Teacher Training Essentials. Workshops for Professional Development

129 Pages·2016·160.88 MB·English

by  Thaine C.

Teacher Training
Essentials
Workshops for professional development
Craig Thaine
CAMBRIDGE UNIVERSITY PRESS
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Cambridge University Press
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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
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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
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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 fl uency 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
Map of the book
Session focus Target Aims Content Time
audience
Classroom methodology
1 Classroom Pre-service / To explore effective ways of (cid:210) Interaction patterns 60–75
management New in-service setting up and managing a (cid:210) Teacher language minutes
and teacher teachers range of classroom activities. (cid:210) Giving instructions
language (cid:210) Managing the learner group
2 Providing Pre-service / To highlight a variety (cid:210) Contrasting different kinds of feedback 60 –75
feedback and New in-service of techniques for giving (cid:210) Good practice feedback techniques minutes
correction teachers both content-focused and (cid:210) Deciding when to correct language
techniques language-focused feedback to (cid:210) Error-correction techniques
learners.
3 Teaching Pre-service / To raise awareness of (cid:210) Real-world reading 60–75
receptive New in-service successful planning and (cid:210) Reading sub skills minutes
skills: Reading teachers managing of receptive skills (cid:210) Differences between listening and
and listening lessons. reading
(cid:210) Managing the challenge of listening
4 Oral fl uency New in-service To explore ways of planning (cid:210) Good ideas for oral fl uency activities 60–75
and speaking / Experienced and managing activities that (cid:210) Aims of speaking activities minutes
skills teachers develop learners’ oral fl uency (cid:210) Sub skills of spoken interaction
and speaking skills.
5 Developing New in-service To contrast process and (cid:210) Spoken vs. written language 60–75
learners’ / Experienced product approaches to (cid:210) Process and product approaches minutes
writing skills teachers developing learners’ writing (cid:210) Stages in a writing lesson
skills. (cid:210) Activities for writing sub skills
6 Teaching Pre-service / To outline core issues (cid:210) Vocabulary teaching problems 60–75
vocabulary New in-service associated with different (cid:210) Steps of eliciting words minutes
teachers approaches to clarifying and (cid:210) Concept checking
practising vocabulary. (cid:210) Vocabulary practice
(cid:210) Learner training
7 Teaching Pre-service / To compare and contrast (cid:210) Staging of different approaches: text- 60–75
grammar New in-service different approaches to based; test-teach-test; context build minutes
teachers teaching grammar in the (cid:210) Evaluating approaches
classroom. (cid:210) Drilling
(cid:210) Planning a grammar lesson
8 Lesson Pre-service / To outline the contents of (cid:210) Key aspects of a plan 60–75
planning New in-service a formal lesson plan and (cid:210) Contents of a formal lesson plan minutes
teachers indicate ways of wording (cid:210) Staging a lesson
lesson aims. (cid:210) Articulating aims
9 Planning a New in-service To outline the benefi ts of and (cid:210) For and against a sequence of lessons 60–75
sequence of / Experienced an approach to timetabling a (cid:210) What to include minutes
lessons teachers sequence of lessons. (cid:210) How to go about it
(cid:210) Evaluating two timetables
10 Teaching Pre-service / To outline a preparation (cid:210) Exam classes compared with general 60–75
exam classes New in-service strategy for teaching exam English classes minutes
teachers classes. (cid:210) Contents of an exam
(cid:210) Task types
(cid:210) Speaking test preparation
(cid:210) Planning an exam class course
11 Exploiting New in-service To demonstrate processes for (cid:210) Choosing a text 60–75
authentic / Experienced creating tasks and activities (cid:210) Working out lesson aims minutes
material teachers that can be used for exploiting (cid:210) Evaluating tasks
authentic materials with (cid:210) Pros and cons of using authentic
learners. materials
(cid:210) Creating tasks
4