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Cambridge University Press 978-0-521-17224-0 - Teacher Training Essentials: Workshops for Professional Development Craig Thaine Frontmatter More information
Teacher Training Essentials Workshops for professional development
Craig Thaine
© in this web service Cambridge University Press
www.cambridge.org
Cambridge University Press 978-0-521-17224-0 - Teacher Training Essentials: Workshops for Professional Development Craig Thaine Frontmatter More information
CAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Dubai, Tokyo, Mexico City Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.org/9780521172240 © Cambridge University Press 2010 It is normally necessary for written permission for copying to be obtained in advance from a publisher. The worksheets and the appendix at the back of this book are designed to be copied and distributed in class. The normal requirements are waived here and it is not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom. Only those pages which carry the wording ‘© Cambridge University Press 2010’ may be copied. First published 2010 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library ISBN 978-0-521-17224-0 Paperback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.
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Cambridge University Press 978-0-521-17224-0 - Teacher Training Essentials: Workshops for Professional Development Craig Thaine Frontmatter More information
Contents Map of the book
4
Thanks and acknowledgements
7
Introduction
8
Classroom methodology Unit
Content
Page
1
Classroom management and teacher language
10
2
Providing feedback and correction techniques
13
3
Teaching receptive skills: Reading and listening
16
4
Oral fluency and speaking skills
19
5
Developing learners’ writing skills
22
6
Teaching vocabulary
25
7
Teaching grammar
28
8
Lesson planning
31
9
Planning a sequence of lessons
34
10
Teaching exam classes
37
11
Exploiting authentic material
40
12
Promoting learner autonomy
43
Developing language awareness 13
Phonology: Sounds and word stress
46
14
Phonology: Sentence stress and connected speech
49
15
Vocabulary: Features of lexis
52
16
Concept checking: Vocabulary and grammar
55
17
Grammar: Tense, time and aspect
58
18
Grammar: Narrative verb forms
61
19
Grammar: Future forms
64
20
Grammar: Conditional forms
67
21
Grammar: Modality
70
22
Grammar: The noun phrase
73
23
Functional language
76
24
Discourse analysis
79
Background to teaching 25
Methodology: Historical perspectives
82
26
Second Language Acquisition (SLA)
86
27
Sociolinguistic perspectives
90
28
World Englishes
94
29
Course design
98
30
Testing and evaluation
102
Appendix
106
Reading and reaction worksheet
127
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Cambridge University Press 978-0-521-17224-0 - Teacher Training Essentials: Workshops for Professional Development Craig Thaine Frontmatter More information
Map of the book Session focus
Target audience
Aims
Content
Time
Classroom methodology 1 Classroom management and teacher language
Pre-service / New in-service teachers
To explore effective ways of setting up and managing a range of classroom activities.
Ò Ò Ò Ò
Interaction patterns Teacher language Giving instructions Managing the learner group
60–75 minutes
2 Providing feedback and correction techniques
Pre-service / New in-service teachers
To highlight a variety of techniques for giving both content-focused and language-focused feedback to learners.
Ò Ò Ò Ò
Contrasting different kinds of feedback Good practice feedback techniques Deciding when to correct language Error-correction techniques
60 –75 minutes
3 Teaching receptive skills: Reading and listening
Pre-service / New in-service teachers
To raise awareness of successful planning and managing of receptive skills lessons.
Ò Real-world reading Ò Reading sub skills Ò Differences between listening and reading Ò Managing the challenge of listening
60–75 minutes
4 Oral fluency and speaking skills
New in-service / Experienced teachers
To explore ways of planning and managing activities that develop learners’ oral fluency and speaking skills.
Ò Good ideas for oral fluency activities Ò Aims of speaking activities Ò Sub skills of spoken interaction
60–75 minutes
5 Developing learners’ writing skills
New in-service / Experienced teachers
To contrast process and product approaches to developing learners’ writing skills.
Ò Ò Ò Ò
Spoken vs. written language Process and product approaches Stages in a writing lesson Activities for writing sub skills
60–75 minutes
6 Teaching vocabulary
Pre-service / New in-service teachers
To outline core issues associated with different approaches to clarifying and practising vocabulary.
Ò Ò Ò Ò Ò
Vocabulary teaching problems Steps of eliciting words Concept checking Vocabulary practice Learner training
60–75 minutes
7 Teaching grammar
Pre-service / New in-service teachers
To compare and contrast different approaches to teaching grammar in the classroom.
Ò Staging of different approaches: textbased; test-teach-test; context build Ò Evaluating approaches Ò Drilling Ò Planning a grammar lesson
60–75 minutes
8 Lesson planning
Pre-service / New in-service teachers
To outline the contents of a formal lesson plan and indicate ways of wording lesson aims.
Ò Ò Ò Ò
Key aspects of a plan Contents of a formal lesson plan Staging a lesson Articulating aims
60–75 minutes
9 Planning a sequence of lessons
New in-service / Experienced teachers
To outline the benefits of and an approach to timetabling a sequence of lessons.
Ò Ò Ò Ò
For and against a sequence of lessons What to include How to go about it Evaluating two timetables
60–75 minutes
10 Teaching exam classes
Pre-service / New in-service teachers
To outline a preparation strategy for teaching exam classes.
Ò Exam classes compared with general English classes Ò Contents of an exam Ò Task types Ò Speaking test preparation Ò Planning an exam class course
60–75 minutes
11 Exploiting authentic material
New in-service / Experienced teachers
To demonstrate processes for creating tasks and activities that can be used for exploiting authentic materials with learners.
Ò Ò Ò Ò
60–75 minutes
Choosing a text Working out lesson aims Evaluating tasks Pros and cons of using authentic materials Ò Creating tasks
4
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Session focus
Target audience
Aims
Content
Time
12 Promoting learner autonomy
New in-service / Experienced teachers
To explore the rationale for learner autonomy and to highlight ways that this can be developed with learners.
Ò Ò Ò Ò
60–75 minutes
Some learner autonomy issues Defining learner autonomy Ways of promoting learner autonomy Advice to learners
Developing language awareness 13 Phonology: Sounds and word stress
Pre-service / New in-service teachers
To clarify key issues associated with sounds and word stress in English and the way they are taught.
Ò Sounds: consonants and vowels Ò Speech organs and sounds Ò Word stress patterns and exceptions
60–75 minutes
14 Phonology: Sentence stress and connected speech
Pre-service / New in-service teachers
To explore the way sentence stress and connected speech operate in spoken English.
Ò Ò Ò Ò
60–75 minutes
15 Vocabulary: Features of lexis
New in-service / Experienced teachers
To provide a basic Ò Learner problems with lexis classification of lexical items Ò Word relations and lexical features in English. Ò Lexical chunks Ò Register, style and variety
60–75 minutes
16 Concept checking: Vocabulary and grammar
Pre-service / New in-service teachers
To explore oral concept questions used for checking lexical and grammatical meaning.
Ò Ways of checking meaning Ò Selecting and writing vocabulary concept checking questions Ò Key grammatical concepts Ò Selecting and writing grammatical concept checking questions
60–75 minutes
17 Grammar: Tense, time and aspect
New in-service / Experienced teachers
To demonstrate the way in which tense and aspect combine to create a variety of form and meaning relationships.
Ò Ò Ò Ò Ò
Tense, aspect and voice compared Relationships between tense and time Key concepts of aspect Learner problems with aspect Teaching tense and aspect
60–75 minutes
18 Grammar: Narrative verb forms
Pre-service / New in-service teachers
To highlight key aspects of verb forms used for past narratives and the way they interact together in context.
Ò Ò Ò Ò
Past simple, past progressive, past perfect Timelines Different concepts of the past progressive Shades of meaning of the past perfect
60–75 minutes
19 Grammar: Future forms
Pre-service / New in-service teachers
To outline the form and function of a variety of verb forms used to talk about future time.
Ò will, going to and the present progressive contrasted Ò Future time and different aspects Ò Future forms in coursebook material Ò Alternative future forms
60–75 minutes
20 Grammar: Conditional forms
Pre-service / New in-service teachers
To clarify differences of form and meaning between key conditional structures.
Ò Conditionals and time reference, reality and possibility Ò Different forms for different clauses Ò Functional meaning of conditionals Ò Mixed conditionals
60–75 minutes
21 Grammar: Modality
New in-service / Experienced teachers
To clarify a variety of modal forms associated with necessity and certainty.
Ò Ò Ò Ò
Definition of a modal verb Modals and their functional meanings Issues with modals Modals in teaching material
60–75 minutes
22 Grammar: The noun phrase
New in-service / Experienced teachers
To analyse the component parts of English noun phrases and their special features.
Ò Comparing written and spoken language Ò Structure of a noun phrase Ò Analysing and sorting phrases
60–75 minutes
23 Functional language
Pre-service / New in-service teachers
To clarify the nature of functional language and exemplify commonly taught functional exponents.
Ò Ò Ò Ò
60–75 minutes
Sentence stress and core meaning Weak and strong forms Shifting stress Features of connected speech
Language style and politeness Indirect requests Varying forms of functional exponents Evaluation of teaching materials
5
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Cambridge University Press 978-0-521-17224-0 - Teacher Training Essentials: Workshops for Professional Development Craig Thaine Frontmatter More information
Session focus
Target audience
Aims
Content
Time
24 Discourse analysis
New in-service / Experienced teachers
To introduce key features associated with discourse analysis.
Ò Ò Ò Ò Ò
60–75 minutes
Cohesive devices Different kinds of cohesion Cohesion and language economy Discourse markers Coherence
Background to teaching 25 Methodology: Historical perspectives
New in-service / Experienced teachers
To provide an overview of second language teaching methods and approaches.
Ò Some key principles of second language teaching Ò Language learning experiences Ò Reading: The methods era Ò Contrast of two methods
75–90 minutes
26 Second Language Acquisition (SLA)
New in-service / Experienced teachers
To outline key concepts associated with second language acquisition and learning, and their relevance to the classroom.
Ò Learner profiles Ò Key terminology Ò Reading: The role of consciousness of L2 acquisition Ò Noticing vs. acquisition Ò Factors affecting language acquisition
75–90 minutes
27 Sociolinguistic perspectives
New in-service / Experienced teachers
To introduce the field of sociolinguistics and key terminology associated with this area.
Ò Some set phrases Ò The job of a sociolinguist Ò Reading: Styles, specialised varieties or register and domains Ò Analysing different domains
75–90 minutes
28 World Englishes
New in-service / Experienced teachers
To highlight issues surrounding the spread of global English.
Ò Key terminology Ò Circles of world Englishes Ò Reading: English as an International Language or World Englishes? Ò Discussion of the issues Ò What English should be taught?
75–90 minutes
29 Course design
New in-service / Experienced teachers
To introduce key concepts and procedures associated with course design and to give practice in planning needs analysis.
Ò What should be included in a course programme? Ò The steps in planning a course Ò Reading: Background to syllabus design Ò Getting needs analysis information
75–90 minutes
30 Testing and evaluation
New in-service / Experienced teachers
To clarify the nature of Ò Different kinds of tests different test types and Ò Reading: Test purpose and the criterion explore the role of test validity Ò Problems of reliability and validity and reliability.
75–90 minutes
6
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Cambridge University Press 978-0-521-17224-0 - Teacher Training Essentials: Workshops for Professional Development Craig Thaine Frontmatter More information
Thanks and Acknowledgements Craig Thaine would like to thank the team at Cambridge University Press for their encouragement and support during different stages of the project: Nóirín Burke, Roslyn Henderson, Tracy Jakes, Barry Tadman, Jin Alfoldi and Andy George. However, particular thanks go to Frances Disken for her expert and sympathetic editing. Thanks also go to the team at Kamae Design. While the book has one author, Craig Thaine would like to acknowledge the teaching training team he has felt privileged to work with at Languages International, Auckland, for the past 15 years, all of whom have, in some way, contributed to this material. Thanks also to Chris and Frances Woolcott for first providing the opportunity to work as a teacher trainer and to Steven Shuttleworth for enduring patience. The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting. Cambridge University Press for the text on pp. 20 (taken from face2face pages 106, 108, 52 and 79), 66, and 72 from face2face Upper Intermediate Students Book by Chris Redstone and Gillie Cunningham © Cambridge University Press 2007, reprinted with permission; Cambridge ESOL for the text and logo on pp. 38, 39 from the Cambridge ESOL Handbook for Teachers. Reproduced with permission; New Zealand Herald for the text on p. 41 ‘Lifesaver worried friend would die’ New Zealand Herald, 5 July 2007; Extract on p. 41 taken from: http://www.vegetableexpert.co.uk/ PlanningYourVegetableGarden.html Reproduced with permission; Floor plan on p. 42 reproduced with permission from Taylor Wimpey; Pearson Education for the text on p. 78 ‘Language Focus 2’ (module 12) from New Cutting Edge Elementary Student Book by Sarah Cunningham and Peter Moor. Reproduced with permission; Pearson Education for the text on p. 78 ‘Vocabulary: Wordbuilding’ (unit 5) from New Opportunities Elementary Student Book by Michael Harris, David Mower and Anna Sikorzynska. Reproduced with permission; Cambridge University Press for the text on p. 84 from Approaches and Methods in Language Teaching Second Edition by Jack C. Richards and Theodore S. Rodgers, 2001 © Cambridge University Press 2001, reprinted with permission; Oxford University Press for the adapted text on p. 88, reproduced by permission of Oxford University Press. From OILS: Second Language Acquisition by Rod Ellis © Oxford University Press 1997; Oxford University Press for the adapted text on p. 92, reproduced by permission of Oxford University Press. From OILS: Sociolinguistics by Bernard Spolsky © Oxford University Press 1998; Cambridge University Press for the text on p. 96 from World Englishes, Implications for International Communication and English Language Teaching, 2007 © Cambridge University Press 2007, reprinted with permission; Cambridge University Press for the text on p. 100 ‘Syllabus design’ by Michael P. Breen from The Cambridge Guide to Teaching English to Speakers of Other Languages, 2001 © Cambridge University Press 2001, reprinted with permission; Oxford University Press for the adapted text on p. 104, reproduced by permission of Oxford University Press. From OILS: Language Testing by Tim McNamara © Oxford University Press 2000; Cambridge University Press for the text on p. 127 ‘Materials development’ by Brian Tomlinson from The Cambridge Guide to Teaching English to Speakers of Other Languages, 2001. The authors and publishers are grateful to the following photographic sources: Key: t = top
m = middle
b= bottom
l = left
r = right
p. 32 (man wearing a tie) © Image Source/Alamy; p. 41 (Cornwall coast) © Nigel Francis Ltd/Robert Harding; p. 45 (man with his arms folded) © Radius Images/Alamy; p. 60 (Roman bust) © Interfoto/Alamy; p. 72 (people in canteen) © Trevor Clifford/Cambridge University Press; p. 81 (fast food) © Food Collection/Photolibrary; p. 87(t) (teenage boy) © Constock/Photolibrary; p. 87(m) (woman) © Blend Images/SuperStock; p. 87(b) (man) © PhotoAlto/Alamy; p. 115(l) (woman) © Uppercut Images/Photolibrary; p. 115(r) (man) © Vstock/Alamy Illustrations: Gary Kempson (pp. 14, 21, 23, 32, 39, 41, 65, 74, 85, 89, 105) Joanna Kerr (pp. 11, 17, 27(m), 57(b), 63, 80, 95(b)) Nick Kobyluch (pp. 35, 57, 62, 66, 77, 83) Julian Mosedale (pp. 18, 26, 27(b), 29, 44, 48, 50, 95(t), 99, 103) Text design: Kamae design, Cassington, Oxfordshire Page make-up: Kamae design, Cassington, Oxfordshire The publisher has used its best endeavours to ensure that the URLs for external websites referred to in this book are correct and active at the time of going to press. However, the publisher has no responsibility for the websites and can make no guarantee that a site will remain live or that the content is or will remain appropriate.
7
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Cambridge University Press 978-0-521-17224-0 - Teacher Training Essentials: Workshops for Professional Development Craig Thaine Frontmatter More information
Introduction Who is Teacher Training Essentials for? Teacher Training Essentials is a photocopiable resource book for trainers involved in training and developing teachers. It aims to develop trainees’ and teachers’ knowledge in three key areas: methodology, language and theory. It can be used in a variety of contexts from formal teacher-training courses to less formal professional development seminars. The material covers a range of levels from pre-service through to experienced teachers wanting to explore methodology and language in more depth. Teacher Training Essentials contains 30 individual and photocopiable lessons each comprising a variety of tasks with associated step-by-step trainer’s notes. It will appeal to busy trainers and academic managers who need to prepare a self-contained training or professional development session in a hurry.
How is Teacher Training Essentials organised? The 30 lessons in Teacher Training Essentials are divided into three sections. Units 1 to 12 explore Classroom methodology; units 13 to 24 focus on Developing language awareness; and units 25 to 30 investigate core topics associated with the Background to teaching. The Classroom methodology units focus on core aspects of methodology ranging from classroom management to the teaching of language systems and language skills. The Developing language awareness units include lessons on all four language systems: phonology, vocabulary, grammar and discourse. The Background to teaching units explore aspects of theory that are relevant to English language teaching. The Classroom methodology and Developing language awareness units each comprise a two-page trainee worksheet together with associated trainer’s notes. The Background to teaching units each comprise a three-page trainee worksheet and include an excerpt from a book or article that examines theories behind English language teaching. These units are also supported by trainer’s notes. Each unit in Teacher Training Essentials is aimed at one of two levels: pre-service / new in-service or new in-service / experienced in-service. Units aimed at the first level are suitable for trainees on a pre-service training course such as Cambridge CELTA or at teachers who have little experience and need ongoing professional development in the workplace. The second of the two levels is appropriate for teachers motivated to have more challenging professional development early in their careers or for teachers who need professional development challenges after they have been teaching for some time. These units would also be suitable for a more formal inservice training context such as Cambridge DELTA.
How will Teacher Training Essentials help my trainees? Each unit of Teacher Training Essentials takes trainees through a series of varied tasks that progressively develop their knowledge of classroom practice and language. The aim is to motivate trainees by means of interactive tasks that are engaging and provide an appropriate level of cognitive challenge. The tasks are logically staged and take trainees through a complete learning sequence. However, it is also possible to use excerpts from a worksheet in order to supplement a trainer’s pre-existing seminar. Teacher Training Essentials works on a principle of guided discovery in all three sections. Worksheets acknowledge trainees’ prior learning and experience and use these as a springboard. Throughout all units, there are questions that get trainees to consider the tasks they have worked through, thereby encouraging active reflection. Further, trainees are frequently directed to apply knowledge gained in the sessions to their classroom practice.
How is each unit organised? Each unit consists of a photocopiable worksheet (two pages with units 1 to 24, and three pages with units 25 to 30) together with an accompanying page of trainer’s notes. Some units contain extra material that can be found in an appendix at the back of the book. Minimal preparation is required for each individual session, so trainers need only photocopy the requisite number of worksheets. Some of the appendix material needs to be cut up for the purposes of ordering or for a pair or group work activity. Once trainers have copied and cut up this material, it can be collected in and reused with a subsequent group of trainees. Correct or model answers to key appendix tasks are provided on the trainees’ worksheet, so they have this as a record at the end of the session. The trainer’s notes include a key information panel for quick reference. The headings in this section are: Aims: the broader aims of the unit as a whole Contexts: an indication of which training context the unit is most suitable for, either pre-service / new in-service or new inservice / experienced in-service Duration: suggested timing for the task Preparation: any preparation that needs to be done prior to the session. Each unit is then divided in three main stages: Lead in: a suggested task to warm trainees to the topic of the session – this is included in the trainer’s notes
8
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Cambridge University Press 978-0-521-17224-0 - Teacher Training Essentials: Workshops for Professional Development Craig Thaine Frontmatter More information
Main tasks: a variety of discovery and discussion tasks that trainees work through Thinking about your teaching: this is an optional reflection task that gets trainees to consider the points made in the unit – this is included in the trainer’s notes.
What further autonomous learning can trainees do? The questions in the final Reflection task can be written on the board to form the basis for discussion amongst trainees during the session. Alternatively, trainers can suggest that trainees maintain professional development diaries or logs during the training or professional development programme they are involved in. The questions can then be used as prompts for written reflection after each training session and as a springboard for further personalised reflection. Here is a list of suggested further readings for Units 25 to 30: t 6OJU%PVHMBT#SPXO ) A&OHMJTI-BOHVBHF5FBDIJOHPOUIFi1PTU.FUIPEw&SB5PXBSET#FUUFS%JBHOPTJT Treatment and Assessment.’ t 6OJU3JDIBSET +$A5IFPSJFTPG5FBDIJOHJO-BOHVBHF5FBDIJOH t 6OJU/VOBO %A4FDPOE-BOHVBHFBDRVJTJUJPO t 6OJU4JMCFSTUFJO4A4PDJPMJOHVJTUJDT t 6OJU(SBEEPM%English Next. t 6OJU'JOOFZ %A5IF&-5$VSSJDVMVN"'MFYJCMF.PEFMGPSB$IBOHJOH8PSME t 6OJU$SBXGPSE +A5IF3PMFPG.BUFSJBMTJOUIF-BOHVBHF$MBTTSPPN'JOEJOHUIF#BMBODF t 6OJU#SBEMFZ (A"TTFTTNFOU These readings can be found in the following two books: – The Cambridge Guide to Teaching English to Speakers of Other Languages edited by Ronald Carter and David Nunan (Cambridge University Press, 2001) – Methodology in Language Teaching edited by Jack C. Richards and Willy A. Renandya (Cambridge University Press, 2002) as well as a freely available online resource: – English Next by David Graddol http://www.britishcouncil.org/learning-research-englishnext.htm If doing further reading, trainees could adopt an active Reading and reaction approach to reading.1 Trainees read and make notes on the content. At the same time, they can write down in a column on the right hand-side of the notes their comments or they can pose questions. The notes, together with the reactions, can be handed in to their trainer who can provide feedback on the comments and questions. Alternatively, trainees could keep an electronic diary that they give trainers access to. A worksheet providing trainees with instructions and an example can be found on page 127 of the appendix. You can give this to trainees when setting up a Reading and reaction programme. It is important to reassure trainees that trainers will not comment on the way they take notes, but will merely respond to comments and answer questions. This approach aims to provide more purpose to background reading and to develop trainees’ critical thinking skills when reading about methodology and background issues. It should also provide an insight into the way trainees process information and open up a dialogue between trainer and trainee.
*EFBUBLFOGSPN&WBOT 4,#BZOFA"iDSJUJDBMwQSPDFTTGPSEFWFMPQJOH&"1SFBEJOH XSJUJOHBOEUIJOLJOHTLJMMT1SFTFOUBUJPOHJWFO at the English Australia Conference. See also Evans, S. 2008. ‘Reading reaction journals in EAP courses’. English Language Teaching Journal vol. 62 / no. 3.
1
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Cambridge University Press 978-0-521-17224-0 - Teacher Training Essentials: Workshops for Professional Development Craig Thaine Table of Contents More information
Contents Map of the book
4
Thanks and acknowledgements
7
Introduction
8
Classroom methodology Unit
Content
Page
1
Classroom management and teacher language
10
2
Providing feedback and correction techniques
13
3
Teaching receptive skills: Reading and listening
16
4
Oral fluency and speaking skills
19
5
Developing learners’ writing skills
22
6
Teaching vocabulary
25
7
Teaching grammar
28
8
Lesson planning
31
9
Planning a sequence of lessons
34
10
Teaching exam classes
37
11
Exploiting authentic material
40
12
Promoting learner autonomy
43
Developing language awareness 13
Phonology: Sounds and word stress
46
14
Phonology: Sentence stress and connected speech
49
15
Vocabulary: Features of lexis
52
16
Concept checking: Vocabulary and grammar
55
17
Grammar: Tense, time and aspect
58
18
Grammar: Narrative verb forms
61
19
Grammar: Future forms
64
20
Grammar: Conditional forms
67
21
Grammar: Modality
70
22
Grammar: The noun phrase
73
23
Functional language
76
24
Discourse analysis
79
Background to teaching 25
Methodology: Historical perspectives
82
26
Second Language Acquisition (SLA)
86
27
Sociolinguistic perspectives
90
28
World Englishes
94
29
Course design
98
30
Testing and evaluation
102
Appendix
106
Reading and reaction worksheet
127
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Trainer’s Notes
1 Classroom management and teacher language Summary Focus
Classroom methodology
Aims
To explore effective ways of setting up and managing classroom activities
Contexts
Pre-service or new in-service teachers
Duration
60–75 minutes
Preparation Photocopy both worksheets for all trainees. Cut up Task 3 from the appendix, p.106 for pairs or small groups to sequence.
Lead in
3 So that the learners’ attention remains on the teacher. 4 Teachers should project their voices so they can be heard. 5 In a central position so he or she can maintain eye contact with all learners. 6 Just before handing out the worksheets.
Ask trainees to think of a previous learning experience not associated with language learning. Write the following question on the board: Ò To what extent were the lessons teacher-fronted and to what extent were they learner-centred? How did you feel about this? Trainees discuss their ideas in pairs or small groups. Conduct feedback and elicit some personal examples from trainees.
1
4a Ask trainees to do this task alone. 4b Explain that trainees should mingle and ask each other the questions. Make it clear that they should ask each trainee only one question, and not repeat a trainee’s name in the middle column.
a–b Give each trainee a copy of worksheet 1. Ask trainees to do Task 1a alone and then check their answers in pairs. Ask the pairs to discuss Task 1b. Conduct feedback. 1a 1 b
2d
3a
4e
5c
2a Ask trainees to do this task alone and then check answers in pairs. Conduct feedback. 1e
2c
3a
4f
5h
6g
7b
8d
2b Put trainees in pairs to do this task. 1 2 3 4
5 6 7 8
You are a policeman. Write down your ideas, then talk to your partner. Talk to the person (sitting) on your right. These instructions need to be spaced out over two different stages of the activity. Initially, only the first instruction needs to be given (talk to your partner on your left, then check your ideas with your partner on your right). Once learners have done this, the teacher can give the next half of the instructions. First make notes, then check your ideas together. Everyone talk to your partner and have a conversation. Match the pictures to the paragraphs in the text. Now look for language examples like this in the sentences.
3a Cut up copies of this task from the appendix, p.106. Put trainees in pairs and ask them to order the teacher instructions. Conduct feedback and then give each trainee a copy of worksheet 2 containing the answers.
3b Put trainees in pairs to discuss these questions.
i
a Using gestures can add visual support to instructional sequences. b While it is important to be able to maintain eye contact with learners, in some situations it may be culturally inappropriate and threatening. c Body position will depend on classroom layout and cultural norms. For example, in some countries it is considered undignified for a teacher to sit on a desk. d While it is usually a good idea to monitor, it may be difficult with very large groups. Alternatively, close monitoring too soon in a speaking task may inhibit learners and stop them from speaking. e Some teachers are able to get learners’ attention by eye contact or raising their hand. Also, voice projection is less important with very small groups. f It is usually preferable to nominate a learner after asking a question. This can help keep all learners involved in the lesson. g This will depend on the nature of the furniture in the classroom, the size of the room and the size of the learner group. h Again, classroom layout may make it difficult for teachers to move away from the front of the room. It is usually preferable for the teacher to be in a central position for teacher-fronted activities in a lesson such as giving instructions or drilling new language.
Reflection task Ò Are learners sometimes unsure what they have to do when you give instructions? Why do you think this is? Ò What can you do to improve the clarity of your instructions?
1 Step 1 through to 7 – giving instructions 2 Step 8 through to 10 – checking instructions
10
Classroom management and teacher language
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Worksheet 1
1 Classroom management and teacher language 1
Interaction patterns
1a Choose an activity from the box that is suitable for each type of interaction pattern. a role play b giving feedback on an activity to the whole class c find someone who … d extensive reading e simulation of a courtroom trial
Interaction pattern
1 Plenary
2 Learner working alone
3 Learners working in pairs
4 Learners working in groups
5 Learners mingle
Activity
1b How often do/will you use each interaction pattern? Give reasons for your answers.
2 Teacher language 2a Examples 1–8 of teacher language are problematic in some way for pre-intermediate learners. Match the examples to the descriptions of problems a–h. 1
If you can imagine for a moment that you are a policeman …
5
Having made your notes, you will then be able to check your ideas together.
2
Jot down some ideas, then have a bit of a chat with your partner.
6
All learners – talking to partner – make conversation.
3
Could you possibly talk to the person sitting on your right.
7
Now match these beautifully illustrated pictures to the randomly chopped up paragraphs from this fascinating text.
4
First talk to your partner on your left, then check with your other partner on your right, then get up and share your ideas with other learners and find out who has the most similar ideas and talk to that person about why.
8
Now try to determine which of these discourse features can be found in these utterances.
The teacher language … a b c d
is overly polite. is overly descriptive. contains difficult colloquial language. contains too much complex jargon.
e f g h
is too hypothetical. contains too much information all at once. is overly simplified and unnatural. contains complex grammar structures.
2b Rewrite the examples to make them clearer for pre-intermediate learners.
11
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Worksheett 2
1 Classroom management and teacher language 3
Giving instructions 3b Discuss these questions:
3a Answers:
1 Which steps of the sequence give the instructions? 2 Which steps of the sequence check the instructions? 3 Why does the teacher wait to hand out the worksheet? 4 What should teachers do with their voices when giving instructions? 5 Where should teachers stand when giving instructions? 6 If you wanted your learners to change seats to carry out this task, at what point would you give that instruction?
STEP ONE: Teacher holds up a worksheet. STEP TWO: Now I want you to match these eight words … STEP THREE: Teacher points to the left-hand side of the worksheet. STEP FOUR: … to the definitions on the right. STEP FIVE: Teacher points to the phrases. STEP SIX: There’s one extra definition that doesn’t have a word. STEP SEVEN I want you to do this alone and check in pairs after. STEP EIGHT: OK then, how many words are there? (Learners: Eight) STEP NINE: And how many definitions are there? (Learners: Nine). Good. STEP TEN: And finally, are you going to do this together? (Learners: No) STEP ELEVEN: Teacher hands out the worksheet. Learners start the task.
4
Managing the learner group
4a Read the classroom management techniques in the table below and complete the ‘Me’ column. 4b Mingle. Ask each person only one question, then talk to someone else. Find someone who …
Me Yes/No?
Why?
Name
Why? (Yes/No)
a uses gestures a lot
b sometimes avoids eye contact with his/her learners
c likes to sit as well as stand during a lesson
d always monitors learners during pair work
e doesn’t have to project their voice
f asks a question, then nominates a learner
g likes moving the classroom furniture during a lesson
h always stays at the front of the classroom
12
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Trainer’s Notes
2 Providing feedback and correction techniques Summary Focus
Classroom methodology
Aims
To outline good practice in giving feedback and correcting learners
Contexts
Pre-service or new in-service teachers
Duration
60–75 minutes
Preparation Photocopy both worksheets for trainees; cut up Pelmanism for Task 5 from the appendix, p.107 into sets of 24 cards (one set for each group of four).
Lead in
Laura – 3 Neil – 8 Luis – 7 Emily – 1 Zarina – 2 Sarah – 5 Nick – 4
Write the following question on the board: Ò What different kinds of feedback have you received in your life? How do you like to receive feedback?
4a Ask trainees to do this task alone and then check their answers in pairs. Conduct feedback.
Trainees discuss their ideas in pairs or small groups. Conduct feedback and elicit some personal examples from trainees.
T = tense SP = spelling WW = wrong word C = countable/uncountable P = punctuation are = delete word m = word omitted WO = word order WF = wrong form of the word WP = wrong phrase/expression
1a Give each trainee a copy of worksheet 1 and ask them to do Task 1a alone and then check their answers in pairs. Conduct feedback. content-based feedback
language-focused feedback
1, 4, 6
2, 3, 5, 7, 8
Tom – 6
4b Put trainees in groups of four to discuss this task. Conduct feedback, accepting differences of opinion. 1 on (the) internet about (a) six weeks eEnglish; more informations; students (are there) in classes; some any activities; is single or double (shared). 2 Trainees may agree or disagree with the corrections the teacher has made. The rationale behind the teacher’s corrections is to focus on errors in language which the learner should know at this level. The teacher has not corrected language which does not impede understanding and is difficult for the learner’s level, for example, articles. 3 No, trainees can develop their own correction system. But they need to be consistent with learners and provide them with a key the first time they use the correction system.
1b Ask trainees to do Task 1b. Conduct feedback, making the point that the teacher appears to be conducting content-focused feedback, but in the middle of this gives language-focused feedback which inhibits the learner.
2a Ask trainees to discuss whether the suggestions are good practice or not in pairs or small groups. Conduct feedback. 1 not good practice 2 good practice 3 good practice 4 not good practice 5 good practice 6 not good practice
2b Ask trainees to match the suggestions from 2a with a rationale from 2b. Conduct feedback. a5 b3
3
c1 d6 e2 f4
a and b Give each trainee a copy of worksheet 2. Ask trainees to do these two tasks alone. Conduct feedback. 3a 1 spoken 2 spoken 3 written 4 spoken 5 written 6 spoken 7 spoken 8 spoken 3b a 7 b 4 c 1 d 5 e 8 f 2 g 3 h 6
3c Put trainees in pairs to discuss Task 3c. (Make sure that they do not refer to Task 3d at this stage.)
3d As the pairs complete Task 3c, ask them to do Task
5
Put the trainees in groups of four. Give each group the set of Pelmanism cards in the appendix, p.107. Ask them to spread the cards out face down and take turns trying to match the correction to the error. If the error and correction cards do not match, they are placed face down again, and play moves to the next trainee. See appendix
Reflection task Ò Do you feel you do too much or too little correction in your current teaching? Why / why not? Ò Do you ask your learners how much and what type of correction they want? Why / why not?
3d, discussing what the teachers in 3d would do and comparing it with their own ideas. Conduct feedback.
Providing feedback and correction techniques 13
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Worksheett 1 2
2 Providing feedback and correction techniques 1
Classroom feedback
1a In each situation 1–8, decide whether the teacher’s
2
1b Look at this example of feedback. What’s the problem?
feedback is content-based or language-focused.
Teacher: So what did you and Luca talk about, Paola?
The teacher …
Learner:
1 asks learners whether they agreed or disagreed with each other in a discussion about public transport. 2 checks answers to a controlled practice gap-fill task. 3 tells a learner to think about the tense she has just used in an utterance. 4 tells a learner that she found his story exciting to read. 5 writes words up on the board that learners stressed incorrectly when doing a role play. 6 asks learners how many other learners they spoke to after a ‘find someone who …’ task. 7 repeats a correct version of a structure that a learner has said incorrectly when practising a dialogue in pairs. 8 praises a learner for using wide-ranging intonation when practising suggestions.
Teacher: Oh, so which film? Learner:
We talk about classic film we like. We talk about Casablanca.
Teacher: Talked. What happens? Learner:
Talked?
Teacher: Yes, so what’s the story? Learner:
We talked about Casablanca?
Teacher: That’s right – you told us. But who are the main characters? Learner:
(silence)
Good practice?
2a Decide if the following suggestions are good practice
2b Now match the suggestions in Task 2a to the following
or not.
rationales.
1 A teacher should always do open-class feedback after a detailed listening task without allowing learners to check in pairs. 2 It is not necessary to give content-based feedback to every learner after a role play task. 3 Language-focused feedback is optional after a task intended to improve fluency. 4 Teachers should avoid commenting on learners’ ideas after a discussion task and only ever give languagefocused feedback. 5 When monitoring, if a teacher can see all learners have correct answers to a task, they do not need to do openclass feedback. They can just confirm that learners’ answers are correct. 6 There’s no need to give content-based feedback on a piece of learner’s writing – learners only want to know what mistakes they’ve made.
a It is clear the learners had no problems with the task and this saves valuable time in the classroom. b It is not always necessary, but if a teacher hears a consistent language problem and it can be dealt with quickly, learners usually appreciate it. If not, it is a missed learning opportunity. c Learners often find this kind of task challenging and like to check answers with one or two other learners before saying what their answers are in front of the whole class. d Learners also want to know what the teacher thinks of their ideas and, if the piece of writing is the answer to an exam question, they want to know if they have answered the question well or not. e It is often too time-consuming to give feedback to everyone. f It is usually more motivating for learners if a teacher shows interest in what they are saying, rather than only focusing on language accuracy.
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Worksheet 2
2 Providing feedback and correction techniques 3
To correct or not to correct?
3a Are these error examples most likely to have been made
Tom
The learner is merely providing an answer to a task and what she says is easy enough to understand. Given that the focus here is on content and information I would not bother to correct at all.
Zarina
I would not correct on the spot because the social aim of the task is more important than the linguistic one at this very early stage in the course. However, I might focus on this error once the task is finished, but I would not say who produced the error.
Sarah
The learner sees this as their best effort and, despite the errors, the language creates a clear picture. I would praise the level of description rather than focus on the error.
Nick
When the learner made this statement, she was engaged in a piece of authentic social communication, so I definitely wouldn’t correct on the spot. I might do delayed feedback, particularly if we had studied suggestions earlier in the course.
in written or spoken language? 1 Have you ever go to Scotland? 2 Yes and I am having two sisters but no brother. 3 Despite many people have gone from the country to live in city, some people have left large cities to live in small towns for peaceful life. 4 Let’s going for pizza. 5 It was beautiful day with clear blue sky like painting and with sun shining on orange roofs. 6 The answer to question 1 is husband and wife become divorce. 7 To me like footing. 8 I think democracy not always good system, Yes, because country choose bad leader and he do what he want.
3b Now match the errors in 3a with the contexts in which they were made. a Learners are discussing the sports activities they enjoy. b The class is deciding what they will do as an end-of-term social activity. c The teacher is drilling learners in present perfect question forms. d The learner has submitted their final draft in a school short-story competition. e A group of learners is having a lively discussion about politics. f A learner is speaking to a classmate in a first-day ‘getting to know each other’ task. g The learners have submitted an essay for marking after a lesson that focused on contrastive linkers. h The learner is giving an answer during feedback on a reading-comprehension task.
4
4a Read the email written by a pre-intermediate learner. The teacher has corrected their work by pointing out some of the problems. What do you think the symbols stand for?
Dear International Language College I see (T) your website on internet about six weeks english corse(SP). I would want (WW) more informations about the course. How much (C)students in classes. (P) How (WW) areTXDOL¿FDWLRQVof m teachers m.(P) Do you make (WW) some activities social (WO) ? I also would m know if hostel accommodation is single or double? (P) I m looking forward to hear (WF) from you. Distinct greetings (WP) Tony
3c What would you do in each situation? Correct on the spot? Correct later on? Not correct at all?
3d Read what other teachers would do. Which errors are they referring to? Do you agree with them? Laura
Neil
I would definitely correct the linking word because that had been an important focus in the writing lesson, but I may not bother to correct the articles. Learners are getting good fluency practice in the discussion and are very engaged with what they are saying. The errors here are small slips, for example, the third person singular verb form and articles, so I wouldn’t bother correcting at all.
Luis
I think the learner is trying to say that he likes to go jogging, but his way of expressing this would be incomprehensible to many people, so I would definitely correct on the spot.
Emily
Because I have just clarified this grammar point, and the focus in very controlled practice tasks of this nature is on accuracy, then I would intervene and correct.
Correcting written work
T= SP = WW = C= P=
are = m= WO = WF = WP =
4b Discuss these questions: 1 What errors did the teacher not correct? 2 Do you agree with the corrections that the teacher has made? 3 Are these the only symbols you can use when correcting written work?
5
Your trainer will give you instructions for Task 5.
15
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Trainer’s Notes
3 Teaching receptive skills: Reading and listening Summary Focus
Classroom methodology
Aims
To raise awareness of techniques for successful receptive skills lessons
Contexts
Pre-service or new in-service teachers
Duration
60–75 minutes
Preparation Photocopy both worksheets for all trainees. Cut up the stages and aims for Task 3 from the appendix, p.108 for each pair of trainees.
Lead in
t When reading, learners can go back and re-read parts that they may not understand. t Unfamiliar accents can be difficult to understand. t Speakers often speak over the top of each other. t Spoken language has a higher incidence of phrasal verbs and idiomatic language that is often unfamiliar. t Much classroom-based listening is done using audio equipment and there is no visual support.
Put trainees into groups. Ask them to think about how many different texts they have read and listened to so far today. Conduct feedback.
1
Give each trainee a copy of worksheet 1. Ask trainees to do this task alone, and then compare their answers in pairs. Conduct feedback. a3
2
5a Ask trainees to do this task alone, and then check their
b1 c2 d2 e3
answers in pairs. Conduct feedback.
a and b Put trainees in pairs to do these tasks. Conduct
Nature of the listening text
feedback. 9
2a Skim/gist reading = a3 reading to infer textual meaning = e3 close reading = b1 scan reading = d2 reading to infer vocabulary meaning = c2 2b a close reading and reading to infer textual meaning b scan reading c close reading and reading to infer vocabulary meaning d close reading e skim or gist reading
1 12 11 7 Planning decisions
i
3
Put trainees in pairs to do this task. Cut up the stages 1–8 and aims a–i from the appendix, p.108 and give each pair a set to order and match. Tell trainees the reading text is a short newspaper article about the growth of tourism. Conduct feedback. Give each trainee a copy of worksheet 2 and ask them to make a note of the answers. 1e
4 i
16
5
1 The nature of the text and the reader’s motivation. 2 Many second language learners forget to deploy the reading sub skills that they automatically use when reading in their first language. 3 Learners need to develop and practise reading sub skills in a second language. Teachers need to provide reading tasks that help them do this.
2d
3i
4g
5c
6a
7h 8f 9b
Put trainees in groups of four and get them to brainstorm the challenges learners face. Conduct feedback. Most learners find listening more challenging than reading for the following reasons: t Authentic spoken English is very fast and language sounds are unclear.
2
4 6 10
5 6 8
Teacher management in the lesson
Point out how many of the problems relate to the planning stage and, therefore, could have been avoided.
2c Put trainees in groups of three to discuss these questions. Conduct feedback.
3
b and c Put trainees into three groups and assign one topic to each group. Ask the groups to brainstorm advice for their topic. Remix trainees into groups of three – one trainee from each of the previous groups – and ask them to share their ideas. Conduct feedback.
i
Choice of text: choose a text that is motivating and interesting for learners; make sure the recording sounds natural, but isn’t too fast for lower levels; avoid strong regional accents; it often helps lower-level learners if a dialogue is spoken by a man and a woman so the participants are easily distinguished. Creating listening tasks: it helps to think of a lead in before learners listen; create tasks that are suitable for the text; make the tasks manageable for learners. Setting up listening: make sure the tape/CD player is cued; explain the overall context of the listening and what kind of text it is; give clear instructions; set the task before playing the text; let learners check their answers in pairs before conducting feedback.
Reflection task Ò Think of a group of learners that you are currently teaching. Which receptive skill do you think you practise more with this group? Why? Do you think you need to change the balance?
Teaching receptive skills: Reading and listening
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Worksheet 1
3 Teaching receptive skills: Reading and listening 1
Quiz: the texts you read
For each question, choose the best answer.
Read all about it! a
You come across an article about a film you’ve just seen and you want to know if the writer enjoyed it as much as you did. How do you read it?
d
You want to know what time the next train home is. How do you read your local train timetable? 1 From the beginning until you find the relevant page. 2 By flicking through the pages to locate the specific piece of information you need. 3 Quickly to find out the different places the timetable refers to.
1 By looking for individual words and/or numbers. 2 By looking for any vocabulary that is unknown to you and checking it in a dictionary. 3 Quite quickly to get a general idea of the writer’s opinion. e b
You have just received a contract for a new job. Before you sign it, how do you read it?
c
1 Very thoroughly, focusing in detail on all the information in the contract. 2 Intensively looking for spelling or punctuation mistakes. 3 By scanning to count the number of clauses in the contract.
Manchester - London
You are doing some research into different viewpoints of a key historical event. You come across an article by an unknown writer. How do you read it?
Contract
1 Quite quickly to look for any facts. 2 By searching the text, looking for any difficult words. 3 Quite carefully to find out whether you can detect any political bias.
Tudor history
A newspaper article you are interested in includes a few words you don’t know the meaning of. How do you read it? 1 Stopping and starting to look up each new word in a dictionary. 2 At a normal rate, trying to guess the meaning of the new words. 3 At a normal rate, skipping the sentences that contain difficult words.
2
Reading sub skills
2a Match the reading sub skill terms below with the answers to Task 1. skim/gist reading reading to infer textual meaning close reading scan reading reading to infer vocabulary meaning
2b Which of the sub skills from 2a are typically used when reading: a b c d e
a poem a phone book an academic article you are interested in which contains some unfamiliar terminology instructions for assembling flatpack furniture a newspaper article you have limited interest in
2c Discuss these questions: 1 What affects the way we read texts in our first language? 2 If you are learning a second language, do you read in the same way as you do in your first language? Why / why not? 3 What can we do to address these issues in the English-language classroom?
17
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Worksheet 2
3 Teaching receptive skills: Reading and listening 3
The aims of a reading lesson Following feedback from this task with your trainer, match the stages 1–9 with the aims a–i so you have a record of the answers. 1 Learners discuss a memorable tourist experience in pairs. 2 The teacher explains the meaning of two key words in the text. 3 Learners read and choose the best of three summaries for the text. 4 Learners read again and answer true/false questions about information in the text. 5 The teacher writes five new words on the board from the text. Learners look for these words in the text and underline them. 6 Learners guess the meaning of the new words in the text. 7 The teacher asks learners to underline examples of the present perfect in the text and to discuss why the tense is appropriate in each instance. 8 The teacher asks learners to talk about the different kinds of reading skills they have practised. 9 Learners discuss the effects of tourism in their city in small groups.
4
a To provide practice in inferring the meaning of new vocabulary. b To provide spoken fluency practice by exploring the topic of the text further. c To provide practice in scan reading for specific words. d To clarify the meaning of key vocabulary items. e To provide spoken fluency practice and to activate prior knowledge about the topic of the text. f To develop awareness of reading sub skills. g To provide practice in close reading. h To encourage learners to notice grammatical features in the text. i To provide practice in reading for gist.
The differences between listening and reading From a learner’s perspective, what are the key differences between reading and listening lessons? Are reading or listening lessons more challenging? What are the challenges?
5
Managing the challenge of listening
5a Sort the following list of problems associated with listening lessons into the Venn diagram. Some problems can be placed in more than one category. Nature of the listening text
1 The speed of the speech in the dialogue was too fast. 2 The listening took place at the end of the lesson when the learners were tired. 3 The task was too challenging. 4 The instructions for the listening task were unclear. 5 The CD wasn’t cued and learners got confused about what they should be listening to. 6 There no was lead in for the listening text. 7 The recording of the dialogue wasn’t clear. 8 Learners didn’t get a chance to check their answers to the Planning task in pairs before doing feedback. decisions 9 The speakers in the dialogue used a strong regional accent. 10 The teacher forgot to explain the context of the dialogue. 11 The vocabulary in the listening text is quite difficult. 12 The subject of the conversation wasn’t particularly interesting for learners.
Teacher management in the lesson
5b In groups, brainstorm advice you would give on one of the topics below. Choice of text
Creating listening tasks
Setting up listening tasks in the classroom
5c Work in groups of three (one person from each of the previous groups) and share your ideas.
18
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Trainer’s Notes
4 Oral fluency and speaking skills Summary Focus
Classroom methodology
Aims
To explore ways of developing learners’ oral fluency and speaking skills.
Contexts
New or experienced in-service teachers
Duration
60–75 minutes
Preparation Photocopy both worksheets, and make multiple copies of the role play cards in the appendix, p.109 for Task 1. The dialogue cards in the appendix, p.109 for Task 4 also need to be cut up for ordering.
Lead in
3b 1 Oral fluency: 2 Oral language practice: 1 2 Language practice activities have a clear linguistic agenda, whereas fluency activities do not aim to practise a specific grammar item. 3 It focuses on specific strategies or subskills for oral interaction.
Put trainees in small groups. Ask them to think of as many different speaking tasks as possible. Set a time limit of a minute. Conduct feedback and list ideas on the board.
1
a and b Give each trainee a copy of worksheet 1. Put trainees in pairs. In each pair, give one trainee the Teacher A role card, and the other trainee the Teacher B role card from the appendix, p.109. Ask them to have a discussion, expressing the views on their role cards. How did they find the discussion? Conduct feedback.
i
2
4a Put trainees in pairs and give each pair a set of dialogue cards from the appendix, p.109. Ask trainees to make five mini dialogues of either two or three lines between two people, A and B. Conduct feedback.
Make the point that without an information gap and some kind of conflict, speaking tasks are not generative and will peter out.
Put trainees in small groups to come up with some rules. Conduct feedback.
Dialogue 1: 9, 5 Dialogue 3: 13, 2, 10 Dialogue 5: 4, 6
Dialogue 2: 3, 11, 7 Dialogue 4: 8, 1, 12
4b Give each trainee a copy of worksheet 2. Ask trainees in pairs to match the dialogues to the speaking skill they exemplify. Conduct feedback.
1 It is important to have an information gap so that learners have a reason to speak to each other. 2 Make sure you choose topics that are of interest and are relevant to your learners. 3 It’s important to vary task types so that learners remain motivated and are not bored. 4 It is often important to give learners time to think about and/or plan what they are going to say. Don’t be afraid of the silence this requires. 5 Consider how you will deal with error correction. Will you correct? If so, what will you correct? (Refer to the aims of the lessons.) Will you provide individual feedback or whole group feedback?
the phrases show where the speaking sub skill is used Seeking clarification: Dialogue 4: So, I don’t have to save the doc? Turn taking: Dialogue 1: …and so those are all the points I need to explain. Boundary or transition marking: Dialogue 5: So let’s now have a look at their written proposal. Feedback: Dialogue 3: I bet you did. Repair: Dialogue 2: I did pass. I just didn’t do as well as I’d hoped.
4c Ask trainees to discuss the questions in pairs. Conduct 3
feedback.
a and b Ask trainees to work alone to write a first draft of the aims for each task, then get them to check answers in pairs. Conduct feedback on 3a before getting them to discuss the questions in 3b. 3a suggestions: 1 To provide semi-controlled practice of the present perfect simple and progressive to talk about past actions with a connection to the present. 2 To provide oral fluency practice on the topic of crime. 3 To highlight strategies for making and refusing polite interruptions. 4 To provide freer personalised practice of causative ‘have’ and ‘get’.
1 Speakers use visual clues like gestures, facial expressions, eye contact (or lack of it), nods of the head and body position. 2 These are known as paralinguistic features. 3 Showing video recordings of native speakers interacting can highlight paralinguistic features.
5
It might help to do an open-class example of a. Put trainees in groups to brainstorm ideas. Conduct feedback. Reflection task Ò How often do you focus on specific speaking skills and strategies? Do you do too much or too little? Why?
Oral fluency and speaking skills
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Worksheet 1 2
4 Oral fluency and speaking skills 1
Warmers
3 2
ASKING FOR PERMISSION TO INTERRUPT
a) Match the beginnings of sentences 1–6 to the ends of sentences a)–f). Which sentences sound more polite?
1a Your trainer will give you and your partner a role card each. Have a discussion, putting forward your views as they are stated on the role card.
1 2 3
1b Did you have an interesting discussion? Why / why not?
4 5
2
6
Good ideas for oral fluency tasks
2
busy 1 2
Topics
3
Task types
4
Planning/thinking time
5
Error correction
b)
b) Look at these ways of refusing permission. Fill in the gaps with these words.
Information gap
3
busy? a word? c) got a minute? d) disturb you. e) a good time? f) I could see you for a moment. a)
REFUSING PERMISSION TO INTERRUPT
In groups, write some rules to help make oral fluency tasks work well. Think about the following ideas. 1
Sorry to bother you, but have you Is this Sorry to I was wondering if Are you Can I have
4 5
against
tied
time
pushed
Sorry, this isn’t a good . I’m really up it at the moment. I’m afraid I’m a bit up just now. I’m rather for time at the moment. I’m really rather right now.
TIP! If we are refused permission we often say: Don’t worry, it’s not important/it can wait/it’s not urgent/ I’ll catch you later/some other time. When would be a good time/a better time/more convenient?
c) What can we say if we want to give someone permission to interrupt? d) Check in RW6.1 p127.
3
What are the aims?
3a The following tasks are from face2face Upper Intermediate. Decide what the specific aim of each task is. 1
7B
5 p57
a) Work on your own. Make questions with you with these words. Use How long …? or How much/many …? and the Present Perfect Simple or Present Perfect Continuous. Use the continuous form if possible. 1 2 3 4 5 6
/ countries / visit ? How many countries have you visited? / live / in your house or flat? / phone calls / make / today? / study / English? / know / your oldest friend? / spend / on food today?
4 Get ready … Get it right! 8 Make three lists: things you have done for you; things you get other people to do for you; things you do yourself. Use these prompts, the phrases in 1a) and your own ideas. cut/hair dye/hair clean/car print/photos do/gardening clean/windows do/nails clean/house wash/clothes iron/clothes deliver/food alter/clothes paint/house
9 a) Work in groups. Take turns to tell each other about the things on your lists. Ask follow-up questions if possible. Who is the most practical person in the group? I have my hair cut about once a month.
Oh, I get my sister to do mine. She’s really good.
b) Tell the class about the most practical person in your group. Who is the most practical person in the class?
b) Work with your partner. Take turns to ask and answer the questions. Ask follow-up questions.
3b Discuss these questions: 2
3C
8 p27
a) Work on your own. Read about a crime that happened in the UK. Then write five words/ phrases to help you remember the crime.
1 Which tasks focus on oral fluency and which focus on oral language practice? 2 How are these types of tasks different? 3 How can you categorise the other task?
A 35-year-old secretary stole £4.3 million from the company she worked for over a period of several years. She was caught a few weeks before she was planning to leave her job and start a new life in a £750,000 villa in Cyprus.
b) Work with the other people in your group. Take turns to tell each other about the crime in a). Use your own words if possible. After each crime, decide what punishment you would have given the criminal if you’d been the judge. c) Turn to p159. Read what happened to the criminals. Do you agree with the sentences that the judges gave them? Why?/Why not?
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Worksheet 2
4 Oral fluency and speaking skills 4
Boundary or transition marking – when you indicate to the other speaker that you are going to start talking about a new topic. Feedback – when you use small phrases, words, sounds or gestures to show the speaker that you are listening to what they are saying.
Speaking skills
4a Answers: Dialogue 1: 9 A: … and so those are all the points I need to explain. 5 B: Thanks for that. Does anyone have any questions about the points that have been made? Dialogue 2: 3 A: I was so disappointed with my exam result. 11 B: Don’t worry. You can resit it. I’m sure you’ll pass next time. 7 A: I did pass. I just didn’t do as well as I’d hoped. Dialogue 3: 13 A: We saw some amazing things. 2 B: I bet you did. 10 A: So many breathtakingly beautiful buildings! Dialogue 4: 8 A: Then to finish you just click here where it says ‘log out’. 1 B: So, I don’t have to save the doc? 12 A: No, no. It automatically saves itself. Dialogue 5: 4 A: In short, the discussion was very constructive. 6 B: Pleased to hear it. So let’s now have a look at their written proposal.
Repair – when you correct yourself when you speak, or when you rephrase something if you think the other person hasn’t understood you.
4c Discuss these questions: 1 What visual clues do speakers use to support some of these speaking skills? 2 What do we call these clues? 3 How can we help learners develop awareness of these visual clues?
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What could you do? Below are suggestions for contexts and resources for speaking tasks. What could you do to make an interesting task for learners? a Speaking skill: Transitions or boundary markers Context: Telling a story (monologue) Resource: a tape recorder or MP3 player that can record What could you do? b Speaking skill: Turn taking Context: A simulation of a business meeting with three or more participants Resource: one student who observes the meeting, but doesn’t take part What could you do? c Speaking skill: Seeking clarification Context: Someone explaining a new software programme to another person Resource: three examples of phrases used to seek clarification on strips of paper What could you do? d Speaking skill: Providing feedback Context: Friends telling each other what their week at work was like Resource: checklist that measures feedback during the conversation What could you do?
4b Match the mini dialogues from 4a to the definitions of speaking skills below. Seekingc larification – when you check information with the person you are speaking to.
e Speaking skill: Repair Context: Patient telling a doctor about symptoms Resource: four examples of incomplete conversations where there has obviously been a breakdown in communication What could you do?
Turnt aking – when you indicate to other speakers that you have finished saying what you want to say, and when you indicate that you would like to speak next.
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