School Notebook Presentation

Teacher Training Team

WELCOME!

+ REASON

- I'm at a #... -I'd SAY a solid #... -DeFINITELY, It's A # ....

On a scale from 1 to 5, how are you feeling today?

Graciela

Irina

Silvana

Iván

Jorge

We're the Británico Teacher Training Team!

WHo are you?

What about teaching?

https://wordwall.net/play/80545/445/623

Why are these important?

- practise language skills

- assess language levels

- encourage participation & interaction

- build rapport and get to know our SS

- create a comfortable environment

ICEBREAKERS help us to

Who should be the in the classroom?

Which one is the most effective and active?

learner-centred?

Teacher-fronted?

T-fronted or L-centred?

1) leads to passive learning, where students are less engaged.2) encourages SS to engage actively in discussions, where they can learn from each other. 3) increases student engagement and motivation. 4) makes SS become dependent on the teacher, limiting their autonomy and critical thinking skills. 5) incorporates real-life tasks, which help students apply what they've learned to common situations.

Do you agree?

Do you think it's a good idea to solely rely on T-C interaction throughout a session?

CLASSROOM MANAGEMENT

1. Grouping & instructions?
2. Rapport?
3. Voice & body language??
4. Elicitation?
5. TTT vs STT?
6. Time management?
7. Praising?
8. Monitoring?

What other activities do people do?

listen to music

go to bed

get up

read a book

have lunch

have a shower

make breakfast

play videogames

go to work

go home

watch TV

see friends

A: What's the activity in #...?B: It's ....... ________?A: Yes! / No! It's .......

1) My friends and I go school in the morning.2) My brothers have lunch at night. 3) I watch a book at night, but I don't play videogames. 4) I go to bed at 07:00 o'clock in the morning. 5) My sisters have dinner for my family. 6) I go work in the afternoon. 7) In the night, I listen to music and go to bed.

1) In the morning, I ............... and .........2) My family members ......... and ........ at night. 3) At the weekend, I ............. but I ............ 4) In the afternoon, I .......................

1) What type of lesson was it?2) How did P address the learners? 3) Did P check understanding of the instructions? how? 4) WHat was clarified first: meaning or form? 5) Did P make use of SS' previous knowledge? 6) How did P confirm SS understood the meaning of the lexical items? 7) Was there practice before production? 8) Did P test SS immediately? 9) Was the book adapted/supplemented? 10) Did P do anything to prevent SS from overusing Spanish?

Discuss:

2) What's your favourite dish?What ingredients do you need to cook it?

1) What are these programmes about? Do you like them?

1) I buy some beef2) I don't need any sugar or bananas 3) I go to the market for some potatoes 4) I need an onion and a lemon for the salad 5) A: Do you have any rice?B: No! I need to buy some.

a) we use ___ or ____ with singular Countable nouns. b) We use _____ in negative sentences and questions with Countable plural or Uncountable nouns c) We use _____ in affirmative sentences with countable plural or uncountable nouns

1) I buy some beef2) I don't need any sugar or bananas 3) I go to the market for some potatoes 4) I need an onion and a lemon for the salad 5) A: Do you have any rice?B: No! I need to buy some.

a) we use A or AN with singular Countable nouns. b) We use ANY in negative sentences and questions with Countable plural or Uncountable nouns c) We use SOME in affirmative sentences with countable plural or uncountable nouns

What about you? What else do you need? Do you need ....?

I'll buy ...I need .... I won't buy ... I'll get ....

A: I'm planning to buy ingredients to prepare ....... and you?B: I'll prepare ...... What do you need?

1) What type of lesson was it?2) How was the meaning introduced? 3) Was there work on form? 4) Was the changeover of activities abrupt or smooth? 5) Was the context kept? 6) Were SS given opportunities to practice? 7) what about the production?

Discuss:

1) Capture students' interest and give them immediate opportunities to use language.2) Set the context by using pictures or a story including the target language. 3) Clarify the meaning and use of the target language. 4) Work on form (written and spoken). 5) controlled practice 6) Semi-controlled practice 7) freer practice

TEACHING FUNCTIONS!

WE CHECKED VOCABULARY & GRAMMAR, WHAT'S MISSING?

1. Listening stage: keep it short and adapt it, simplify it.
2. Clarify the context
3. Make use of your SS' prior knowledge
4. Teaching meaning and use of functional exponents.
5. Lots of pronunciation practice. (sentence level - intonation)
6. Give SS time to prepare and rehearse
7. Role-plays should be spoken

What do you think about ...

1) Praising learners? CLAPPING? 2) GIving feedback after speaking activities? How? when? 3) CALLING STUDENTS VICTIMS? 4) ASKING SS TO READ INSTRUCTIONS ALOUD? 5) BEING A PROVIDER FOR MY SS? 6) TEACHING LANGUAGE WITH MY OWN CONTEXT? 7) USING PROMPTS IN CLASS? HOW? 8) ACTIVATING MY SS' PRIOR KNOWLEDGE? 9) USING THE SAME MATERIAL / ACTIVITIES FOR DIFFERENT GROUPS?

e) 6-7

d) 8-10

c) 11-13

b) 4-5

a) 13 +

1. Infants2. PRE-KIDS 3. KIDS 4. JUNIORS 5. ADULTS

3. It’s easier to motivate young learners than adults.

2. Adults have a longer concentration span than young learners.

1. Young learners and adults learn languages basically the same.

Partially true! Children can be absorbed in certain activities as long as they are enjoyable for them. Teachers need to devote a lot of thought to the implementation of tasks.

Generally true! - Raise young learners' interest through appealling activites.Some adults & teenagers can be cynical learners. It's easier to lose young learners' attention, too. (monotonous pace, pointless activities)Young learners' motivation is more like to vary. Adults' motivation is more stable.

Not really! In an immersion situation: similar / Acquisition - survival purpose. Formal courses: different. Adults' understanding and logical thought > / Adults' discipline, cooperation & frustration management > / Adults' intrinsic motivation >

Discussion:

VARIETY OF ACTIVITIES

CLASSROOM MANAGEMENT

TWO MAIN ASPECTS:

When teaching young learners and teenagers,

8) Generating your own teaching resources?

7) Using L1? To what extent?

6) Giving more attention to weak students?

5) IW, PW or GP?

4) Including games and tasks that involve moving and the senses? What about competitions?

3) Praising your learners?

2) Using your students' names and being friendly?

1) Establishing routines ?

What are your thoughts on...

1) WHat's CArlos's problem? 2) What would you do to help him?

-I like the job of a __ because they __. - I believe __ is a cool job because you can __ - A job like __ is interesting because it helps __.

W____ d__ y___ t___ i_ t___ m____ i____ j___ n______?

1) She r_____ a flight for others. 2) She usually o______ meetings. 3) She w_____ her name on a documents when her boss is not at the office. 4) She c_____ hotels to reserve a room for her boss when he travels.

a) set up b) sign c) make a hotel reservation d) book

1) She reserves a flight for others. 2) She usually organises meetings. 3) She writes her name on documents when her boss is not at the office. 4) She calls hotels to reserve a room for her boss when he travels.

What's her job?

IS THERE ANYONE YOU REALLY ADMIRE?

1) Is there anything important I need to ...?. 2) I need to focus on my work. Can you ...? 3) I’ll check your calendar for availability 4) How can I help you today? 5) Thank you! Could you help me with my schedule? 6) I’ve set up your meeting with ...... at ......

1) Stages? 2) Vocabulary? 3) Communicative task? 4) How many times should you play the video?

READING and Listening 1) Reading and Listening: passive? 2) How many stages? What If incomplete? 3) should you read / listen the texts in advance? 4) Time your activities? 5) Is it important to develop strategies? how?

CONTINUOUS PROFESSIONAL DEVELOPMENT: Workshops for teachers (TTT) OMETS Monitoring programme √ Heads and deputy heads (monthly) √ TTT ( at least twice a year) BELTIC

Language improvement - Cambridge English International Exams