teacher training programme topic area 2. learning objectives conducting effective needs analysis...

Teacher Training Programme

Topic Area 2

Learning objectives

• Conducting effective needs analysis• Planning a course including best practice use of

textbook packages• Developing best practice teaching skills (interactive

approaches, techniques and methodologies)• Classroom management, procedures and techniques

(effective group work, giving feedback)• Adapting, developing and creating materials• Assessment and evaluation techniques

Methodology

• Hands-on practical tasks

• Interactive workshops

• Peer teaching and peer presentations

• Self-guided learning and research

• Reflection

• Development of best practice skills

Needs AnalysisSession 13

Needs analysis

• What is it?

• Why do we do it? (if we do it!)

• What types of needs analysis exist?

• What do you use?

• What should be included?

Needs analysis involves doing some kind of activity with a learner in order to find out what their learning needs are. A good understanding of learner needs can contribute to successful course planning.

On the first day with a new group the teacher gives the proposed syllabus aims for the course, and asks learners to prioritise them in relation to the contexts that they will need to use language in.

In the classroomNeeds analysis is part of building learner awareness and autonomy. Asking learners what they feel they need to practise is a good initial step. As well as providing data, it can encourage them to start thinking about their learning and taking responsibility for it.

What are the benefits of needs analyses?

• Helps gain a detailed knowledge about the learners

• Can be motivational for learners• Encourages him/her to take responsibility for

learning• Helps adjust their expectations• Helps the teacher prepare relevant sessions

and think about where to focus key objectives

What problems can there be with a NA?

• School/college/syllabus and learner needs differ

• Different learners have different needs

• “I don’t have time to do detailed needs analysis!”

• What are the solutions to the above?

Some questions

• What is the difference between a needs analysis and a placement test?

• Should all needs analyses be the same?

• What happens after the needs analysis has been completed?

Needs analysis - 15 ways

1. Fill in a form or questionnaire This is the most traditional and perhaps most boring way of doing needs analysis. It can be made more interesting by students interviewing each other and filling in the form for their partner (how much help you will need to give them with question forms etc depends on [...]

2. InterviewsEspecially in 1 to 1 classes, this is the other common way of doing needs analysis. You can make it more interesting by getting students to interview each other in pairs and then mark the interviewers by how much relevant information they got (e.g. giving points for questions they asked that no one else in the class did), or by doing it as a roleplay job interview for a job that uses English, e.g. their own, and getting students to decide who is best for the job.

3. Combine with another lessonThis could mean by language point, or by skill (e.g. reading a text about ways of practicing English. If you combine it with ideas on becoming a self-sufficient language learner, you can even do further needs analysis in later lessons in this way, for example if their language wasn’t high enough level to find out much the first time you did needs analysis or if you want to see if their needs and ideas about language learning have changed.

4. Adverbs of frequencyStudents use often, once a week etc to talk about how often they use English in certain ways and do certain things to improve their English, e.g. I occasionally take part in conference calls in English. This can be a reading and writing task, or speaking and listening with them asking each other in pairs. Due to the easy language (mainly Present Simple), this is good with even low level classes.

5. Predictions/ possibility and probabilityStudents talk about their future needs for English, e.g. as a sentence completion task with “will” or “definitely” in English, next year I might xxxx in English etc. They can then guess how their partner completed their sentences

6. ModalsStudents fill in the right modal verb for them in sentences such as ____________ read newspapers in English, e.g. can, should, need to or have to. They can then compare in pairs, and see if the verbs their partner has put in are also true for them.

7. Functions reviewStudents match sentences to their functions, e.g. requesting, complaining, apologising, and then talk about how much they need to be able to do those things in English.

8. RankingStudents rank things they need to do in English by how necessary they are and/ or how difficult they are. They can then get together in larger and larger groups and try to agree new ranking together in a pyramid ranking debate.

9. Guess the jobStudents match descriptions of how and when people need to use English to the names of their jobs. They can then write similar description for themselves (or their partners after interviewing them), then the whole class can try to match the descriptions to the people in the class.

10. True/falseStudents mark sentences about English use and studies true or false for them, e.g. need to write more than speak. Variations include giving the sentences orally rather than on the page, or students making sentences that they think the other person will say true for.

11. Make it trueStudents change sentences to make them true for themselves and/ or for everyone in their group or the whole class, e.g. changing most emails I write are to native English speakers to non-native. If you design the task carefully, this can also be used as practice of specific language points.

12. PresentationsStudents give a presentation about their own needs for English, past and present use of English and English studies. To make sure everyone is listening, other students must ask questions at the end and/ or must refer to what other people said when they do their own presentations, e.g. unlike Gulshan, I almost never answer the telephone in English. This is good if they need to study presentation skills.

13. Things in commonStudents try to find (ten) things that are the same for both of them in their use and needs for English, e.g. we both read English emails everyday

14. Needs analysis meetingRun the needs analysis as a meeting with agenda and action minutes

15. Syllabus negotiationStudents negotiate to decide how much time will be spent on certain topics and skills in the course. This is especially useful before or after doing the language of negotiations.

Review of the 15 ways

• Which of these would be most relevant for your target group/s?

• Why?

• Which are you least likely to use?

• How does needs analysis help the teacher?

Learning Journal Entry

• What are the three most important things I have learned about conducting a needs analysis?

• What new techniques am I going to take into my day-to-day teaching that will have an immediate impact on reaching learning outcomes?

Course Planning

Session 14

Course planning

• How do you go about planning a course?

• Are you tied to a specific syllabus?

• Are you expected to only use a course book? If so, how do you plan your course?

1) Using some course book materials, I 'cut and paste' or 'edit down' a reading comprehension, images and exercises, for example, to something that is relevant and useful for the group in question, making sure to reference when I got the material from;

2) If I've got an adequate amount of time to prepare, depending on the aims of the lesson, I prepare something from scratch, or at least something more creative that includes drawing, language games, video, or song.

3) When those aren't possible, I then take the easy route and just use the book

Can you help this teacher?

Hi everyone! I've been a teacher of English for over 10 years now, but you know what? Every year, as I start classes again, I feel like reinventing myself... and honestly, this year, I don't know where to start! I have so many ideas in my head that I feel overwhelmed. I teach all kinds of groups: kids, teens and adults. So, I want to do loads of things but at the same time I feel stuck. It's like I want to do so many things with such different age groups... it's a mess! I feel "messy".

A good solution?

So I always first work out the course dates and make a sort of mini calendar. Then I usually count up how many lessons focusing on different skills I want to include. E.g. 15 weeks x 2 hours .. 7x listening 7x speaking, 8x reading, 8x writing lessons. Then I look through my resources; first I look through activities that I've already done with other classes and which worked really well, then I move on to new resources and see if there's anything new, and not too similar to something I already have. Once I've "short-listed" activities/materials, I go back through and see if there are any that have the same kind of overall topic, and then group them according to these topics, e.g. crime, relationships, world of work, . Then I pick out, for example, some reading/writing/listening/speaking activities that have the same overall topic as a base, and plan to do these in one week. And so I go on until my calendar is full! Et voila - a nicely varied course plan.

Discuss with a partner

• How you go about planning your course

• How you use the government text book materials

• What works/what doesn’t

Text book resources

• Teacher’s book

• Student book

• Activities

• Learner worksheets

Let’s look at some examples


• What are the three most important things I have learned about planning a course effectively?


What makes a good lesson?

Session 15

Work with a partner• A teacher who engages with his/her students.• Clarity of aims.• Variety of pace.• Variety of activities.• Variety of skills.• Variety of focus.• Logical staging/flow.• Lively teaching style.• Students get lots of practice (the teacher doesn't!)• Meaning of new language is checked and clarified.

Lesson Aims• It is essential to have clear aims to show you

have a clear organised lesson plan• On your plan you have three different types of

aims – what are they?• Main aims + stage aims + personal aims• Where do you get your personal aims from?

There are two main types of lessons

• Skills – Reading, Writing, Speaking and Listening.

• Systems – Lexis and Grammar• It’s your responsibility to make sure that

you teach a range of different lessons • Work with a partner and brainstorm

some aims for a skills lesson and a systems lesson.

Writing aims• Aims need to be clear and simple• They need to be for the students – not for the

teachers• To present / To practice / To personalise / To

revise/extend / To practice listening for gist / To practice reading for specific information / To develop accuracy/fluency / To write a letter (of complaint)

Decide if the following are main/stage aims. Rewrite them if necessary

• To revise and orally practice the past simple - affirmative and Wh- question forms

• To present a reading text• To make the lesson more student-centred• To check understanding• To present and practice (in speaking & writing) a lexical set relating

to trials: judge/jury/barrister/ bail/ on parole/ to convict/ to sentence• To teach questions• To give controlled oral practice• To do a roleplay• To finish the lesson in a nice way• To drill the students• To give practice in listening to extract specific information• To give the students a written record• To get to the coffee break


• What are the three most important things I have learned about the ingredients of good lesson plans?


Materials Design

Session 16

Rank these in order of importance:

Factors related to the general situation include:• Learners’ needs.• Learners’ preferred learning styles.• Issues of learner training/independence, and learners’ views on

this.• Class dynamics and energy levels.• Availability of space.• Relevance to the learners’ socio-cultural background.• Learners’ previous language learning experience and

corresponding expectations relating to activity types and teacher/learner roles.

Now rank these ones:

Factors related to the lesson include:• Lesson aims and anticipated problems.• Time available.• The need for a balance of input, practice and skills work.• The need for a balance of activities and interaction patterns.• The amount and type of language generated.• Ease or difficulty of instructions.

What do we need to consider when we are adapting materials?

SOME IDEAS• Activity Type: • Aims: • Topic: • Group Profile • Materials: • Setting up: • Procedure: • Timing: • Language: • Roles: • Level:

How do you create and adapt materials?

• Tell your partners about some of your best ideas

• Split into small groups and discuss

• Select best idea and present back

Authentic Materials

Session 16

What is authentic material?

in language teaching, the use of materials that were not originally developed for pedagogical purposes, such as the use of magazines, newspapers, advertisements, news reports, or songs

• Dictionary of Language Teaching & Applied Linguistics (Richards, J. and Schmidt, R. Longman 2002)

Why should we use it?

• Motivating• Empowers non-natives• “It’s the way it’s said”• Authentic material has authentic language,

authentic language naturally will contain the most frequent language items

• It is the repeated exposure to frequent items that leads to “noticing”

What is Noticing?

• Noticing is when a student focuses on a piece of language

• The focus can help them learn it

In a receptive skill task when do we promote noticing

• In the scanning ….or

• Specific information stage

• In a speaking class it’s when we go back from fluency to focusing on language

• Does it work in the gist stage?

How are learners exposed to language in/outside the class?

Inside the Classroom• Textbook• (occasional

computer lab, brought-in article, song, video, etc.)

Outside the Classroom• TV (Sony Entertainment

Television, The Warner Channel, The Universal Channel, etc.)

• Movies• Internet• Music

And what about time?

Inside the Classroom• Textbook• (occasional

computer lab, brought-in article, song, video, etc.)

• TOTAL: 3 hrs per week

Outside the Classroom (estimate)

• TV – 7 hrs p.w.• Movies – 1.5 hrs p.w.• Internet – 2 hrs p.w.• Music – 2 hrs p.w.• TOTAL: 12.5 hours per

week

What does that tell you?

• Teach skills and strategies that will help sts develop outside the class

What’s best?

Focus

• In class • Focus is rich• Amount of input

poor

• Outside class• Focus is poor• Amount of input rich

So….

• Get students noticing authentic material inside the classroom so that they make the most of it outside the classroom

• Teach them the skills inside to use outside

• Help them with their confidence inside to help them with confidence and so exposure outside

What does this tell you?

Problems

• Students at low levels can’t use authentic materials?

• Finding materials

• Extra work for teacher?

Competition

• 1 minute

• With a partner

• Brainstorm as many types of authentic material you can think of

Ideas for working with authentic materials

• Movies

• Music

• Articles

• Skype research

• “Live Listening”

• Projects


• What are the three most important things I have learned about using authentic materials?


Methodologies

Practical tools - best practice

Session 17

Learning Languages

• 1. What’s the best way to learn a foreign language?

• 2. How did you learn your mother tongue?

The Lexical Approach

Question from teacher

In a month I am starting an English course with 2 groups of adults working in a big firm. I have already some ideas how to deal with the advanced level, but I am totally frightened about the beginners. I have no idea what to start with, how to create a syllabus, should grammar be explained deductively or inductively. I would be very grateful for some specific information or any kind of help.

What would your answer be?

Answer from Scott Thornbury

First of all, your students don’t need grammar, they need words. A lot of words and fast. It’s now widely accepted that language learning – whether naturalistic or instructed – is powered, initially, by vocabulary: the steady accumulation of lexical items, including multi-word units (also called lexical phrases or chunks).

Can you find a mistake?

Do you understand the message?

Knowing words is the key to understanding and being understood. The bulk of learning a new language consists of learning new words. Grammatical knowledge does not make for great proficiency in a language.

Vermeer (1992)

• The basis of language is lexis. It has been, and remains, the central misunderstanding of language teaching to assume that grammar is the basis of language and that mastery of the grammatical system is a prerequisite for effective communication.

• - Michael Lewis, The Lexical Approach

• grammar / vocabulary dichotomy

• current definition of vocabulary too narrow

word association

• vacation

• family

• clothes

• nature

Think of two sentences for these words:

• magnifying glass

• job

• grammar / vocabulary dichotomy

• current definition of vocabulary too narrow “lexis”

words collocations expressions

“chunks”

vocabulary and memory

shrug

rewind

brush

look up

your shoulders

a tape

your teeth / your hair

a word / a friend

• close• near

• far• distant

friend

miss

fetched

relative• close• near

• far• distant

miss

friend

relative

fetched

We think of verbs like see, give, keep, as having each basic meaning; we would probably expect those meanings to be the commonest. However, the (corpus) database tells us that see is the commonest in uses like I see, you see, give in uses like give a speech, and keep in uses like keep warm.

(John Sinclair, Editor-in-Chief, Collins Birmingham University International Language Database – ‘Cobuild’)

collocation

• egg(s)• milk• bread• cheese

• a glass of _____• spoiled• stale• fresh• wheat• skim• scrambled• sliced• spilt

Doing more with what you know

• address• face• air• beach• bridge• coin• nurse• voice

Most intermediate students would improve dramatically if they spent less time trying to perfect their grammar and learn new, rare words, and instead simply learned to use the words they already know in the huge number of collocations of which these words are parts.

(Lewis 2000)

Doing more with what you know

• address• face• air• beach• bridge• coin• nurse• voice

• date• town• work• hand• shape• season• time• it

stored as one

• Are you out of your _____ ?

• What took you so _____ ?

• Long time no _____ !

• I’ve had the time of my ____ .

• It’s on the tip of my tongue…

• I’m all for it.

• Beats me.

• That hit the spot.

• Give me a break.

• I’m onto you.

• Funny you should say that…

REGISTER-BASED MODEL FOR SYLLABUS INCLUSION

NEUTRALINFORMALSLANG

UNIVERSALLY UNDERSTOODMARKED

LOW RISKRISK SOUNDING AWKWARD


• What are the three most important things I have learned about using the lexical approach?


Task Types

Session 18

What is a task?

• “Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.” Willis 1996

Task Based Learning

• TBL framework provides opportunities for learners to improve their language by comparing with a fluent model.

• It also incorporates thinking from the Lexical Approach ( Lewis), particularly in the use of texts for learners to “notice “ chunks of language .

• Unlike PPP, learners are not expected to immediately produce this ‘new’ language but they are encouraged to be aware of how it works and perhaps try it out.

Other 3 stage lessons

• ARC

• TTT– Test Teach Test– Task Teach Task

TEST Teach Test

• Students do an activity to see what language they can produce e.g. a gap fill exercise or a role play.

• Task should promote the natural use of the chosen target language.

• Teacher monitors to see how well they perform, noting problems with language, pron etc

Test TEACH test

• ‘Fine tuning ’ of some of the language they know, perhaps via WB error correction

• Input from the teacher (perhaps via a tape of native speakers doing the same task) to extend and develop the language area.

• Check and controlled practice of ‘new ‘ language, perhaps with emphasis on pronunciation.

Test Teach TEST

• Students do the same activity again or a similar one using the ‘new ‘ language.

• Teacher monitors and helps with accuracy.

TTT analysis

• Students aren’t unnecessarily taught language they are already clear on.

• Students often perceive this model as more useful• Gives teacher clearer indication of which areas to fine tune and

input• Third stage helps provide useful practice and accuracy work.• More difficult to predict language content• Requires good language awareness and flexibility from the

teacher to spot and respond to student problems.• Not all students have the same problems revealed in the

diagnostic stage

TBL vs TTT

• TTT is language based

• TBL is communication based

• TTT – often turns into TTP

Types of TBL task

• Listing• Ordering and sorting• Comparing• Problem solving• Sharing personal experiences• Creative tasks• Framework for Task Based Learning : Jane

Willis 1996 (Longman )

Giving vs Guiding

Sorting out PPP problems without a doctor

input / establish lang presentationcontrolled practice ( class)very controlled controlled

(drilling)

controlled practice ( pairs) practice

less controlled practiceelicited dialoguesnarratives

info gaps

further practice production

discourse chains etc free(r) practicerole plays etc

PPP-ing

• Can be applied to any systems lesson

• Allows some variety – but not much

• Focuses on an accuracy base

PPP to ARC

• Authentic

• Restrictive

• Clarification

ARC

• The T presents information about an item of language

• The sts then work on oral practice of these items• The sts do a written exercise to practise these

items• The sts are given the opportunity to use these

items along with other language they know, in communicative activities.

ARC Analysis

• The T reviews the vocab from the previous class by getting sts in pairs and checking each other´s understanding.

• The T elicits what sts know about adverbs of frequency.

• The T then extends the sts knowledge by giving further examples.

• The T gets sts to rank the adverbs of frequency in pairs and feeds back to the B.

• The sts then mingle in the class and try to discover the daily routine of as many sts as possible.

What’s the problem here?

• The teacher explained at length, and at random, a number of different grammar points for the whole of the lesson.

• The teacher was not prepared and decided only once he was in the class to go through the workbook to revise what sts had been doing for the previous week - exercise 1,2,3….

• A teacher at the end of semester wants to liven things up, so he sets a range of communicative activities and then gets the sts to write an essay.

Which of the following are essential?

• Exposure to comprehensible input both spoken and written language

• Opportunity to use language to do things, i.e. exchange meanings

• Assistance of someone to help correct accuracy mistakes

• Motivation to learnCan we rank these in order of importance?

TBL Lesson Plan

• Have a look at the following plan and analyse it– Is it effective?– Are all of the elements of ARC there?– What style of class is it?


• What are the three most important things I have learned about task types?


Classroom Management

Session 19

• Instructions• Classroom preparation• Boardwork• Lesson plan• Teacher stance / positioning• Timing / Pace• Classroom routine• Instructions• Material preparation• Eye contact• Voice• Using students’ names• Praise• Involving students• General professionalism

Different Levels + Mixed Ability

Work with a partner or 2 from different TP groups

• Share your ideas about the differences in levels that you experience with your learners

What other levels are there?

LEVELS

• Beginner

• Elementary

• Pre-Intermediate

• Intermediate

• Upper Intermediate

• Advanced

• Common European Framework

• Basic Speaker (A1, A2)

• Independent Speaker (B1, B2)

• Proficient Speaker (C1,C2)

Work your with your partners

• Match the descriptions with the CEF bands

What does a level mean?

• What are the effects for us as teachers?

• Is it possible to have a group that are exactly at the same level?

• What are the solutions?

• Homogenous/hetrogenous

What are the problems?

• The materials

• Timing of activities

• Groupings of students

• Instructions

• Error correction

• Planning

With your partners…Choose one of the areas and suggest some

solutions• The materials• Timing of activities• Groupings of students• Instructions• Error correction• Planning

Materials• Give the same materials to all of the students• Give different tasks• Give extra tasks to those who finish early• Weaker students could have some help on

their handouts e.g. definitions of difficult vocabulary

Timing of activities• Stronger students finish earlier• Give them a role of helping weaker students• Get them to write a short summary of the task

or to add some vocab onto a vocab list • Give the weaker students a head start e.g.

some of the answers or a list to choose from• Make sure all of them get more preparation

time

Groupings of students

• Strong + strong with extra tasks

• Weak + weak + extra help

• Mixture depending on the activity

• It is important to make sure that there is the key word….

• VARIETY!

Instructions

• These are essential for the weaker students to be able to perform the task

Some ideas:

• Make them very easy/clear

• Get the stronger sts to repeat the instructions

• Model the exercise

Error Correction

• Easier to give more correction (more complex) to stronger sts

• Get stronger sts to help weaker sts with correction

• Try to promote peer correction in the classroom e.g. stronger helping weaker

Planning

• Plan flexibly

• Think about all sts – especially weaker and stronger sts

• Aim for the average st

• You can provide extra help for the weaker sts while monitioring

• Plan for extra tasks for the stronger sts

Speaking activities• Stronger• Have more complex

tasks• Justify ideas• Don’t allow simple

vocab• Promote peer

correction

• Weaker• Practice time with

note taking• Model activity well

first• Let them hear a

strong pair first

Listening• Add extra tasks – or

more complex tasks• Include extra tasks

on intonation/pron• Get to prepare with

predicted answers

• Give them the answers and use as multiple choice

• Give them the tapescript the 2nd time

• Ensure there is a pair check after the listening

Reading• Extra reading tasks

or more complex• Include more

discovery of grammar/lexis

• Full text

• Part of the text• Have definition of

difficult words• Focus on activating

schemata – any pics, discussion of topic, title etc

• Short time limits

Writing• Longer length• More complex task• Focus on more

complex language

• Shorter• Monitor• Use dictionaries etc• Give a model first

Grammar• Mixed ability pairs• Explanation for

weaker sts• More detail for

stronger sts e.g. create more examples

• Mixed ability pairs• More details on

handout e.g. help prompts

• Help from stronger sts

Pronunciation• Teach Phonetic

Script• Practice• Practice• Practice• Work on intonation• Linking forms etc

• Teach Phonetic Script

• Practice• Practice• Practice• Practice• Practice

Autonomy• Encourage them to

do work as much as possible outside the classroom

• Get them to bring ideas into the classroom

• Teach them skills• Show them how to

work with dictionaries, websites, practice books, workbooks etc.

• Give them some specific tasks to do outside class

Summary

• Be kind

• Be supportive

• Encourage group learning


• What are the three most important things I have learned about classroom management and mixed ability learners?

• What new techniques am I going to take into my day-to-day teaching that will have an immediate impact on reaching learning outcomes

Speaking inc. Using Roleplay +

S(t)and SimulationSession 20

What’s the difference between roleplay and simulation?

• Roleplay – the st takes on a role

• Simulation the st plays him/herself

• We can use both at the same time

What are the advantages/disadvantages of using roleplay and simulation?

• +• allow sts to prepare for

real situs • fun & motivating

• lots of STT v st centred• helpful for error

collection• sts can "hide" behind

role

• -• can be seen as not serious • sts may be embarrassed• sts may rush and not use

appropriate language• may be difficult for mixed

ability classes• some students may

dominate

Some questions…

• What should the teacher be doing during the roleplay?

• Should a teacher ever stop a roleplay? If so, when?

Some guidelines

• Make sure the sts understand the idea of 'roleplay'. Do they know what's going to happen? Do they know what is required of them? Are they comfortable to do that or not?

• Make sure the context or situation is clear.• Do they understand the information on their own card?

Allow reading time, dictionary time, thinking time (during which you can go round and help if necessary).

• Give them time to prepare their ideas before the speaking starts; maybe encourage note taking.

And some more

• … but when the activity starts, encourage them to improvise rather than rely on prepared speeches and notes. The preparation work they have done will inform their roleplay, but could simply get in the way if they over-rely on it. (It may help to take away the cards when the roleplay starts.)

• set a time limit• select main role of difficult roleplay carefully

(ability to listen + clarify points)• avoid roleplays that are culturally sensitive or too

confrontational

Real Speaking exercises

• What is a real speaking exercise?

• Personalisation

• Information gaps

• Example – backs to the board

• Real tasks e.g. what gets the money?

• 3 way roleplay


• What are the three most important things I have learned about using role play and simulation?


Accuracy and Fluency

(not ‘Accuracy vs Fluency’)

Session 21

Consider the activity you have just done and answer these questions:

• 1. Was this activity focused on fluency or accuracy? How do you know?

• 2. Was this a controlled or completely free activity?

• 3. How can you deal with accuracy in an activity like this one?

• In general, when is it best to focus on accuracy as a class?

• How can you get students to focus on accuracy before getting to a fluency activity?

All the world's a stage,All the world's a stage,And all the men and women And all the men and women

merely players:merely players:They have their exits and their They have their exits and their

entrances;entrances;And one man in his time plays And one man in his time plays

many partsmany parts

William Shakespeare, ‘As You Like It’

Example from a coursebook

Suzie: And this is the kitchen.Matt: Mmm, it’s very nice.Suzie: Well, it’s not very big, but there are

a lot of cupboards. And there’s a new fridge, and a cooker. That’s new, too.

Matt: But what’s in all these cupboards?Well, not a lot. There are some cups, but

there aren’t any plates

• Why might you have someone staying the night at your house? (As a guest!)

• Decide what the situation is: Who is the guest? What’s (s)he like?

The last-line role play

• Well, it’s not very big.

• Never mind.

• Well, not a lot.

• Mmm, it’s very nice.

The one-line role play

The no-line role play

The ‘wrong’ dialogue

• A: Hey.• B: Hey.• A: What do you want?• B: Nothing. Wait. Come

here. How much is this?• A: $35.• B: That’s too expensive!• A: Well, if you don’t like it,

goodbye!

The ‘Adjacency Pair’

Oh! New neighbor… I

wonder if she’ll have dinner with

me.

Oh no – another flirt. Who

knows… Maybe he’s OK.

Your mission:Your mission:

Show interest without looking too desperate. Leave elevator with a dinner date.

Your mission:Your mission:

Be interested but don’t make it too easy for him. Make a dinner date if he’s nice.

• Presentation stage (in P-P-P)

• Role play

• Discussion

• Grammar drill


• What are the three most important things I have learned about teaching accuracy and fluency?


Giving effective Feedback - Questioning

Session 22

You are going to give feedback next week

• Do you want to GIVE the feedback?

• No!

• What do you need to do?

• Make the teacher state your feedback

• Why?

Promoting reflective feedback

• If you get the teacher to come up with the feedback that you want to give them, it will be more memorable

• How can you go about doing this?

• Don’t take them straight to the point you want to get to – get them to take small steps to realisation.

Some tips

• Don’t ask closed questions

• What’s my favourite question?

• Why?

• Why?

• Because it can promote critical thinking

• Leave some silences – thinking time.

• Don’t be judgemental

Recall questions• Identifying – What is the name of…?• Matching – What is the other (type of)?• Listing – Name something• Observing – What do you do in X situation –

what happens?• Describing – Describe(what you do )…• Defining – What’s your definition of…?

Process questions

• Comparing – what are the similarities (differences) between X and Y?

• Sequencing – Describe what happened

• Grouping – what else is similar to..?

Application Questions• Searching – What would happen if…?• Applying – What would happen if you used

this in X situation?• Concluding – You have said X what does

that say about Y?• Forecasting – Now – how do you think X

could be used?• Inventing – In what other ways could X be

used

Other varieties

• Theorising

• Examples

• Judging

• Imagining

Work in groups of 3

• Think of a situation – tell your partners about the situation

• Get them to ask you questions to help you reflect.

Ok …. My turn

• Now you can ask me questions to get me to reflect on my views on training teachers


• What are the three most important things I have learned about giving and receiving feedback?


Error Correction

Session 23

What’s wrong?

Errors can be categorized in 4 main areas:

• grammar

• pronunciation

• meaning

• appropriacy

Which category are the following:• How you come to school?• I go always to France for my holidays.• I don’t like travelling by sheep.• It cost five hundreds dollars.• He studies engineering.• (TV Interviewer to President). That’s a load of rubbish, mate.• She went to the library to buy a book.• How many people was at the meeting?• I’ve watched television last night.• (student in a British bar). Give me a beer.• She suggested us to go home.• Oh of course! You’re Richard, are you?• Do you know what is it?• How many money is it?

When a ST makes an error what does the T do?

• What kind of error has been made? (grammar? Pron? etc)

• Whether to deal with it? (is it worth correcting?)

• When to deal with it (now? End of activity? End of class? Next class?)

• Who will correct it? (teacher? Self? Peer?)

• Which technique to use?

Ideas of ways to react to errors e.g. My sister love Luke

• Ignor it – And do you love him to?• Correct yourself (repeating and rephrasing) and

immediately move on: Oh she loves him? And what about you?

• Pause/give another chance e.g. Sorry? To see if the st self-corrects when saying it again

• Ask for correction without indicating where e.g. Is that right? For class/another st to correct

• St repeats and T elicits correction non-verbally using fingers, gesture, eyebrows etc - e.g. hold on to the error (third) finger.

• St repeats and T elicits correction non-verbally using fingers, gesture, eyebrows

etc - e.g. hold on to the error (third) finger.• Identify error and elicit correct form through

exemplification e.g. I love, you love, she…?• Echo with changed stress: She love Luke? • Ask a one word question e.g. Tense? Past?• Try to work with the humour e.g. The doctor gave her a

recipe? T: “Oh did she make a nice cake?” – be careful with this!

• Draw a timeline on the board

• Repeat up to the error to elicit correction • Your sister ……• Draw gaps on the board to show the number of

words and highlight the missing word e.g _ _ _?_ _

• Identify the error and elicit Not she love but she …

• Write error down for analysis/correction (on board or paper) for self, PW or class to identify and correct

• Delayed written feedback

What are the problems?• Students are working in pairs. The activity is designed to provide

practice in a particular structure. Although they have already looked at the form and meaning of this, a student is still avoiding its use.

• A student is telling a story to the whole class. He consistently (and accurately) uses the infinitive form of verbs, effectively speaking without tenses. The story was unplanned and does not fulfil any objective predetermined by the teacher.

• Students are working in pairs, preparing a roleplay. It is clear that several students are confusing the pronouns 'he' and 'she'.

• Students are discussing a topic which interests them in small groups. One student is struggling to express what he wants to say but cannot make himself clear and is becoming frustrated. You know what he wants to say.

• One student says something to the class and everyone appears to understand. However, you suspect that they have understood something different from what was intended and the student who is speaking has not realised this.

Find a partner

• Share some typical errors that you have encountered with your students

• How have you tended to deal with these in the past?

• How would you deal with them now?

• What are your favourite error correction methods?


• What are the three most important things I have learned about correcting errors with my students?


Assessment in ELT

• Session 24

What types of testing exist?

• Achievement/attainment tests

• Progress tests

• Diagnostic test

• Proficiency

• Placement tests

Achievement tests

• Known syllabus and concerns the future I.e. University degree examinations

Progress tests

• Classroom test to test material learnt in class

• Should be motivating for students!

Diagnostic tests

• Concerns the past

• May or may not be based on a syllabus ie entry test

Proficiency tests

• Relates to future - use of language to undertake a non-language task i.e Cambridge Proficiency Test or TOEFL

Placement tests

• Sorts new students into teaching groups so that they are approximately the same level when they start

Your situation

Discuss with a partner:

• Types of testing most common in your teaching environment

• The challenges this poses for you

Formative assessment

• What is it?

• Discuss examples of how you conduct formative assessment with your learners

Examples of formative assessment

• ▪A language teacher asks students to choose the best expression or statement from a selection; if all choose correctly she moves on; if only some do she may initiate a class discussion; if most answer incorrectly then she may review this area

• ▪A teacher asks her students to write down, in a brainstorm activity, all they know about how to give a presentation so that she can discover what students already knew about the area of presentations she is intending to teach

• ▪A supervisor looks at the previous year's student test results to help plan teacher workshops in the summer vacation to address areas of weakness in student performance[

http://en.wikipedia.org/wiki/Formative_assessment#cite_note-Wiliam_2006-7

Summative assessment

• What is it?

• Discuss examples of how you conduct summative assessment with your learners

Characteristics of summative assessment

• Assesses level of learning in certain period of time.

• Uses well defined evaluation designs (i.e. fixed time and content).

• Provides descriptive analysis (i.e. in order to give a grade, all the activities done throughout the year are taken into account).

• It is positive, tending to stress what students can do rather than what they cannot.

teacher training programme topic area 2. learning objectives conducting effective needs analysis...

Documents

learning needs

effective needs analysis

classroom needs analysis

detailed needs analysis

needs analysis session

types of needs analysis

benefits of needs analyses

different needs i dont