ELT Teacher Training Course Thessaloniki, August 14 th and 15 th 2017

1. Welcome! ELT Teacher Training CourseThessaloniki, August 14th and 15th 2017 Julietta Schoenmann, UK

2. What’s in a name?

3. Course aims • To explore aspects of fundamental ELT principles and practise • To build on your current knowledge and skills in the classroom • To try out new activities and techniques in a secure and supportive environment

4. Timetable

5. Basic teaching principles By the end of the session you’ll have: • experienced a lesson from a student’s perspective • considered the essential components of an ELT lesson • examined the significance of VAKOG • discussed the contents of an ELT charter

6. Learning a foreign language

7. Discussion questions • How did you feel during each lesson? Why? • What helped your learning? • What hindered your learning? • What insights have you gained from this experience about learning a language?

8. Learning styles VAKOG Visual Auditory Kinaesthetic graphs, pictures, written texts, using the board, taking notes telling stories, repetition, oral explanations, discussion, songs mime, role play, manipulating flashcards, activities with movement

9. Our ELT Charter We believe….

10. Lesson planning By the end of the session you’ll have: • shared your own experience of lesson planning • explored the components of lesson plans • ordered a jumbled lesson plan • designed a lesson plan template for personal use

11. Lesson planning…. What shall I do in class tomorrow?

12. Lesson plan components • Look at the lesson plan components in your group • Decide which ones you would include in your own lesson plans • Make a note of these for later on

13. Jumbled lesson plan • Look at the stages of the lesson plan • Put the stages in a logical order • Explain the reasons for your choices

14. Lesson plan template • Refer to your notes on lesson plan components • Design a practical lesson plan template that you could use in class • Share your ideas with a partner

15. Grammar and vocabulary in context By the end of the session you’ll have: • shared your own techniques for practising grammar and vocabulary • analysed a grammar presentation activity • evaluated ways of presenting, recording and recycling vocabulary

16. Presenting and practising grammar

17. Grammar in context

18. Contexts for grammar • Songs • Reading or listening texts • Pictures • Realia • Personalised situations • Direct explanations • Using a chart • Eliciting • Comparing L1 and L2

19. Knowing a word • Meaning including limits e.g. stroll – the same as walk? • Part of speech noun, verb, adjective? • Form how to use it? e.g. grow • Spelling how to write it? • Pronunciation how to say it? e.g. fraught • Collocation what does it go with? e.g. rely (on) • Register is it formal/informal e.g. notwithstanding • Connotation does it sound positive/neutral/ negative? e.g. bloke/lad/guy/ gentleman

20. And if we ignore this… • Fred crashed into Sheila in the street • I crashed with a wall • The train crashed into at 5 o’clock. • The pilot was responsible for the crashing • Alice saw a bike crash yesterday. • The car crush to the other car

21. Presenting vocabulary Techniques: • translation • explanation • examples • mime • picture • realia • to jump • important • medicine • August • tiger • wonderful • to yell

22. Micro-teaching • Work in pairs • You have 20 minutes to prepare an activity on any aspect of ELT that we have covered today • You have 10 minutes to teach your activity to the rest of the group

23. Recording and recycling vocabulary Associations Definitions Word bag Categories Story-telling

24. Classroom management By the end of the session you’ll have: • listed aspects of classroom management • considered how to give clear instructions • explored ways to promote interaction and give feedback

25. What is classroom management? • Managing routine classroom procedures (registers, etc) • Learning students’ names • Organising the classroom • Giving instructions • Asking questions • Setting up tasks • Managing T-Ss and Ss-Ss interaction • Managing mixed ability classes • Using teaching resources (e.g. board, pictures, realia) • Setting class rules • Maintaining discipline

26. Giving instructions • What I’d like you to do is… • First you’re going to work in pairs. Then you’re going to prepare a short dialogue. Then you’re going to perform it. • Could you…er….work with a few other people and….er….talk about something interesting…er…like what you did at the weekend…

27. Creating a positive atmosphere

28. Practising the four skills By the end of the session you’ll have: • discussed the role of skills in real life • examined ways of teaching the four skills • considered the importance of differentiation

29. The four skills in real life

30. The four skills Reading Writing Speaking Listening

31. Developing the four skills Pre- While- Post-

32. Integrating the four skills • Read the text about the flying boat • Look at the activities • Which 2 do you like most? • Which 2 do you like least?

33. Differentiation What are the common challenges we face when teaching mixed ability classes?

34. Making and using resources By the end of the session you’ll have: • evaluated 3 demonstration activities • explored the range of low cost/no cost materials • analysed effective use of the board

35. What can you do with these?

36. Low cost/no cost resources • Blackboard and chalk • Posters • Flashcards (word/sentence/picture) • Masks • Puppets and toys • Puzzles • Charts • Board games • Washing line

37. Useful links! http://unesdoc.unesco.org/images/0004/000433/043336EB.pdf https://atiyepestel.files.wordpress.com/2013/05/1000pictures_all.pdf

38. Using the white or blackboard https://www.teachingenglish.org.uk/ article/using-board Make a list of Do’s and Dont’s for organising your board

39. Micro-teaching • Work in pairs • You have 20 minutes to prepare an activity on any aspect of ELT that we have covered today • You have 10 minutes to teach your activity to the rest of the group

40. Course evaluation • Can you sum up these two days in one word? • What were the most useful aspects of the course? Why? • What were the least useful? Why? • Do you have any suggestions for future courses? • Any other comments?