Master Presentation Teacher Training IH and IO 2013

8/12/2019 Master Presentation Teacher Training IH and IO 2013

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TRONWELL TEACHERTRONWELL TEACHERINITIAL TRAINING:INITIAL TRAINING:

InIn -- HouseHouse / In/ In -- OfficeOffice

20132013


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TRONWELL METHODOLOGY TRONWELL METHODOLOGY Separate the 4 SkillsSeparate the 4 Skills

Listening and Speaking

Writing and Reading (as extensions of Listening andSpeaking practice)

Communicative MethodologyCommunicative Methodology

An emphasis on learning to communicate throughinteraction in the target language.

The introduction of authentic texts into the learningsituation.

An enhancement of the learners own personalexperiences as important contributing elements toclassroom learning.

An attempt to link classroom language learning withlanguage activities outside the classroom


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TRONWELL METHODOLOGY TRONWELL METHODOLOGY Develop English Grammar in a fun and dynamicDevelop English Grammar in a fun and dynamic

wayway Presentation and reinforcement of structures

through examples, rather than diagrammingsentences.

Activities that motivate situational use of thelanguage

Avoidance of the use of grammatical terminology.

English EnvironmentEnglish Environment All instruction and explanation in English, the target All instruction and explanation in English, the target

language.language.


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FACILITATINGFACILITATING

COMPREHENSIONCOMPREHENSION1. Speaking more slowly in the beginning levels2. Emphasizing key words or phrases

3. Using cognates4. Restricted vocabulary and shorter phrases5. Building redundancy into their speech by using discourse modifications

such as:1. self-repetition2. modeling3. paraphrase4. multiple examples5. definitions6. synonyms7. natural pauses

6. Giving students appropriate wait time to interpret questions andformulate responses

7. Paralinguistic elements (body language)

8. Repetition in instructional routines


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AFFECTIVE VARIABLES AFFECTIVE VARIABLESSELFSELF -- CONFIDENCECONFIDENCE If students are self-confident they are less afraid of making mistakes and losing

face. This means that they are more likely to attempt to use the language in arange of diverse situations, making them better language learners.

PERSONALITY PERSONALITY Personality can affect students' learning styles. If students are outgoing, theymay prefer classes where they are able to speak right away. If students areintroverted they may prefer not to speak but rather to listen.

ANXIETY ANXIETY Anxiety is a variable which is difficult to measure and therefore it is difficult to

calculate the effect it has on language learning. However, linguists and teachersdo agree that if students are anxious in class, they are likely to pay a lot ofattention to the form of what they are saying resulting in a loss of fluency andmeaning of what they are saying.

MOTIVATIONMOTIVATION

Motivation can be divided into two types: extrinsic motivation concerningoutside motivations (like demands from a boss) and intrinsic motivationconcerning the pleasure one gets from doing something.


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AFFECTIVE VARIABLES AFFECTIVE VARIABLESthings to dothings to do

SELFSELF -- CONFIDENCECONFIDENCE Speak at a level the student can understand. Imperative form and present

tenses help understanding, especially at beginning levels.

Make sure the activities are suitable for the level, that the students have a realpossibility of achieving the objective. Praise students as much as possible. Theyll want to participate more.PERSONALITY PERSONALITY Assign pair work. People tend to feel more comfortable speaking in smaller

groups. When there are two people, it forces each participant to ask questionsand answer.

Have a variety of activities that are suitable for both of the strongest personalitytraits: extroverted and introverted .

ANXIETY ANXIETY Give them time to prepare/respond. A few seconds for them to think can make

a big difference. Try not to single out students in front of the others. If a student needs more

help, help them while the others are working.MOTIVATIONMOTIVATION Make sure your classes are fun and dynamic. Make it an experience that taps

into their intrinsic motivationsomething they want to do.


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LESSON PLANSLESSON PLANS

Presentation, Practice andProduction (The 3 Ps) Introduction

Ice-breaker

Presentation Present necessary structure and

vocabulary Practice Activity

Activity to practice structure andusage

Production Activity Activities in which the studentmust produce their own ideas inEnglish

Summary

Task-based Lesson Introduction

Ice-breaker

Assign a task A task in which the

students must achieve a

goal Clarify Doubts

During the task, helpstudents reach the targetlanguage

Present the task Students present their task

to the rest of the class-teacher

Summary


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ININ -- HOUSE / INHOUSE / IN -- OFFICEOFFICESIMILARITIES:SIMILARITIES:MethodologyMethodology Separation of skills Communicative focus Structures presented through examples in Presentation Full English environmentStructure Instructional event (class) structure in 45-minute blocks

DIFFERENCES:DIFFERENCES:InIn -- Office StructureOffice Structure

No laboratory - Presentation in In-Office class is fullpresentation, rather than review of concepts previouslypresented Single teacher and fellow students for course rather than

rotation of teachers and students


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ININ -- HOUSE CLASSESHOUSE CLASSES

Beta and GammaBeta and Gamma Course Structure

Laboratory ContentLaboratory Content

Conversation ClassesConversation Classes Standard Conversation Listening Classes


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Beta and GammaBeta and Gamma Course Structure


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Laboratory ContentLaboratory Content


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Conversation ClassesConversation Classes

Standard Conversation Instructional Event structure is followed exactly

as on the Structure slide

Listening Classes

Presentation is replaced by review ofvocabulary, some additional presentation(review of separate class) may be necessary


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CLASS PREPARATIONCLASS PREPARATIONThere are some things teachers should have in mind before

teaching a class. Here is a list of the most important:

Make sure that you know in advance what you are going to teachand at what time (check the assignment and the menu carefully). Be sure that you are familiar with the Power Point Presentation of

the class you are going to teach. Remember you should plan your lessons ahead of time (especially

when your class is assigned the day before) to avoid unexpectedsituations. This will help you with the timing and with the organization ofactivities.

See that the computer is turned on and that the pad is workingbefore the bell rings.

Be certain to know the grammar contents thoroughly in case youhave to give explanations or answer questions. There are a numberof web pages available full of information.

Be sure that you are acquainted with the laboratory contents andstudent material.


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INSTRUCTIONAL EVENTINSTRUCTIONAL EVENT

STRUCTURESTRUCTURE1.1. Introduction (2 min.)Introduction (2 min.)1. Names

2. Module, and Topic number 3. Ice-breaker 4. Objective5. Resolution of doubts from previous

topics2.2. Presentation (10 min.)Presentation (10 min.)

1. Elicit information1. Students should be participating from

the get-go2. Relevant information

3.3. 3 activities minimum (30 min.)3 activities minimum (30 min.)

1. Practice and production activities4.4. Summary (2 min.)Summary (2 min.)


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Start the class on time. Introduce yourself and greet the students in a friendly

way and make sure that they are relaxed. Make sure that the students are in the correct class by

telling them the class number you will be teaching thathour.

Write each students name on the screen. Introduce the objective of the class by way of the ice-

breaker or conversation. Once you are able to elicit the

objective, present the ppt. slide with the objective written. Ask the students about their previous sessions and clarify

any doubts they may have. Continue to the PRESENTATION

INTRODUCTIONINTRODUCTION


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ICEICE -- BREAKERSBREAKERS

DEFINITION:DEFINITION: An icebreaker isa short activity which aims atrelaxing the students beforethe lesson itself. It may also

be the way to lead thestudents attention awayfrom a situation which isinterfering with the normal

development of the session.

EXAMPLES:EXAMPLES:Relaxation exercises : close your

eyes type of exercise.Drills: substitution - repetition.Songs : identify the word -

compare - how does it makeyou feel.

Mixers: exercises requiring theuse of the body as well aslanguage skill.

Games : role play - guessing -vocabulary.


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SUGGESTIONS FORSUGGESTIONS FORICEICE -- BREAKERS:BREAKERS:

Always be aware of students level before you decide on theicebreaker to use.

Give simple, clear, and precise instructions.

Choose icebreakers you feel comfortable with.

Quickly evaluate the mood of the students when you step intothe classroom. Make sure that you have chosen the appropriateicebreaker for that class.

If you choose an ice-breaker correctly and do it right, it mayhelp you create the appropriate atmosphere, leading to a betterreceptiveness of the students.

Manage as many as possible, particularly those which are

modifiable and adaptable to different situations.


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PRESENTATIONPRESENTATION

Clear and concise, with only relevant informationgiven to students .

Elicit information related to the topic. Have short, written and meaningful examples

showing real life situations in which the contents can

be used Presentation cannot be longer than 10 minutes Split presentation for classes with more than one

content

UNCOUNTABLE NOUNS


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How much milk is there in the bottle?There is a lot of / lots of milk in the bottle.

enoughsome

a little / not much

Is there any sugar in the sugarbowl?No, there is nt any sugar in the sugarbowl.

no

UNCOUNTABLE NOUNS(SAMPLE PRESENTATION 1)

COUNTABLE NOUNS


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How many apples are there on the table?There are many apples on the table.

a lot of / lots of enough

somea few / not many

Are there any chairs in the room?No, there are nt any chairs in the room.

no

COUNTABLE NOUNS(SAMPLE PRESENTATION 2)


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MANY

A LOT OF / LOTS OF

ENOUGHSOME

A LITTLE / NOT MUCH

NOT ANY / NO

A FEW / NOT MANY

CARS

CARS

CARS

CARS

CARS

CARS

TRAFFIC

TRAFFIC

TRAFFIC

TRAFFIC

TRAFFIC

(SAMPLE PRESENTATION 3)


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ACTIVITIES ACTIVITIES An activity is a task given by the teacher in which An activity is a task given by the teacher in which

students will apply the language.students will apply the language.

Give clear and precise instructions Present an example of what is expected Give a set amount of time Monitor students while they work Evaluate progress by asking them to report back Correct and reinforce students One given activity could very well be modified or adapted for its

use in another module Provide students first with practice and then production

activities


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ACTIVITIES ACTIVITIES

Provide students first with practice activities andthen production activities to stimulate their self-confidence. Allow them to practice what they havelearned.

Practice activity: an activity carefully led by the teacher.Students work on specific structure and vocabulary use.

Production activity: an activity which allows the student touse the language more or less freely in real, largelyuncontrolled situations.

Remember: The activities should take up most of the

class time. Assume the role of a facilitator to ensure maximumstudent participation.


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ORAL ACTIVITIESORAL ACTIVITIES

Oral activities are devised to make studentsOral activities are devised to make studentspractice the language orally. They are thepractice the language orally. They are theprincipal type of activity in aprincipal type of activity in a TronwellTronwell classclass

Drills, substitution drills and repetition Descriptions of pictures, people, actions, places, etc. Role playing

Performing dialogues Interviews and reports Debates

O l A i i T 1O l A i i T 1 P iP i


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Oral Activity Type 1Oral Activity Type 1 -- PracticePractice

Fill in the gap1.My wife has _____ clothes.2.How ____ does that CD cost?3.To make pancakes we need ________ eggsand some flour.4. Juan doesnt have _____friends.

5.Do you know ________ good restaurantsnear here?6._____ people live in Tokyo.

7.How ____ packets would you like?8.Excuse me. I need ________ informationabout trains to Rancagua.

MUCH - MANY - SOME - ANY - A LOT OF

Oral Activity Type 2Oral Activity Type 2 PracticePractice


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In pairs, ask each other questions about what yousee in the fridge.

How much / how many ?

Oral Activity Type 2Oral Activity Type 2 PracticePractice

moving toward Productionmoving toward Production

Oral Activity Type 3Oral Activity Type 3


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In pairs, organize a party for your office. You have some of theitems, and you need to complete the shopping. Talk about howmuch/how many you have, and how much/how many you need.

Use the following items, and others:


Production, option AProduction, option A



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Ex:. I like Liguria Restaurant. There are lots of items on the menu, butthere is not much parking. There are many celebrities, but there is only

a little alcohol in the drinks.

In pairs, choose a place of entertainment that you know (arestaurant, a pub, a disco, etc.) and talk about the pros and cons of

the place, using Quantities. Think about:

quantity of food, restrooms, alcohol in drinks, number of customers,etc.


Production, option BProduction, option B


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LISTENING ACTIVITIESLISTENING ACTIVITIES

Listening activities are intended to makeListening activities are intended to make

students practice the comprehension ofstudents practice the comprehension ofauthentic, spoken English of the kind theyauthentic, spoken English of the kind theymight encounter on the radio, movies, TV, ormight encounter on the radio, movies, TV, orin overheard conversation.in overheard conversation.

Listening for specific information (e.g. completing charts, fillingin the blanks, answering questions, answering true-falsequestions).

Listening and identifying (e.g. matching, conversations withpictures).

Listening and note-taking (e.g. listing ingredients). Listening and drawing.

Listening Activity


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Listening ActivityListen and say where the person is being invited

and if the person accepts or declines.Event or Activity Yes No

1. ___ ___

2. ___ ___

3. ___ ___

4. ___ ___

5. ___ ___

6. ___ ___

7. ___ ___

Listening Activity


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.

Listening ActivityWhere is Frank? How does he get to Ellens home?

Do you need the individual steps?

Listening Activity Option 2 :


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Listen and draw the three characters.

Listening Activity Option 2 :

Do you need to listen to parts again?

GUIDELINES FOR CORRECTINGGUIDELINES FOR CORRECTING


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GUIDELINES FOR CORRECTINGGUIDELINES FOR CORRECTING

STUDENTSSTUDENTS Allow the students to finish their thoughts before makingcorrections. Being interrupted is frustrating in any language.

Focus corrections on mistakes that interfere with understanding

and meaning. Follow the progression that our brain follows: firstcontent and then form. Look for patterns in students mistakes instead of going one by one

through a wide range of unrelated errors. Keep the correction short and sweet. But be certain that the

student truly understands why he/she is being corrected. Andremember that understanding is only the beginning: it may be along time before the correct version appears in the studentsspontaneous production of the language.

Finally, let your students help you in finding the balance for eachindividual. Some students will always ask for, even demand, a greatdeal of correction. Others will quickly show their frustration with it.You should correct when you feel that the student is open andready for correction and that the correction will actually help, nothinder.

When in doubt, you should correct less rather than more.


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SUMMARY SUMMARY

It is important to summarize the class inIt is important to summarize the class inorder to see if the objective was achieved.order to see if the objective was achieved.

Summary = Prompting students to reproduce highlights ofthe class Presentation:

Elicit from students the most important information ofthe session

Reinforce meaning and pronunciation of new wordsEncourage continuation of learning Provide strategies for further practice, such as exercises

Additional


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AdditionalPractice

www.tronwell.com

Portal Alumnos

Material aDescargar
http://www.tronwell.com/http://www.tronwell.com/


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EVALUATING STUDENTSEVALUATING STUDENTS Teachers should evaluate the students performance

throughout every class. The aspect to evaluate is thecapacity to use a particular function. If the studenthas been struggling from the beginning to the end ofthe session, speak to them privately and tactfullyafter class and: Ask the student how they feel about their performance. This

prevents defensiveness, especially if they are just having abad day. Mention the students strengths (for example I can see you

are eager to learn) and then their weaknesses. Finish thecomment with a few words of encouragement.

Ensure the student has been doing all of the lab handoutsand supplementary material. If not assign them ashomework.


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EVALUATING STUDENTSEVALUATING STUDENTS If you do not have time to talk to the student, note down their

name, level, date and hour of class along with as muchinformation as you can about the students problem, and give itto the Student Counselor or Academic Supervision. The studentwill then be re-evaluated, and options to continue will bedetermined. Some options to continue are: Review lab units Retake conversation class Reassign the students level In certain cases, a tutorial will be assigned

In case you were not able to evaluate the student during theirlast class, fill in the OPR form as if the student failed andmention in the comments that you were not able to evaluate andthe reason why. The student will then be re-evaluated.


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EVALUATING STUDENTSEVALUATING STUDENTS


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Master Presentation Teacher Training IH and IO 2013