole class

Handout

PRONUNCIATION AND THE USE OF THE PHONEMIC CHART

1) Why should I use the phonemic chart with students in the class?

Familiarisation with the phonemic symbols means that students can become more

independent language learners. They can go away and look up pronunciation in the

dictionary without needing the teacher to model it for them.

When covering language in the class, students are able to note the pronunciation for

reference later (either in the lesson or at home).

It benefits visual learners who often like to see sounds represented visually as well as

hearing them.

2) Do I have to teach my students all the symbols?

It makes sense to start off looking at sounds that are problematic for a particular group of

students, e.g. /b/ and /v/ for Spanish speakers, /v/ and /w/ for German speakers. It’s not a

good idea to teach the whole chart to a class in one lesson – it’s better to introduce it

gradually as needs dictate.

If you’re dealing with a tricky word, you can write the word in symbols above the word on

the board (in a different colour) or just the problematic part of the word.

After a while students start recognising sounds that come up a lot (i.e. the ones they need to

work on)

3) Do I have to speak with ‘Received Pronunciation’ English in order to use the chart?

Definitely not! The chart should be used to interpret the way that you speak English. It’s

unnatural to change the way that you speak. Although in certain dialects it’s useful for

students to know what is dialect and what is commonly said by the majority of speakers.

4) Will students expect me to know and use the chart?

It’s reasonable to expect teachers to have a decent working knowledge of the chart as a tool

for clarification of vocabulary. You can ‘sell’ the idea to students by pointing out that it adds

another dimension to independent dictionary use.

TP1 Feedback

Don’t use connected writing on the board

Sit down more

Voice was too loud for the small number of students

Be careful with correct language modelling

Be natural with pronunciation drilling

Day 10, 21/3/2011

Focus on Vocabulary When do we need to teach vocabulary?

1. In pre-teach for receptive skills lessons (max 5)

2. In vocabulary lesson (max 7)

3. Before tasks if they include a difficult word.

What is the word activity (GW -> OC)

Words are written on cards with letters in random order, for example ‘register’ is written as

‘rgeesrit’

Each group is given 9 cards, one person holds the card and the other try to guess the word. The

group that finishes first says ‘stop the bus’

The 9 words connected to vocabulary are:

register (formal or informal)

spelling

form

example

connotation (positive or negative)

synonyms

pronunciation

collocation

meaning

Decide if this clarification of meaning is student-centred or teacher centred.

1. Write words on the board (TC)

2. Elicit with realia/picture/anecdote (TC)

3. Contextualize the target language in reading text. Discuss

meaning in pairs.

4. Put all words on the board, students match to pics/definitions (SC)

5. Test-teach-test (SC)

6. Categorize: inside/outside (SC)

7. Words on cards (SC)

handout

Ways of Teaching Vocabulary

Teacher-centred Student-centred

Visual aids, e.g. pictures, diagrams, realia Matching words to pictures/labelling diagrams

Mime Gapfill with/without list of words

Eliciting from a situation/story Matching opposites

Using synonyms and antonyms Brainstorming meaning in pairs or groups

Eliciting headword from examples of types, e.g.

hammer, screwdriver – tools

Matching words to definitions

Labelling a cline (e.g. freezing cold, warm, hot,

boiling)

Deducing meaning from context (in a reading or

listening text)

Giving examples Giving examples

Building word families, e.g. fright, frighten,

frightened

Explaining differences between similar words

Building lexical sets, e.g. car, train, plane Sorting words into know/not sure/don’t know

categories

Some other considerations with planning a vocabulary lesson:

When selecting vocabulary, you need to consider the following criteria:

o Frequency of use

o Range – how many contexts can it be used in?

o Usefulness to learners’ needs

o Whether it is for active or passive use

Learners need to be actively involved in learning new vocabulary.

Memory of new words can be reinforced if it is used in a personally relevant way.

Learners need to record vocabulary in a meaningful context – they need to write a

definition, not just a translation of the word. They also need to learn and note new words in

phrases (with dependent prepositions and collocations) not in isolation.

Learners need to revisit a word at least seven times before they can remember it completely.

<<You need to vary technique and make process as learner centred as possible>>

Eliciting vocabulary activity

Teacher explains that she is going to ask us to guess 10 words and mark the first letter of each word.

What teacher does Word Initial letter

shows a picture of a volcano volcano V

Draws a picture of an octopus octopus O

mimes sitting on her toes crouching C

synonyms: what is a word like

conceited

arrogant A

mimes: putting her hand under

the table

below/beneath B

realia: shows an umbrella umbrella U

anecdote: tells us about her

friend whose neighbour

upstairs leaves the tap open and

so the ceiling is …

leaking L

Examples: What is ‘Brave

Heart’, ‘Gladiator’

Action films A

cline: teacher draws a scale on

the table with ‘always’ on top

and ‘never’ on bottom and puts

a mark near to ‘never’

rarely R

antonym: what is the opposite

of old

young Y

Quiz for training teachers: How best to teach these vocabulary items

embarrassed

reluctant

anecdote

butcher

wardrobe

visual

a tiny bit

over/under

mime

upset

to limp

a juggler

mime

mean/generous

baggy/loose

synonyms

pencil/elbow

avocado

realia

wrinkled

fur coat

visual

moustache/beard

prawn

draw

See language analysis sheet

Handout

Stages and Aims for a Vocabulary Lesson

Stage Aim Lead-in To generate interest in the context/topic related

to the target vocabulary.

Set Context To enable ss to hear/see the language in context

Focus on Meaning To convey and check ss’ understanding of the

target language

Focus on Form To highlight form issues

Focus on Pronunciation To model and drill the target language so that ss

can confidently use it when speaking.

Controlled Practice To give ss practice in the target language and to

focus on accuracy

Freer Practice To give ss practice in the target language in a

wider, more authentic context and to focus on

fluency

handout

Checklist for Teaching Vocabulary

2) What problems could ss have with the meaning of the word?

3) What about problems with form? Consider:

part of speech (sometimes both a verb and a noun)

prefix/suffix

collocations

L1 interference

irregularities e.g. one fish (singular), two fish (plural)

countable/uncountable or both (e.g. coffee)

compounds – are they written as one word, e.g. weekend; two words with a hyphen, e.g.

heavy-set or two words, e.g. shoe shop.

consider also homonyms, e.g. bank/bank; homophones, e.g. flower/flour; homographs, e.g.

windy/windy.

4) What problems might ss have with pronunciation? Consider:

sound vs spelling

word stress

L1 Interference

changes in the plural, e.g. woman/women

changes as a result of word type, e.g. record/record

5) Appropriacy – is the word formal/colloquial/slang? (e.g. tired/knackered)

6) Des the word have a negative/positive/neutral connotation? (e.g. slim/skinny)

7) Is there a US/UK equivalent?

8) Does the word have any synonyms/opposites?

9) Could the word be easily confused with other words?

10) Can you put the word in an example sentence?

11) How are you going to convey the meaning of the word to ss?

12) How are you going to check that the word has been understood?

Mingled activity

Give each student a card with different question, e.g.

Are you a friends person or family person?

Are you a beer person or wine person?

Are you a crisps person or cake person?

Learner Style

See ScannedDocs/HO3_Vocabulary&LearnerStyles.pdf Facts that affect the learning process

The learner Learning Context Language

cultural background

personality

learner style

- visual

- auditory

- kinaesthetic

previous learning

experience

education

age

reason for learning

motivation:

extrinsic/intrinsic

sex

group size

time of the day

length of the course

L1 environment

L2

L1 interference

Alphabet

sounds

Implications of learning styles on teaching

1. Instructions not clear (A)

2. Too much TTT (A)

3. Lack of handouts (A)

4. Insisting on silence (A)

5. Writing everything on the board (V)

6. Too much movement (K)

7. Lack of variety (VAK)

28/3/2011

Activity for introduction

Tell us your name and something nice that you did last week.

Anticipated Problem

see ScannedDocs/HO4_AnticipatedProblem&ErrorCorrection.pdf

Anticipated problems

1. Blocking vocabulary

2. Students read word for word

3. Students take too long

4. Students not interested in the text

(Activity) Questions on a handout and discuss with your partner

When I was at school,

- When my classmates made mistakes, I felt …………..

- When I made mistakes, I felt ……………..

- When the teacher corrected me, I felt, ……………..

- The way I like a teacher to correct me is for them to ……………………

Types of student errors

1. Failure in rule application

2. Tense concept

3. Vocabulary misuse

Why students make errors

1. habits: fossilization

2. bad teaching

3. slip

4. overgeneralization

5. culture awareness

6. careless

7. mishearing

8. new info

Error correction techniques: see handout.

Among the methods of error correction is ‘reformulation’ when a student says the wrong

pronunciation and you repeat the word with the correct pronunciation.

Ideas for clarification of meaning that are more student-centred

Idea 1

I traced the paw prints to my dog.

What do you think the underlined word means? Discuss in pairs.

Idea 2

Match the form to the meaning

1. I’m going to study. a. a timetable for future events

2. It will be a great game. b. a future intention

3. They are taking me to the airport. c. an arrangement

4. The train leaves at 6:00. d. a prediction based on opinion (no evidence)

Guided Discovery

see ScannedDocs/HO5_GuidedDiscovery.pdf

A guided discovery lesson plan is used with language lessons (grammar/vocabulary)

Advantages of guided discovery approach

1. student-centred

2. no lecture mode

3. cuts down TTT

4. more engaging

5. students do everything

6. students teach pair students

Summary of techniques for guided discovery

Which technique you use will depend on the language you are teaching.

Match example sentences to explanations

Odd one out: examples / rules

Complete a table: e.g. spelling rules for comparatives.

Timelines: label the parts of the timeline / match to example / match to explanations

Match example sentences to visuals/diagrams

Complete the rule (gapfil)

Choose the correct rule (circle or tick)

Cline – put language in order, e.g. adverbs of frequency (often, sometimes, rarely, never)

Concept checking questions on handout

Guiding questions

Remember that students need to be able to refer to contextualized examples in order to analyse the

language.

Controlled Practice

see ScannedDocs/HO6_ControlledPractice.pdf

- The focus is on accuracy

- The teacher is in control

- There are clear answers for the questions, although there can be more than

one valid answer.

Activity: Pelmanism

Pelmanism: Matching card while they are facing down. Turn two cards and if they are not matching

put them back in their places facing down again. It relies on memory to find out where cards are.

Activity: Find the difference

See handout. Each partner takes a different picture and using description with your partner try to

find 7 differences. The pair that finishes first wins.

Activity: Disappearing dialogues

A: is a shop assistant

B: is a customer

The teacher acted the dialogue and we had to guess what each participant said. Then she wrote the

dialog on the board

A: Hello! Can I help you?

B: I’d like an ipod in a lovely red colour, please!

A: I’m sorry, we only have them in black or white.

B: OK, I’ll have the black one.

How much is that?

A: That’ll be EUR 300 please.

B: EUR 300! Are you kidding?

A: No.

B: I’ll leave it.

A: Bye

Divide class into two groups. One group says A and one group says B. Rub a line each time and let

them say the dialogue, until all the dialogue and they say it all from their heads.

Activity: Coffee pot

Think of a verb in your head and don’t say it to any one.

Students in the class will as you max 10 questions to help them guess the verb.

Example:

Do you coffee pot everyday?

Do you like coffee potting?

Where do you usually coffee pot?

Carmel: sing

Darren: descend

This activity can be used to practice question making and tenses.

Control the language in a controlled practice.

1. Give example by answering the first question/ or demonstration if it is

a different activity

2. Clear instructions

3. Make it suit their learning styles

4. Put an element of competition

Activity: Information Gap

A: The Titanic was built in Belfast.

B: The Titanic was built in ……….

Ask your partner some questions to try to find the missing information.

Authentic Text

See ScannedDocs/HO7_ReceptiveSkills&ProductiveSkills.pdf

Advantages and disadvantages of using authentic texts:

cultural references not known to the group

The text is interesting and relevant now.

connects to the real world

structures not introduced to students

confidence in facing real world

motivating

gives information

transfer skills

independent

teacher needs to grade the task not the language

Productive Skills

see above handout

Activity

Give one sentence to each student. Read your sentence and hide it. One topic for each pair. Put in

your sentence without your partner noticing. Try to guess your partner’s sentence.

My sentence: It’s all down to global warming.

Topic: Family.

Decide if focus is on accuracy or fluency

Find someone who… (Acc)

Practice a tongue twister. (Acc)

Acting out a scripted dialogue. (Acc)

Talking about how they felt about the lesson. (Fl)

Talking about their weekend. (Fl)

Answering teacher’s CCQs. (Acc)

Giving a pre-prepared presentation. (Acc)

Describing person who has inspired them. (Fl)

In pairs, describe a picture to find 10 differences. (Acc)

Role-playing a conversation with a stranger at a bus stop. (Fl)

Advantages of fluency activities:

Students use all the language at their disposal.

promotes creativity and experimentation

pushes students and builds confidence

Why are fluency activity important?

- To cope with real-life situations.

Why do students sometimes not talk?

- shyness, not interested, not engaged, confidence, and culture

How can we make freer speaking activities more successful?

- making the topic personalized, choosing a topic that they are interested in, encouragement,

providing safe learning environment.

Activity: Speaking

Match-making

Give student 4 pictures of males and 4 pictures of females.

Give them a thinking time: tell them to think about the person they have in the picture, what age

they are, what they do, what their hobbies are, their personality, etc.

Let the people with female pictures sit in the inner circle facing outside.

Let the people with male pictures sit in the outer circle facing the inner circle.

Talk to your partner for 2 minutes and see if they are matching.

Outer circle moves one space to the right until they meet everyone in the inner circle.

At the end see which are the matching couples.

Test-teach-test Framework

see ScannedDocs/HO8_TestTeachTest.pdf

Writing

see ScannedDocs/HO9_Writing028.pdf Audience

Purpose

Genre

Language (formal or informal)

informal greetings: hi

informal abbreviations: hol for holiday

informal ellipsis: Hope you had a great time. All fine here.

colloquial language: Ta

Formal invitation

set layout/structure

set phrases/expressions: … are delighted to invite … to join with them in the celebration of their

marriage

Stages in a writing lesson

1. Lead-in: guess the place in the postcards

2. Pre-teach: tasty

3. Gist task: Read this postcard from Carmel to

her friend and decide if you like to go on holiday to this place and why.

4. Genre analysis: a. content: topics (weather,

food, location, people), b. language: adjectives to describe the weather, food, location and

people), see handout

5. Motivation to write: Visualization: close your

eyes and think of a place to go on holiday. Give them time to think. Think of the places you

visited, the food that you ate, the people that you met, etc.

6. Writing task:

Audience: to Carmel.

Purpose: tell her about your holiday.

Genre: Postcard.

Tell them to write carefully as it will be read by other students.

10 minutes, active monitoring. Walk around behind students.

7. Follow up task. Hang postcards with blue tac

around the room. Ask student to go around read the postcards and decide, next to your own

which place do you want to go on holiday.

8. Feedback. Content feedback and linguistic

feedback.

Activity: snail race

the pictures of snails stuck on the board

divide class into three teams, one runner and the rest are sitters

Each team chooses one snail.

have 6 questions written on flash cards placed on the floor next to the teacher

The runner runs to get a question card and takes it back to the team. They discuss the answer.

The runner goes and tells the teacher the answer. If correct the snail moves one step on the

board. If wrong the runner puts it back and takes another card. Sample questions are:

1 – used to express something already arranged in the future. – present continuous

2 – used to express something that happened in the past with connection to the future. present

perfect

3 – used to express something done/not done in the past which is wrong. should/shouldn’t have

done

a b c d e f

Sam

Suzy

Sandy

Activity: matching cards

Pairwork

Cards are in two different colours: say read and green. Read contains the target language and green

contains an example

Relative pronouns who, which

Passive be + past participle

future perfect continuous In 2020, more people will be learning English

Activity: Answer the questions

Divide into two groups. Give each group 7 cards with 7 questions. Each group has different

questions than the other group. Each person in the group write the question and the answers.

They discuss the answer together to make sure it is the right answer.

After they finish each group thinks of two more difficult question from their own.

After they finish, the first group is divided ABCD, and the second group is divided ABCD. The all

the As go together, Bs, together, etc.

In the new pairs each student will test the other student with his questions, if they don’t know the

answer they explain it to him.

Examples of questions:

1 – give adjectives of frequency

ever, never, always

2 – Give 2 verbs that are followed by to

want, try

3 – one example of comparative and superlative

better, best

4 – What are the articles in English?

a, an, the

5 – What are phrasal verbs made out of?

verb + adverb

6 – Give 2 verbs that are followed by –ing

start, stop

7 – What is the difference between past simple and past participle

----

1 – What is the difference between must and have to

(intrinsic, extrinsic obligation)

2 – What is the negative of must

Business English

27/4/2011

see ScannedDocs/HO10_BusinessEnglish&Phonology.pdf

Needs Analysis Questionnaire: see handout

resource book: Market Leader Business English series

What are the implications for both the teacher and students of …

1. the company paying for the class?

attendance is usually quite good.

pressure on the teacher.

2. junior and senior members of staff being in the same class?

embarrassing

teacher should try to get it out

role play

3. having to fit classes in before work or during lunch break?

students are least active

teacher should bring different types of activities

4. adults telling you they don’t have time to do homework?

do revision instead of homework

5. teacher having to write a report on each student for the boss?

keep record of what is happening

6. the teacher feeling he/she doesn’t know enough business English?

find out what the student needs

Course Content

- lots of speaking and

writing

- functional: using the

phone, pronunciation

- writing: emails, reports,

etc.

- cultural awareness

Students?

- variety of levels

- motivation: extrinsic or

intrinsic

- mature

- expectations are high:

they pay more

- specific needs

Types of courses

- General English to

business people in a

company.

- English for special

purposes (ESP), HR,

banking

- Mixed groups

- One-to-one

- Exam classes (IELTS),

or B.E.C. for business

English

Business

English

Activity

Lead-in Question: What causes stress in corporate environment? (PW, OC)

- pressure for quality

- deadlines

- overtime

- high expectations

- tension between staff

What do they do to reduce pressure

Page 4 in the handout

Discuss options using sentences in these cards. Suzy first put the headline cards on the floor and

asked us to put the other cards under the appropriate category.

Asking for

opinion

Giving an

opinion

Giving no

opinion

Agreeing Half-agreeing Disagreeing

Where do

you stand on

this?

To my mind,

it’s like

this…

I don’t mind

either

I’d go along

with that.

To an extent

you’re right.

Come off it!

The way I see

it is this …

I’m with you

there.

I wouldn’t

quite go as

far as that.

Phonology

Activity

Loads of cards with phonetic symbols. In groups make as many words as you can.

Write down what you think I said.

I’ve got a potato clock | I got up at 8 O-clock

I sawr a new display | I saw a new display.

Ways of highlighting syllables

- on the board with dashes/dots

- finger highlighting

- tap it out

- clapping

- back chaining

Teaching Vocabulary

28/4/2011

see ScannedDocs/HO11Vocab&Tests011.pdf

Activity: hot seat/back to the board

On representative from each team sits with their back to the board facing their team. The teacher

writes a word/phrase on the board and the teams must explain it. The first person to get it wins a

point. Then they change to the next person.

Words used in the activity (These are the words related to teaching vocabulary)

antonyms synonyms homograph homophone

homonomy collocation appropriacy part of speech

idiom prefix suffix uncountable

connotation irregular

Activity: Word memory

Teacher says the words and asks students to write them down on a piece of paper.

water life rabbit home

field dog apple sheep

head sky chocablock hill

cloud horse cow foot

snow flower

Teacher tells students that they have two minutes to remember the words.

Teacher tells students to take another piece of paper and try to write down as many words as they

can remember from the list.

Teacher asks student to explain what they did to memorize (group words together according to

theme, build a visual map, etc.)

Decide if whether true or false (Sentences are written on OHP):

1. Students remember words in the middle best.

False, ss remember word in the beginning or end better.

2. The brain tends to store information alphabetically.

False

3. Words which inspire a lot of emotion, e.g. shocking words, stay in memory better.

True

4. People learn better if they see words written down.

True

What implications do this have on teaching vocabulary

1. Most people are visual, let them see it.

2. Don't overload students with too many words.

3. Blocks of words.

4. Words in context.

Ways of recycling

Use of cline

put these words in the cline

weekend

cinema

chocolate

assignment

TP

grammar

------------------------------------------------------------------------------------------- Then check with your partner see if you have similar order.

Students need to practice words 7 times before they stick to their memory.

Activities for recycling vocab

hot seat (or back to board)

matching

gap fill

match the word to the shape

ambitious

irritating

stubborn

friendly

conservative

S con irr am st fr

Activity: Lexical tennis

Get ss into 2 teams and explain the rules. They have to come up with collocations that go with e.g.

“miss”. They have 30 seconds to brainstorm collocations. Then they take it in turns to give a

different collocation – T writes them up on the board on the relevant half. Teams have a time limit

of 30 seconds to come up with another collocation. If they can't, the other team gets a point. And

then ss brainstorm something else for 30 seconds in teams and the game starts again.

We practised this in class with nouns that follow “take” and nouns that precede “strong”. The

teacher made it look like tennis as she moved her face from one side to the other waiting for an

answer.

Activity: Pictionary

The teacher shows representatives from each group a word. They return to their groups and draw

something to convey the meaning. The first team to say the word gets a point.

Activity: Blockbusters

Put OHT of Blockbusters on the OHP and get ss into 2 teams. Ask teams alternately questions on

idioms/words/phrasal verbs (or whatever is on the blockbuster grid) depending on which hexagon

the team ask for. One team works from top to bottom trying to establish a chain, and the other from

left to right. The hexagons usually have to be linked (so you can't dot around) but you can adapt this

rule if necessary.

Teaching Functional Language

4/5/2011 see ScannedDocs/HO12FunctionalLanguage&Drama_Music.pdf

Lead-in

Teacher gives out 8 cards, 4 contain sentences and 4 contain responses to the sentences.

Student try to find the correct sentence/response and the sit together with the new partner.

Example:

Card 1: Make sure you don't forget the board markers.

Card 2: It's OK. I've got them in my bag.

Follow-up: decide the function of each statement: warning, reminding, requesting, etc.

Function Functional Exponent

1. Apology I'm terribly sorry.

Sorry.

2. Asking for advice Do you think it's aright to ...?

Is it a good idea to …?

Should I …?

3. Suggestion Why don't we …?

Let's ….

Maybe we could ….

4. Complimenting I think it was wonderful the way you …

I liked the way you …

5. Requesting Would you mind …?

6 Offering Would you like me to …?

Let me do that for you ….

Note that form and function don't usually match.

Activity: Giving advice to Carmel to pass her driving test:

• • Have you thought about using the same car? (neutral +)

v+ing

• • It might be a good idea to do the test in Navan. (neutral +)

infinitive

• • If I were you, I'd do a few pre-tests. (less formal)

infinitive

• • Make sure you only listen to your instructor. (a little more formal)

present

• • • Practise, practise, practise. (informal)

imperative

• • You should do the test in Navan. (neutral)

infinitive

Note that intonation is rising and falling as marked

Accept Reject

That's a good idea! No way.

I'll give that a try. You've got to be kidding!

That's a good advice! I don't beleive/accept that.

OK

Reconstruction the lesson stages

1. Lead-in:

Carmel tells us that she's learning something and asks us to guess. Learning to drive

2. Set the context.

Giving advice to Carmel to pass her test

3. Clarification

No CCQs

No explanation of meaning

Explain form

Explain appropriacy

Explain and drill pronuncaition

4. Practice Activity

Mingling Activity: Think of a problem ask people to give advice. What is the best advice you got.

Example problems that we used:

Present for my 2 year-old son's birthday.

Going on a holiday with my parents for free or with friends and I'll pay

Going to meet my friend today after the course or at the weekend.

Exploiting Songs in the classroom

Teach students movements for the following words

together (folding hands)

waiting for a long time (tapping finger on the watch)

connected (fingers on ears and mouth as if talking on the phone)

disconnect (as if hanging up the phone done)

stop (hand spread)

fool (wiggling both hand on top of the head)

love (both hand on chest)

Listen to the song and make the movements.

@SONG: STOP!

---------------

(written by Clarke/Bell)

----------------------------------

We'll be together again

I've been waiting for a long time

We're gonna be we're gonna be

Together again

I've been connected

To the right line

We'll be together

And nobody never

Gonna disconnect us

Or ever separate us

Or say to us you've got to

Stop!

Stand there where you are

Before you go too far

Before you make a fool out of love

Stop!

Don't jump before you look

Get hung upon a hook

Before you make a fool out of love

We'll be together again

I've been waiting for a long time

We're gonna be we're gonna be

Together again

I've been connected

To the right line

We'll be together

And nobody never

Gonna disconnect us

Or ever separate us

Or say to us you've got to

Stop!

Stand there where you are

Before you go too far

Before you make a fool out of love

Stop!

Don't jump before you look

Get hung upon a hook

Before you make a fool out of love

We'll be together

And nobody never

Gonna disconnect us

Or ever separate us

Or say to us you've got to

Stop!

Stand there where you are

Before you go too far

Before you make a fool out of love

Stop!

Don't jump before you look

Get hung upon a hook

Before you make a fool out of love

What tense do think this song can be used for teaching?

Let students listen to “Tom's diner”

Present continuous

Learner Training

4/5/2011 Handout: HO13_LearnerTraining.pdf

Lead-in: What do you remember from the Basque language lesson?

Cutting Edge Teacher’s Book contains ideas for learner training for all levels.

Poster: Corrections Code:

/ = word not necessary

Sp = spelling

T = tense

WW = wrong word

Gr = grammar

P = punctuation

WO = word order

˄ = word missing

FF = false friends

Exp = expression

Classroom interaction

Display Questions:

Where is the stress?

What type of word is this?

What does ____ mean?

Referential questions:

How was your weekend?

Do you use a map?

Are you cold?

Referential Questions are used 14% in classrooms and 76% outside classroom. Teachers are

encouraged you use referential questions more often.

Try to include more Referential Questions in the classroom. Referential Questions require a greater

depth of processing on part of learners, and help them up their level.

“The classroom is a unique social environment with its unique conventions”

Why learning science is different from learning a language?

Language is the teaching objective and the medium of instruction.

What does this mean for the teacher?

- Watch out for your language.

- Make sure Ss understand you.

- Extra learning opportunities.

- L + 1 means use a graded language that is a bit higher than your Ss, but not too much higher.

Definition of teacher talk

Unhelpful types of teacher talk

Poster: The Telephone Conversation

(English is a funny language)

- Mr Smith, please.

- Can you hold on? (picture of someone holding on the a phone wire like a rope)

- I’ll put you through (picture of the person holding the speaker and putting him through the

phone, physically)

- I’m afraid he’s tied up at the moment. (picture of the person tied up with a rope around all of

his body)

- Shall I ask him to give you a ring? (picture of someone holding a ring in his hand and offering

it to someone else)

Poster: Classroom Language - I’m sorry, could you explain that to me again?

- What’s another way of saying ______?

- What do you call this in English?

- Could I leave the room for a minute, please?

- How do you spell it?

- What’s the opposite of ______?

- Is the stress on the first of second syllable?

- I’m sorry, I’m not quite sure what I have to do.

- What does ______ mean?

- How do you pronounce this word?

Teaching Lower and Upper Levels

16/5/2011

Handout: HO14_Teaching_beginner_and_advanced_learners.pdf

Texts that contain historical references or metaphors are difficult for learners at lower levels.

Beginners are less confident

When teaching beginners, you should encourage them, give them more time to respond.

When teaching beginners, you shouldn’t rush them with tasks.

To help teachers appreciate the difficulty of writing let them use activity in HO14_attached and

page 15 in HO14_Teaching_beginner_and_advanced_learners.pdf

Web site developed by IH Dublin

http://www.click4esol.com/

NALA free courses

http://www.nala.ie/

Teacher Development and Professionalism

19/5/2011

Teacher development seminars

www.acels.ie

Register there.

Schools should encourage peer observation for feedback (action points) and quality assurance (pop-

ins) 20 minutes.

Without it a person becomes stagnant, unemployable.

Taking feedback from Ss:

What they think of the teacher

book

facilities

admin

ELTJ Journals

Distance DELTA through IH London.

Ask the interviewer

- Timetable

- Is there a director of studies

- How much admin is involved

- Resources and facilities

- How often are tests and observations

- Dress code

- Size of class, and levels, ages, and courebooks.

- Full time, intensive, or part time

- Professional development: teacher seminars, training, etc.

- Money

Employer’s Questions

- Course books that you taught

- Experience

- How do you respond to pressure

- How do you teach the difference between Pres Con. and Pres. Simple

Role play

Interview for employment as a teacher in a language centre.

References:

Mary: mary@ihdublin.com

Carmel: ados@ihdublin.com

You can collect your portfolio before 19/11/2011