CLASSROOM MANAGEMENT AND TEACHING SKILLS

1. SESSION ONE: TEACHING AND LEARNING A FOREIGN LANGUAGE

1.1. AIMS:

• To consider teaching theories and approaches which promote effective learning
• To consider the implications of this for acquiring and learning a foreign language

1.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• the reasons why people choose to learn a foreign language
• a number of theories in relation to how people learn effectively
• the relationship between language learning and language acquisition
• the factors which influence the success of language acquisition and learning

2. SESSION TWO: THE ROLE OF THE TEACHER

2.1. AIMS:

• To consider the role of the teacher with regard to the promotion of effective learning
• To consider the options we have as teachers and the factors which influence our choices

2.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The communicative approach to E.F.L. teaching
• The characteristics of an effective teacher
• The basic principles of how to ensure an appropriate balance of student talking time (STT) and teacher talking time (TTT)

3. SESSION THREE: CLASSROOM MANAGEMENT

3.1. AIMS:

• To consider effective strategies for classroom management
• To look at different resources which are available and how to maximize their potential
  

3.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• Ways of setting up a classroom to get the most out of an activity
• A variety of resources, such as the O.H.P. and audio-visual equipment
• How to use the board effectively
• Issues relating to the management of student behaviour

4. SESSION FOUR: USING PUBLISHED MATERIAL AND LESSON PLANNING

4.1. AIMS:

• To consider the essential ingredients of a well planned lesson
• To introduce a format for lesson planning
• To review lesson plans produced by previous students
• To introduce strategies for evaluating lessons
• To analyze how to use a course book effectively

4.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The principles underpinning a situational presentation of grammar in the P.P.P. model (prepare, present, practice)
• Other approaches to the presentation of language (Test Teach Test, Guided Discovery and Task Based Learning)
• The basic principles of lesson planning
• The format which trainees will be required to use during the course
• A checklist of questions to ask before a lesson and at the end of a lesson (preparation and reflection)
• Criteria for selecting, rejecting and supplementing course-book material

5. SESSION FIVE: PAIR AND GROUP WORK. INSTRUCTION GIVING

5.1. AIMS:

• To consider ways in which we can maximize student interaction in the classroom
• To consider ways of giving effective instructions

5.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• Reasons for maximizing pair and group work
• Methods and different types of activity which encourage interaction
• Basic principles for giving clear instructions

6/7. SESSIONS SIX AND SEVEN: RECEPTIVE SKILLS

6/7.1. AIMS

• To present a methodological model for teaching reading skills
• To introduce reading activities and materials

6/7.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The necessary stages for a reading lesson
• Different types of activity which can be used for each of these stages
• When to pre-teach vocabulary

8/9. SESSIONS EIGHT AND NINE: TEACHING VOCABULARY

8/9.1. AIMS:

• To consider strategies for teaching vocabulary
• To introduce ideas for vocabulary practice through activities and games

8/9.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The relationship between language structure and vocabulary
• A model for teaching vocabulary in context
• The stages needed to enable the acquisition of vocabulary (context, meaning, structure, memorization, storage, recall)

10. SESSION TEN: TEACHING BEGINNERS

10.1. AIMS:

• To experience being taught an unseen language
• To consider key issues involved in the teaching of beginners

10.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• Specific issues involved in the teaching of beginners
• The difference between absolute beginners, false beginners, adult beginners, young beginners, beginners without the Roman Alphabet)
• A variety of teaching techniques which can be used when working with beginners

11/12. SESSIONS ELEVEN AND TWELVE: TEACHING GRAMMAR IN CONTEXT

11/12.1. AIMS:

• To explore the relationship between context, language form and language function
• To present a model for introducing new language structures to students

11/12.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• How to structure a grammar lesson (lead in, context, language analysis, controlled practice, free practice)
• Strategies for exploring meaning / function and form (concept check questions)

13. SESSION THIRTEEN: CORRECTION TECHNIQUES 

13.1. AIMS:

• To consider effective strategies for correcting student errors

13.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• Decisions which teachers need to make when students make errors (the type of error, the usefulness of correction, when to correct, who will correct, the choice of correction technique)
• A variety of strategies for indicating errors to students
• A variety of strategies for correcting errors (self correction, peer correction, teacher correction)

14. SESSION FOURTEEN: LANGUAGE GAMES

14.1. AIMS:

• To consider the value of language games in the classroom
• To introduce and use a variety of language games
• To consider ways in which these can be adapted according to teacher objectives and the needs of students

14.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The rationale for using language games in the classroom
• A wide variety of language games and resources for language games
• The ways in which language games can be adapted according to teacher objectives and the needs of the students
• Techniques for teaching and practicing grammatical structures through language games

15. SESSION FIFTEEN: PRODUCTIVE SKILLS: (SPEAKING)

15.1. AIMS:

• To introduce the basic principles that underpin the teaching of speaking and discussion skills
• To introduce a variety of activities for speaking skills lessons
• To provide an opportunity for peer teaching and evaluation of the effectiveness of strategies employed

15.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• Strategies for teaching speaking skills
• A variety of activities which could be used to teach speaking skills (discussion, consensus, games, instructions, presentations)

16. SESSION SIXTEEN: PRODUCTIVE SKILLS (WRITING)

16.1. AIMS:

• To introduce the basic principles that underpin the teaching of writing skills
• To introduce a variety of activities for writing skills lessons

16.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• Strategies for teaching writing skills
• The structure of a creative writing activity
• A variety of activities which could be used to teach writing skills

17. SESSION SEVENTEEN: ENGLISH FOR SPECIFIC PURPOSES

17.1. AIMS

• To consider the issues involved in teaching Business English
• To review materials available for Business English and other areas of English for Specific Purposes

17.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The needs of the E.S.P. student
• Materials which can be used
• Basic principles of in-company teaching

18. SESSION EIGHTEEN: TEACHING CHILDREN, TEACHING IN ONE TO ONE SITUATIONS, TIME-LINES

18.1. AIMS:

• To consider the specific issues involved in the teaching of children
• To consider the specific issues involved in one to one situations
• To review tenses through time lines

18.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The different age ranges of young learners
• The qualities and problems that young learners bring to the classroom
• Strategies for working with young learners
• Strategies for working in one to one situations
• The value of time lines

19. SESSION NINETEEN: ASSESSING STUDENT PROGRESS

19.1. AIMS:

• To consider the principles underpinning good assessment
• To consider ways of conducting initial assessments and subsequent student progress
• To provide an opportunity for trainees to engage in a self and peer assessment process

19.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The principles of good assessment
• Strategies for self, peer and teacher assessment
• Strategies for undertaking initial assessment
• The principles of target setting
• Strategies for assessing student progress

ENGLISH GRAMMAR

1/2. SESSIONS ONE AND TWO: INTRODUCTION TO ENGLISH GRAMMAR

1/2.1. AIMS:

• To analyze parts of speech and engage in sentence analysis
• To consider verb types and forms

1/2.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• Terminology for sentence analysis e.g. noun, verb, adjective
• Three types of verb: main, primary auxiliary, modal auxiliary
• Verb forms: infinitive, first form (present), second form (past), third form (past participle), present participle

3/4. SESSIONS THREE AND FOUR: PRESENT TENSES

3/4.1. AIMS:

• To introduce the forms and functions of present tenses (present simple, present continuous)

3/4.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The form of the tenses and the main functions
• Teaching ideas for the tenses
• How to recognize and correct errors relating to these tenses
• The difference between state and non-state verbs

5/6. SESSIONS FIVE AND SIX: PAST TENSES

5/6.1. AIMS:

• To introduce the forms and functions of past tenses (simple past, past continuous, the present perfect and the present perfect continuous)

5/6.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The form of the tenses and the main functions
• Teaching ideas for the tenses
• How to recognize and correct errors relating to these tenses

7/8. SESSIONS SEVEN AND EIGHT: FUTURE TENSES

7/8.1. AIMS:

• To introduce forms used for exploring future actions and their functions (will, present continuous, going to, present simple, future perfect, future continuous)

7/8.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The form of the tenses and the main functions
• Teaching ideas for the tenses
• How to recognize and correct errors relating to these tenses

9. SESSION NINE: MODAL AUXILIARY VERBS, REPORTED SPEECH

9.1. AIMS:

• To introduce modal verbs (form and concept)
• To introduce reported speech (form and function)

9.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The forms and functions of these areas
• Appropriate teaching ideas
• How to recognize and correct errors relating to these areas

10. SESSION TEN: GERUNDS AND INFINITIVES

10.1. AIMS:

• To introduce gerunds (form and use)
• To introduce infinitives (form and function)

10.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The forms and functions of these areas
• Appropriate teaching ideas
• How to recognize and correct errors relating to these areas

11. SESSION ELEVEN: CONDITIONAL SENTENCES

11.1. AIMS:

• To introduce the form and function of conditional sentences (zero, one, two, three, mixed)

11.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The forms and functions of conditional sentences
• Appropriate teaching ideas
• How to recognize and correct errors relating to these areas

12. SESSION TWELVE: THE PASSIVE VOICE

12.1. AIMS:

• To introduce the form and the function of the passive voice

12.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The forms and functions of the passive voice
• Appropriate teaching ideas
• How to recognize and correct errors relating to these areas

13. SESSION THIRTEEN: RELATIVE CLAUSES, PHRASAL VERBS

13.1. AIMS:

• To introduce defining and non-defining relative clauses (form and function)
• To introduce the form and function of phrasal verbs (four types)

13.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• The forms and functions of these areas
• Appropriate teaching ideas
• How to recognize and correct errors relating to these areas

PHONOLOGY

1. SESSION ONE:

1.1. AIMS:

• To introduce the phonetic symbols used to represent the sounds of English
• To focus on schwa
• To outline problems students of English have reconciling the spelling of English with its pronunciation

1.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• How to read and write English using phonetic symbols
• Techniques for teaching students the phonetic symbols and sounds of English
• The problems that students of English have in reading and pronouncing English

2. SESSION TWO:

2.1. AIMS:

• To look at minimal pairs and how they can aid the process of solving pronunciation problems
• To look at word stress and stress shifts in words
• To look at sentence stress
• To look at the effect intonation has on meaning

2.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• How to create a set of minimal pairs and solve pronunciation problems
• The nature of word stress and how the stress in some words can shift
• How sentence stress influences meaning
• How intonation affects meaning

3. SESSION THREE:

3.1. AIMS:

• To look at strong and weak forms of words
• To look at features of connected speech
• To look at sound deletions and mergers

3.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• How the pronunciation of words changes in the flow of the speech
• The fact that what is heard is often not what was said and how confusion can arise for English students

GREEK*(UNKNOWN LANGUAGE) LESSONS

* Other Unknown Languages may apply to students in who have prior knowledge of Greek.

1. SESSION ONE:

1.1. AIMS:

• To show how a foreign language can be learnt and taught using only that language in the classroom
• To focus on the areas of greetings and introductions in Greek

1.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• Techniques for teaching a language using only that language in the classroom
• How to greet people and introduce oneself in Greek

2. SESSION TWO:

2.1. AIMS:

• To show further techniques for teaching a foreign language using only that language in the classroom
• To focus on the areas of names, pronunciation, requests and pub/restaurant vocabulary phrases

2.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• Further techniques for teaching and learning a foreign language using only that language in the classroom
• How to pronounce Greek names and the alphabet, request things, pub/restaurant vocabulary and phrases

3. SESSION THREE:

3.1. AIMS:

• To show further techniques for teaching a foreign language using only that language in the classroom
• To focus on numbers, food and basic shopping vocabulary and phrases

3.2. INTENDED LEARNING OUTCOMES:

At the end of the session, trainees will be aware of:

• Further techniques for teaching and learning a foreign language using only that language in the classroom
• How to count, the names of food items, locating items in the supermarket