Teacher Training Essentials Workshops for professional development Craig Thaine CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Dubai, Tokyo, Mexico City Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.org/9780521172240 © Cambridge University Press 2010 It is normally necessary for written permission for copying to be obtained in advance from a publisher. The worksheets and the appendix at the back of this book are designed to be copied and distributed in class. The normal requirements are waived here and it is not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom. Only those pages which carry the wording ‘© Cambridge University Press 2010’ may be copied. First published 2010 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library ISBN 978-0-521-17224-0 Paperback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. Contents Map of the book 4 Thanks and acknowledgements 7 Introduction 8 Classroom methodology Unit Content Page 1 Classroom management and teacher language 10 2 Providing feedback and correction techniques 13 3 Teaching receptive skills: Reading and listening 16 4 Oral fl uency and speaking skills 19 5 Developing learners’ writing skills 22 6 Teaching vocabulary 25 7 Teaching grammar 28 8 Lesson planning 31 9 Planning a sequence of lessons 34 10 Teaching exam classes 37 11 Exploiting authentic material 40 12 Promoting learner autonomy 43 Developing language awareness 13 Phonology: Sounds and word stress 46 14 Phonology: Sentence stress and connected speech 49 15 Vocabulary: Features of lexis 52 16 Concept checking: Vocabulary and grammar 55 17 Grammar: Tense, time and aspect 58 18 Grammar: Narrative verb forms 61 19 Grammar: Future forms 64 20 Grammar: Conditional forms 67 21 Grammar: Modality 70 22 Grammar: The noun phrase 73 23 Functional language 76 24 Discourse analysis 79 Background to teaching 25 Methodology: Historical perspectives 82 26 Second Language Acquisition (SLA) 86 27 Sociolinguistic perspectives 90 28 World Englishes 94 29 Course design 98 30 Testing and evaluation 102 Appendix 106 Reading and reaction worksheet 127 Map of the book Session focus Target Aims Content Time audience Classroom methodology 1 Classroom Pre-service / To explore effective ways of (cid:210) Interaction patterns 60–75 management New in-service setting up and managing a (cid:210) Teacher language minutes and teacher teachers range of classroom activities. (cid:210) Giving instructions language (cid:210) Managing the learner group 2 Providing Pre-service / To highlight a variety (cid:210) Contrasting different kinds of feedback 60 –75 feedback and New in-service of techniques for giving (cid:210) Good practice feedback techniques minutes correction teachers both content-focused and (cid:210) Deciding when to correct language techniques language-focused feedback to (cid:210) Error-correction techniques learners. 3 Teaching Pre-service / To raise awareness of (cid:210) Real-world reading 60–75 receptive New in-service successful planning and (cid:210) Reading sub skills minutes skills: Reading teachers managing of receptive skills (cid:210) Differences between listening and and listening lessons. reading (cid:210) Managing the challenge of listening 4 Oral fl uency New in-service To explore ways of planning (cid:210) Good ideas for oral fl uency activities 60–75 and speaking / Experienced and managing activities that (cid:210) Aims of speaking activities minutes skills teachers develop learners’ oral fl uency (cid:210) Sub skills of spoken interaction and speaking skills. 5 Developing New in-service To contrast process and (cid:210) Spoken vs. written language 60–75 learners’ / Experienced product approaches to (cid:210) Process and product approaches minutes writing skills teachers developing learners’ writing (cid:210) Stages in a writing lesson skills. (cid:210) Activities for writing sub skills 6 Teaching Pre-service / To outline core issues (cid:210) Vocabulary teaching problems 60–75 vocabulary New in-service associated with different (cid:210) Steps of eliciting words minutes teachers approaches to clarifying and (cid:210) Concept checking practising vocabulary. (cid:210) Vocabulary practice (cid:210) Learner training 7 Teaching Pre-service / To compare and contrast (cid:210) Staging of different approaches: text- 60–75 grammar New in-service different approaches to based; test-teach-test; context build minutes teachers teaching grammar in the (cid:210) Evaluating approaches classroom. (cid:210) Drilling (cid:210) Planning a grammar lesson 8 Lesson Pre-service / To outline the contents of (cid:210) Key aspects of a plan 60–75 planning New in-service a formal lesson plan and (cid:210) Contents of a formal lesson plan minutes teachers indicate ways of wording (cid:210) Staging a lesson lesson aims. (cid:210) Articulating aims 9 Planning a New in-service To outline the benefi ts of and (cid:210) For and against a sequence of lessons 60–75 sequence of / Experienced an approach to timetabling a (cid:210) What to include minutes lessons teachers sequence of lessons. (cid:210) How to go about it (cid:210) Evaluating two timetables 10 Teaching Pre-service / To outline a preparation (cid:210) Exam classes compared with general 60–75 exam classes New in-service strategy for teaching exam English classes minutes teachers classes. (cid:210) Contents of an exam (cid:210) Task types (cid:210) Speaking test preparation (cid:210) Planning an exam class course 11 Exploiting New in-service To demonstrate processes for (cid:210) Choosing a text 60–75 authentic / Experienced creating tasks and activities (cid:210) Working out lesson aims minutes material teachers that can be used for exploiting (cid:210) Evaluating tasks authentic materials with (cid:210) Pros and cons of using authentic learners. materials (cid:210) Creating tasks 4