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ELT Teacher Training Course Thessaloniki, August 18 th 2017

Join our ELT Teacher Training Course in Thessaloniki on August 18th 2017. Explore ELT principles and practice, build on your current knowledge and skills, and try out new activities and techniques in a supportive environment.

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ELT Teacher Training Course Thessaloniki, August 18 th 2017

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  1. Welcome! ELT Teacher Training CourseThessaloniki, August 18th 2017 Julietta Schoenmann, UK

  2. What’s in a name?

  3. Course aims • To explore aspects of 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. Student-centred Learning By the end of the session you’ll have: • reflected on your practice and beliefs about student-centred classrooms • considered the benefits and drawbacks of student-centred learning • considered ways of giving more control to students

  6. The basis of student-centred learning (SCL) I know I cannot teach anyone anything. I can only provide the environment in which he (sic) can learn… Carl Rogers,1969 ...the more students are personally involved in their lessons, the more effectively they are likely to learn….

  7. Issues for SCL: Beliefs about learning: Students learn in _______ ways Learning is an _________ process Students respond well if they are ___________ People learn with ________ not prescriptions Knowledge is internal; __________ build it. How can we find out? How can students engage in learning? How can we involve them? How can students be encouraged to try things out and discover? What’s the teacher’s role? 

  8. Teacher-centred: Low level of student choice Student passive Power with teacher Student-centred: High level of student choice Student active Power with the student Student-centred learning

  9. Benefits and drawbacks of SCL Students can work alone/in small groups, at school/ home have access to more materials are involved in what they study take ownership of their learning are more motivated and committed Teachers act as facilitators/ guides helpstudents to work out learning strategies develop students’ research abilities Source: McLean (1997) & Educational Initiative Centre (2004)

  10. Grammar in context

  11. The task The unit The book Other activities The syllabus The curriculum

  12. Our ELT charter We believe….

  13. Pronunciation By the end of the session you’ll have: • participated in 3 practical pronunciation activities • analysed different aspects of pronunciation • considered their practical implications for the classroom

  14. Tongue twisters

  15. Pronunciation is… …a set of systems (sounds, stress and intonation) which combine together to create spoken language that any English speaker can understand…

  16. The most common sound in English The schwa Ədefənitənəfprənunciatən

  17. What does pronunciation include? • Sounds • Word stress • Sentence stress • Strong and weak forms • Rhythm • Intonation • The phonetic alphabet: /æ/, /a:/, /g/, /ʒ/ … • Spelling

  18. Sound charts • 1) Identify the words • 2) Identify the sounds • 3) Choose those you’d work on with your learners • 4) How would you do work on them? • 5) How could you use a chart like this for correcting errors with sounds?

  19. My Bonnie Lies Over the Ocean My Bonnie lies over the ocean My Bonnie lies over the sea My Bonnie lies over the ocean Oh bring back my Bonnie to me Bring back, bring back, Bring back my Bonnie to me to me Bring back, bring back, Oh bring back my Bonnie to me

  20. Word stress WINdow window window window window

  21. Sentence stress I usually go for a walk at the weekend. • Content words are usually stressed • Function words are usually unstressed

  22. Sentence stress • Position in a sentence • Correction • Change of subject • Special emphasis

  23. Sentence stress A Bad Day I overslept and missedmytrain. Slippedonthepavement in thepouring rain. Sprainedmyankle, skinnedmyknees, Brokemyglasses, lostmykeys.Gotstuck in thelift, itwouldn’tgo, Kickedittwice and stubbedmy toe.Bought a pen thatwouldn’twrite Tookit back and had a fight.Went home angry, lockedthedoor, Crawledintobed, couldn’ttakeany more. JazzChants, Carolyn Graham, OUP

  24. Rhythm and reduction Boys play games BOYS PLAY GAMES The BOYS PLAYED the GAMES The BOYS can PLAY the GAMES The BOYS could have PLAYED the GAMES The BOYS couldn’t have PLAYED the GAMES

  25. Practical activities How can you help your students with…. Word stress Sentence stress Consonant sounds Vowel sounds Rhythm Intonation

  26. In our classrooms… • Include a consistent focus on pronunciation • Highlight when presenting new language • Respond naturally to incorrect models • Exploit the 'physicality' of pronunciation • Regular feedback and correction • Include in tests & evaluation

  27. Curriculum planning By the end of the session you’ll have: • examined the factors that contribute to syllabus planning • explored different syllabus types • outlined the content of a 10-module syllabus plan

  28. Planning What do we need to find out when planning a syllabus?

  29. Factors in syllabus planning • Level of students • Age of students • Gender • Resources available • What students have studied before • Students’ strengths and weaknesses • Number of lessons per week • Length of course • Assessment procedures (formative and summative)

  30. Syllabus types Grammatical/ Structural Lexical Functional Phonological Situational Topic-based Task-based Mixed/ Multi-strand

  31. Planning a multi-strand syllabus

  32. Suggested content • Simple Present tense • Simple Past tense • Present Continuous tense • Past Continuous tense • Present Perfect Simple tense • ‘Will’ and ‘going to’ • Can/can’t (for ability) • Conditionals • Passives • Modals • Reported speech • apologising • offering/requesting • asking for information • describing things • describing sequences • expressing opinions • agreeing/disagreeing • inviting/refusing • suggesting • instructing • warning • promising

  33. Syllabus planning activity 1) decide on ten topics 2) choose a function to match each topic 3) choose a grammatical structure to go with each topic 4) sequence them in order of grammatical difficulty 5) write up the completed plan on your grid

  34. 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

  35. Publishers • Oxford University Press • Cambridge University Press • Macmillan • Longman • Pearson

  36. Thank you for your participation! Please keep in touch mail@jschoenmann.plus.com

  37. Course evaluation • Can you sum up today 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?

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