Professional Documents
Culture Documents
TEACHER
TRAINING
COURSE
Brad Bawtienheimer
Gabriela Beltrn
SYLLABUS
Activity
Find someone who:
Has a pet
Activity
Discuss with a partner the following topics
School
Size of your
class
Frequency
Teaching
Circumstances
Other teachers
Material
Paperwork
Students
profile
Activity :
Teachin
g
Substitution
What works
Drillings
Repetition
Good rapport
Visuals
Songs
Small classes
Prizes
Games
competitions
What doesnt
Using negative
work
words
Favore students
Arrive late
Monotony
Predictable
Non-realistic
Showing
frustration
Bad attitude
Force students
Ignoring
Exposing
What has
changed
Methodology
Technology
Real context
Language at hand
Contextualization
More resources
Approaches
Competences
Intelligence
approach
Activity :
Discuss what are the keys to be a successful teacher
A positive
attitude
Sense of
humor
a successful teacher
High
expectations
Fairness
Flexibility
Language Learners
Characteristics for being a good language learner:
Enquiring, inquisitive, asks
Not afraid of making mistakes, try out
Realistic, have achievable goals
Independent
Time effectively, organized and active, use language out of the classroom
Fluency and accuracy concerned.
How will I
teach?
How do I know if
students understand?
Main objective
Aids
Previous knoledge
Timing
Interaction
Stages
Age
Room
Students needs and interests
Asumptions
Problems
Group
Level
Skills / abilities
Gourp profile
Number of students
ACTIVITIES:
PROBLEMS &
SOLUTIONS:
MATERIALS:
TIME:
LESSON PLANNING 1
LESSON PLANING 2
LESSON PLANING 3
Common mistakes:
-
Objectives do not specify what students will actually learn. Are not observed or measured.
Activities in lesson plan do not contribute to a direct and effective way to the lesson objective
Smart objectives
S pecific
M easurable
A ttainable
R elevant
(meaningful)
T ime bound
Students will be able to talk about their weekend using past tense verbs by the end of the class.
Students will be able to use 2nd conditional to talk about hypothetical situations by the end of the lesson.
Students will be able to talk about their daily routines writing simple present in affirmative and negative form by
the end of the class.
OBJECTIVES
Bloom's Taxonomy
POSITIVE
NEGATIVE
Catch attention
Loose materials
Active pace
Promote socializing
Motivation
MOTIVATIONAL QUOTES
MOTIVATION
Motivation
-
Materials
Class preparation
Motivation Features:
-
Positive attitude
Respectful encouraging
Be on students shoes
Sense of humor
Promote independency
Motivation images
SUCCESSFUL TEACHING
Problems when teaching
PRoblems in Elementary
School:
Top 10 problems:
Absency
Principals
Students want free time
Time
Need to learn fast
Not paying attention
Not having materials
Age
Students objectives
Tantrums
Spoiled kids
Parents attitude
Malnourishment
Social issues
Problems in Junior
Highschool:
Misbehaviour
Size of clases
Persona, social and
economic problems
Not parental support
Lack of values
Problems in Highschool:
Demotivation
Lack of interest
Lack of communication
Bad rapport
School is not important for
them dropping out
Play the hooky
Pregnancy, alcoholism
Internet boredom
Explode yourself
time out
Make them and offer
they cant refuse
Give in!
Rapport:
Is the classroom atmosphere: HEALTHY, KIND, FRIENDLY, RESPECTFUL and FIRM
TEACHERS ROLE
Teachers roles in interaction:
-
Facilitator
Guide
Helper
Counselor
Corrector
Consult
Discipline:
-
Establish habits
Teacher is in control
DISCIPLINE
DEALING WITH DIFFICULT SITUATIONS
CLASSROOM MANAGEMENT
SEATING ARRANGEMENT
Arrangement
CIRCL
E
PARALL
EL
Students face
themselves
Teacher walks freely
HORSES
HOE
Attention to teacher
Students move fast
Chatting
Losing attention
Uncomfortable
Contests
TRADITIO
NAL
Students focus on
teacher
Easy to keep track
Difficult to monitor
Students cant hear
Completing the story
GROU
PS
ROU
ND
TABL
E
Collaborative work
Save time
Easy monitoring
Some students dont
see the board
Students dont pay
attention
Bingo
Writing a story
Interaction:
Behaviour or students and teacher in the classroom.
Stages of Group Development:
forming
norming
storming
performing
mourning
Patterns of Interaction:
Lockstep: like in traditional schools. Students pay attention and Teacher is in control.
Individual: every student is working individually at their own place. Students concentrate on their work and relax
from pressure. Teacher monitors and helps individuals.
Pair work: work together to complete a task, at the pairs rhythm. Students establish their rhythm and help each
other. Teacher monitors, helps and guides them.
Group work: where 3 or more people work together. Students divide the task so everyone has something to do.
They organize themselves. Teacher monitors, helps, corrects and makes sure every persona has something to do.
Class as a whole: all members are working together at the class pace. There is no interaction at all. Teacher
monitors and is available for consultation. Students work collaboratively. They are responsible for their own success
and failure.
Practice
From controlled to free
Warm up
Comprehensive input
and output
Accuracy vs. fluency
Language functions:
-
Functional approach
DO
Brief and simple
Effective Instructions:
DONT
GIVING INSTRUCTIONS
Long
Clear
Confusing
Specific
Use cognates
Not modeling
Unnecessary repetition
One at a time
Ask for paraphrasing
Be consistent
Set a limit of time
Fast
Improvise
Wrong sequence
Hand out materials
Use:
Invented by a
Reverend
Flashcards
1816
Magnets
Chocks
markers
Typical use:
Focus students
attention
Display
information, written
or graphic
Help students
remember
As a model
BOARD
Types:
Green
White
Smart
Black
Characteristics:
Legible
handwriting
organized
VOCABUL
ARY
A tool
Vocabulary
items /
Improve
fluency
The basis of
any language
Lexical sets
Get students
involved
Aspects:
Form parts of speech,
pronunciation, spelling,
collocations
Meaning in context,
connotation
Use restrictive use,
particular style or
register
Understanding:
Ask simple questions
Ask for example sentences
Get students think of related
words
VOCABULARY
VOCABULARY ACTIVITY DIANA
VOCABULARY 2
INPUT / OUTPUT
PRESENTING VOCABULARY ACTIVITY
PRESENTATION OF NEW LANGUAGE
PRESENTATION-PRACTICE-PRODUCTION
CONTROLLED / FREE PRACTICE
PRESENTATI
ON: ORAL
OR WRITTEN
PRACTIC
E
PRODUCTI
ON
GRAMMAR
Morphemes
Word
Phrase
Syntactical patterns
or structures
Sentence
Structure
Meaning: USE /
USAGE
APPROACHES:
Inductive/
discovery
/covered:
Grammatical items
are hidden. Context.
Deductive/ direct
grammar/overt:
Grammar is given
openly, provided to
students
READING / WRITING
LISTENING /
SPEAKING
INTEGRATING
SKILLS
In order to:
Be fluent, accurate and
confident
Use functions of
language
ADVANTAGES:
Appropriateness- help students develop skills they are
not aware of or confidence with. Improvement of
abilities they have not worked enough. Different
learning styles
Variety Students do not stick to one skill. Have more
opportunities. Creativity. Keep motivation.
Recycling Students use their full knowledge.
Remedial work or teaching.
INPUT
DIGESTION
OUTPUT
INTEGRATED SKILLS 1
INTEGRATED SKILLS 2
THE FOUR LANGUAGE SKILLS
Unit 13: Project work
PROJECT
WORK
Promotes:
Works:
TEACHERS ROLE:
Students development of
organization.
Teams
Team working.
Integrating
Objectives
Outcome
deadline
Instructor or
facilitator
Creativity
Research
Use of analytic skills
Models of interaction roles
PROJECT WORK
BENEFITS OF PROJECT WORK
REFLECTIVE DIARY
Unit 14: Testing
Unit 15: Choosing and using published materials
OBSERVATIONS
OBSERVATION BOOKLET 1
OBSERVATION BOOKLET 2
The purpose of this short essay is to analyze how skills are integrated in an English language class in order to identify and
apply this knowledge for the benefit of language learners. The profile of this class was constituted by 4 learners in total, 2
boys and 2 girls, from 21 to 26 years old. As they were going to university in the morning, they took language classes in
the afternoon. The class was observed on a Friday from 16:30 to 17:30 and their language level was M4.
The first part of the lesson, which was divided into two hours, integrated mainly one receptive and one productive
skill: listening and speaking. However, the teacher made sure that all students would have enough written practice by
handling a short composition every class about a variety of topics. For instance, writing about the advantages and
disadvantages was the homework to be given that class. At the beginning of the class the teacher asked them about this
task and let them speak freely, without error correction, making them feel comfortable and activating L2.
Then the class was divided into two parts. The first was dedicated to speaking by using an interesting topic for the
learners: commuting. They mainly worked in pairs and discussed the advantages and disadvantages of using public
transportation. As all of them were still studying, they felt identified with the topic, which allowed them to speak about
their personal experiences. After every speaking activity during that period of time, the teacher made the error correction
on the board by eliciting the correct answers from learners. Whenever they finished correcting spoken mistakes they
would write the corrections made on their notebooks. In a personal opinion, this helps learners to internalize changes, as
there are people who have a more developed written learning style.
The second part of the class was mainly dedicated to the listening skill. The teacher could notice that the activities
related to the listening were becoming much more difficult for learners each time; then, he played the recording for 4
times and helped them by encouraging note-taking for specific information. Each listening activity was also
complemented by a speaking time where learners would share their notes and opinions. One of the advantages of this
recording was that it had at least 2 different accents, American and British, that also promotes the development of the
skill.
By observing this class I became aware of certain procedures that promote an integrative learning. Skills are never
taught in a separate, isolated way, they are used to unify the learning process. Even though skills are not obvious in the
lesson, they are always present and learners as a tool in the learning process. The teacher must be able to know when a
learner is lacking of enough practice in some of skills. He should promote activities that allow each learner increase their
abilities by using all skills from a minimal to a maximal exposure. This experience helped me noticing the constant use of
them, their role in reinforcing learning and the importance of promoting them in a language learning class.
A Short Essay on the Usage and Importance of a Course Book in English Classes.
The purpose of this short essay is to analyze how a Course book is used in an English class, the purpose and benefits of it.
The profile of this class was constituted by 14 learners in total, from 21 to 40 years old; however, most of them were
young adults who are still studying at university. The class was taken on Saturday morning and it lasted 5 hours;
nonetheless, it was asked to observe only one hour of it, from 11 to 12. The book that was used was the New Framework
4 and students were working on the last part of unit 7 and started unit 8 during that hour.
The objective of last part of Unit 7 was to use phrases or sentences that express doubt, such as Id be surprised if, I
cant really see anyone and theres not much chance. These phrases were presented by the teacher without using the
book and also by eliciting the meaning through context. After working on the board, students worked in pairs to practice
the expression on the book, page 63. This second activity was of great importance because it allowed students working
with new ideas and contexts; it also gave them the chance of reinforcing the acquired knowledge.
The use of varied activities makes a Course book more complete. Therefore, students also had the opportunity to
work on it with the same expressions, all scrambled, though. By writing the correct order of the words, students were
confirming the correct structure of the expressions. Moreover, as the book is promoting the integration of the four skills,
students had an activity to work on the phrases through a listening. This way, learners are also acquiring the correct
pronunciation and intonation of all previously learnt. Likewise, the book promotes the speaking skill by asking specific
questions about the dialogues and suggesting students work in pairs or groups in order to share and correct their
answers.
The presentation of unit 8 was given in a more visual way by describing a set of pictures related to holidays. Once
again, instructions in the book allowed students to work with a classmate for sharing opinions. After this activity, all
vocabulary needed was presented by a matching activity of pictures and vocabulary. Then, discussions of personalized
questions were of great interest for students, for example: Which holiday have you been to? When was the last time you
went ? Students were very participative and enthusiastic.
By observing this class, I became aware of certain procedures that promote, not only the usage of a course book,
but also an integrative learning. These books should be designed to satisfy the learners needs; therefore, it has to be
dynamic and must promote personalization and communication in order to foster meaningful learning.
MINI TEACHING
3
Models
Presentatio
n in Written
Form
- Ss will
learn the
written
form of
there is
and there
are in
affirmative
sentences
by
unscrambli
ng
sentences.
- T shows
previous
pictures
again.
- T gives
instructions
and checks
comprehensi
on.
- T throws
the papers.
- Ss pick the
papers and
stick them on
the board to
make correct
sentences.
- T goes
through the
- Look at
the
pictures.
- Pick the
papers and
organize
the words
to make a
sentence
for each
picture.
Remember
to have a
capital
letter and a
- Class as a
whole.
- Appendix
3
- Magnets
Feedback:
- Lockstep
Blackboard
- Appendix
2
- Ss may
form
incorrect
sentences.
- There
might be
too many
Ss and not
enough
papers.
-There
might be
few Ss.
- T may
elicit the
correct
answer by
asking the
whole
class.
- T may
have them
work in
pairs.
5 min.
sentences
with the
whole class
and gives
feedback.
stop.