The course has been created for English and other language teachers who want to deepen (and review) their knowledge of current language teaching practices and approaches while finding out more about effective and inclusive student-centered teaching methods. Course participants will learn more about incorporating Communicative Language Teaching (CLT) methodology into their lessons and participate in pair and group work throughout this well-structured and essential course.
Week 1: focuses motivation, foreign language learning and reflection (putting ourselves in our students shoes), understanding learners needs through needs analysis and assessment, learning styles and proficiency levels, grammar teaching review, language functions (useful language), authentic materials, interaction through pair and group work, games, lesson planning, culture in the classroom, classroom management and error correction, teaching the four skills (input versus output), and presentation work.
Week 2: focuses on advanced strategies and methodologies for teaching a second language. Topics include: warm up activities, student centered learning, practicing and observing communicative activities such as role-play, information gap, and problem solving; Task Based Learning (TBL) and the TBL framework, teaching pronunciation creatively, the basics of Content Based Instruction (CBI) for both adult and young learners, contextualized grammar teaching, personal classroom management solutions to the challenges of every course participant, ways for providing constructive feedback, assessment, peer observation, and professional development tips.
Short teaching presentations will be required during this two-week course for sharing best practices and professional development purposes.
By the end of the course, participants will have learned how to engage their learners through a variety of tasks that encourage active participation and engagement from all learners. Participants will walk away with an assortment of new ideas and useful skills for creating and maintaining an inspiring learning environment in the language learning classroom. Particular attention will also be given to the sharing of different teaching experiences and practices.
The schedule describes likely activities but may differ significantly based on the requests of the participants, and the trainer delivering the specific session. Course modifications are subject to the trainer’s discretion. If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance.
Day 1 – Course introduction & teaching English
- Introduction to the course, the school, and the external week activities.
- Icebreaker activities using drama for trust and ensemble building.
- Identification of needs and goals for each participant and relevant populations.
- English language teaching and motivation for teachers and learners. What does it feel like to be a second or foreign language learner? Understanding learners needs, learning styles, and proficiency levels. Preparing for the teaching of an English grammar tense.
- Presentations of the participants’ schools.
Day 2 – Teaching grammar
- Short grammar tense presentations with feedback.
- Learning more about form, meaning and use through group work.
- Teaching grammar in context through games.
- Finding out about Language Functions or the HOW TOs, Authentic Materials (realia), conveying meaning.
Day 3 – Pair and group work
- Pair and group work. How important is it? Engaging your learners in an engaging classroom environment through Communicative Language Teaching (CLT).
- Teaching activities communicatively and interactively. Lesson planning fundamentals. Creating your own lesson plan.
Day 4 – Classroom management
- Culture in the language learning classroom. Classroom management 101. What would you do in these situations? How to provide clear instructions and engage in appropriate monitoring.
- Problem solving: what would you do? Group and pair work.
Day 5 – Feedback
- Error correction providing feedback (oral and written). Seating arrangements.
- Teaching the four skills (input versus output). Listening and reading activities.
- Preparing your own activity. Presentations and feedback. Wrap up and certificates.
Day 6 – Cultural activities
Excursion and other external cultural activities.
Day 7 – Rest day
Day 8 – Student-centered
- Warm-up activities and examples.
- Becoming more student-centered.
- Strategies for student-centered discussion.
- Transforming your teaching style; journal reflection.
Day 9 – Communication is key!
- What do we know about communicative competence? Communicative activities: information gap and problem solving.
- Accuracy versus fluency review. Prep for creating your own communicative activity, Incorporating pair and/or group work review.
- Feedback and discussion on presentations.
Day 10 – Task based learning
- Learn by doing through tasks. Task Based Learning (is a communicative approach), Jane Willis and the TBL Framework.
- Compare and share your ideas.
- Teaching pronunciation, ideas galore, sentence stress, and language rhythm.
Day 11 – CLIL
- Content and Language Integrated Learning (CLIL) or Content Based
- Instruction (CBI). Content activity incorporating all four skills. Compare and share.
- Contextualized Grammar Teaching. Form, Meaning and Use (review).
- Better Language Teaching. Using Authentic materials as content. Classroom Management – Let’s find some solutions to our own challenges.
Day 12 – Motivation
- Strategies for keeping your students motivated.
- Feedback and assessment, let me count the ways.
- Rubrics – a way to assess learning and provide guidelines.
- Create your own rubric. How to carry out a Peer Observation for Professional Development. Evaluating your own teaching behaviors.
- Professional Development ideas.
Day 13 – Course closure & cultural activities
- Course evaluation: round up of acquired competences, feedback, and discussion.
- Awarding of the course Certificate of Attendance.
- Excursion and other external cultural activities.
- Teachers: primary, secondary, vocational, adult, special needs;
- Teacher trainers;
- Careers officers, educational guides and counsellors;