One of the fundamental skills in learning a foreign language is to be able to discover specific patterns and apply them in the right context. There are many lexical phrases that are commonly used. We take all of this for granted in our own language, but they are absolutely essential if you would like to express yourself in a more native-like or natural way in another language.
This course will train language teachers to master specific patterns related to important modern-day issues by presenting some key language functions – paraphrasing, giving accounts, stating issues, making proposals, before speculating on the possible outcomes that they may have. This will help the participant maximize their potential in the language – be it for professional, academic, or personal reasons – as well as their capacity to teach English to non-native speakers.
The course will cover the following main areas:
- Understanding key language functions in English and their corresponding grammatical patterns;
- Planning out essay writing (applying FEDPs) while inserting key topic-specific collocations;
- Academic writing;
- Speaking as you write and writing as you speak;
- Improving Reading Skills – You are what you read! (language acquisition and extensive reading);
- Testing listening comprehension.
By the end of the course, participants will have a deeper understanding of common English speech patterns, cohesion, and coherency in texts they create, whether they are written or spoken.
Concept by: Peter O’Neill
Participants to the course will learn to:
- Comprehend the importance of language functions in English;
- Identify clearly the specific grammatical patterns which apply to each function;
- Understand how to generate a discourse by applying a systematic approach;
- Insert key topic-specific collocations and phrases thus elevating significantly their vocabulary;
- Speak with a greater understanding using stress and intonation;
- Apply a variety of strategies for reading and writing in English with greater fluency and clarity of purpose.
Day 1 – Course Introduction
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities;
- Presentations of the participants’ schools;
- Introduction to FEDPs ( Formal English Discourse Patterns);
- Skill – Reading: an introduction to collocations and their importance in improving rapidly one’s existing vocabulary.
Day 2 – Discourse Patterns in Writing
- Skill – Writing;
- How to put together a discursive essay by identifying key language functions and inserting the relevant grammar required while inserting the topic-specific vocabulary that is also required.
Day 3 – Discourse Patterns in Speech
- Skill – Speaking;
- Identifying the same formal discourse patterns in speech;
- Breaking spoken discourse into its corresponding functions;
- Inserting appropriate grammar, vocabulary and stress and intonation.
Day 4 – Discourse Patterns in Grammar and Listening
- Skill – Listening;
- Listening for key ideas;
- Understanding through context;
- Using grammar to see/hear better.
Day 5 – Academic writing
- Approaches to academic writing;
- Participants write a 250-word discursive essay which they will then present orally to the class.
Day 6 – Course closure & cultural activities
- Course evaluation: round-up of acquired competencies, feedback, and discussion;
- Awarding of the course Certificate of Attendance.
- Excursion and other external cultural activities.
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.
If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer’s discretion.
The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.