Courses for new or experienced teachers.

Our experienced trainers offer modular courses either for teachers of Primary level (5-11 years) or Secondary level (11-18 years).

Courses are on demand and very flexible.  As both courses are based on stand-alone modules, course length can vary from as little as three days up to two weeks.

Course content is strongly focussed on exploring activities and materials in a practical way, allowing you to go back to your classes and put these into use immediately.

Contact us to discuss your needs.  Minimum course number is 4.

 

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Secondary Teachers

Teaching Methodology for Secondary Language Teachers
Course Information

Participants: Teachers working in secondary schools and teaching students between the ages of 11-18 years.
Requirements: All participants must have a B1 level of English
Course Length: Each module is 7.5 hours in length
maximum length 60 hours
Course information: The course is very practically based, so that participants will do many of the activities themselves and can reflect on and discuss the experience for the learner
Course structure: A course can be built from any combination of the modules detailed below

Teaching Methodology Programme

Module 1
1.1 Introduction to aims of the course
1.2 How to assess student knowledge
1.3 Scales for assessment, including the Common European Framework (CEF)
1.4 The 5 CEF skills and the ‘Can do’ concept
1.5 Using CEF to assess students
1.6 Planning a course of study
1.7 The British Council Core Inventory


Module 2
Receptive Skills-Listening
2.1 Listening for listening’s sake – no task – songs, stories etc
2.2 Listening with non-language response – ticking, underlining etc
2.3 Total Physical Response (TPR) in Beginner Classes
2.4 Listening with written response
2.5 Listening with oral response
2.6 Listen and make – using materials
2.7 Using authentic materials – adapt the material or the task?
2.8 Beginner lesson in an unknown language
2.9 Listening and exam materials-How Cambridge exams relate to CEF


Module 3
Receptive Skills-Reading
3.1 The different challenges of reading and listening
3.2 Why are your students reading-expected outcomes
3.3 Intensive or Extensive reading?
3.4 Material sources
3.5 Authentic sources, in particular the internet
3.6 Motivating students to read – creating ‘need’
3.7 Text off the page – creative ways to look at text coherence and structure
3.8 Classroom or people as ‘page’
3.9 ‘Stylistics’. Blending literature and language learning
3.10 Reading and exam materials-How Cambridge exams relate to CEF


Module 4
Productive Skills-Writing
4.1 Copying. Getting on terms with spelling, punctuation and layout
4.2 Dictation as ‘safe’ writing practice. Traditional and newer approaches
4.3 Gap fills. Free choice gap fills
4.4 Expanding, reconstructing and reformulating text.
4.5 Avoid the blank page and start from a minimal text
4.6 Writing on PCs. Using ‘track changes’ programme for peer correction
4.7 Writing and exam materials-How Cambridge exams relate to CEF


Module 5
Productive Skills-Speaking
5.1 The challenge of teaching speaking skills with large classes
5.2 Different classroom interactions
5.3 From teacher –focussed to student-focussed
5.4 Safety and Challenge for learners
5.5 Reading aloud
5.6 Four line dialogues
5.7 Multiple choice dialogues
5.8 High-frequency short exchanges
5.9 Lexical Approach – ‘chunking’
5.10 Sounds – fun with pronunciation


Module 6
Productive Skills-Speaking
6.1 Shadow Reading for pronunciation practice/confidence building
6.2 Stress
6.3 Intonation
6.4 Role-plays and simulations
6.5 Reasons to speak – information exchange, problem solving, personalisation etc
6.6 Integrated skills activities
6.7 Stories and problems. Lateral thinking
6.8 Skills and learning. Benefits of CLIL
6.9 Speaking and exam materials-How Cambridge exams relate to CEF
6.10 Review of new technologies – IWB, tablets etc
6.11 Course planning review – CEF, BC Core Inventory and Cambridge Exams

Module 7
Practical
7.1 Class observation. Participants carry out a 45 minute observation of Secondary Level classes. These will be multinational classes of teenagers taught by the school’s own teachers or classes in a local state school.
7.2 Review and discussion of class observation
7.3 Preparation for teaching practice
7.4 Participants teach 1x45 minute lesson with a multinational class of up to 15 students
7.5 Review of teaching practice

Module 8
Planning ahead
8.1 Assess your own English
8.2 Self-study options
8.3 Materials and media
8.4 Keeping up to date with English
8.5 Developments in world English
8.6 ‘Englishes’ and Global English
8.7 Grammar changes
8.8 Lexical changes
8.9 Pronunciation changes
8.10 Who owns English and what is right?
8.11 The future of English






Primary Teachers

Teaching Methodology for Primary Language Teachers
Course Information
Participants Teachers working in primary schools and teaching students between the ages of 3-12 years.
Requirements All participants must have an A2 level of English as minimum
Course Length Courses can be one or two weeks in duration
Course information The course is very practically based, so that participants will do many of the activities themselves and can reflect on and discuss the experience for the learner
Course structure Children need a strong, familiar context for language learning.  Therefore, the course centres around a number of fundamental topic areas, such as numbers, colours and food.  Speaking, listening, reading and writing skills feature throughout the course.  Adaptation to age and ability is built into activities.
Course Summary:

Main features of the course

  • Class management strategies
  • Classroom language
  • Build confidence to teach in English
  • Teaching the four skills – listening/reading/writing/speaking
  • Adapting traditional childrens’ games and activities to language learning
  • Using songs, stories and rhymes
  • Pronunciation practice
  • Grammar and vocabulary

 

Teaching Methodology Programme

Module 1

Introduction

1.1 Introduction to aims of the course
1.2 Needs analysis of participants
1.3 What level is your teaching at now?
1.4 Identify personal goals for the course
1.5 Resources available to primary teachers
1.6 Basic classroom language for teachers and students

 

Module 2

Receptive Skills-Listening

2.1 Working  in and through English
2.2 Creating an English listening environment –songs, stories, tv etc
2.3 Listen and do: TPR, familiar formats..Lucky Luke, Simon Says
2.4 Listen and make: e.g your favourite number
2.5 Listen and draw: clock face, clothes tops/bottoms etc
2.6 Listen and write
2.7 Listen and say: chanting, repeating rhymes, songs etc

 

Module 3

Receptive Skills-Reading

3.1 The different challenges of reading and listening
3.2 Why are the children reading-expected outcomes
3.3 Making children want to read
3.4 Reading round the classroom …signs, labels, posters etc
3.5 Listening and reading together
3.6 Read and make …following instructions
3.7 Read and draw
3.8 Read and play…using games
3.9 Read and re-arrange…sorting text

 

Module 4

Productive Skills-Writing

4.1 Copying.  Forming letters and words in English
4.2 Getting on terms with spelling, punctuation and layout
4.3 Fun ways with dictation…run, shout, whisper.
4.4 Don’t write on paper!....writing on cups, shoes, balls….anything!
4.5 Poetry and rhyme
4.6 Song writing..starting to be creative

 

Module 5

Productive Skills-Speaking

5.1 The challenge of teaching speaking skills with large classes
5.2 Different classroom interactions
5.3 Starting  with repetition
5.4 Reading aloud
5.5 Word and sentence stress
5.6 Intonation and meaning
5.7 ‘Chunks’ of language-classroom phrases etc
5.8 Storytelling
5.9 Roleplays

 

Module 6

Micro-lesson:  Participants plan and present a short lesson on a chosen  lexical field

6.1 What is a micro-lesson?
6.2 Participants choose their topic/vocabulary area
6.3 Planning and preparation with help from course leader
6.4 Participants each present their lesson, observed and assessed by the course leader and class
6.5 Seminar: discussion of micro-lessons
6.6 Fixing personal development goals

 

Module 7

School visit

7.1 During term time participants can usually visit a local Primary school to observe the British education system in action.  The visit includes a meeting with a senior staff member, a tour of the school and a lesson observation.
7.2 The visit is reviewed and discussed in class
7.3 Discoveries, ‘food for thought’ resulting from the visit

 

Module 8

Planning ahead

8.1 Assess your own English
8.2 Self-study options
8.3 Materials and media
8.4 Keeping up to date with English
8.5 Developments in world English
8.6 ‘Englishes’ and Global English
8.7 Grammar changes
8.8 Lexical changes
8.9 Pronunciation changes

 

 

Topic areas on the course include:

numbers, money, time, Christmas, colours, clothes, food, family and home

 

Contact us to Learn More