TKT Essentials

Cambridge Teaching Knowledge Test (TKT) Module 3 Managing the Teaching and Learning Process Palestine 2010-11

Trainer Notes

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TKT Essentials
Introduction
The TKT is designed for native and non-native English language teachers. It aims to increase teachers' confidence and enhance job prospects by focusing on the core teaching knowledge needed by teachers of primary, secondary or adult learners, anywhere in the world. The TKT is divided into three modules: Module 1 - Language and background to language learning and teaching
Describing language and language skills. Background to language learning. Background to language teaching.

Module 2 - Planning lessons and use of resources for language teaching

Planning and preparing a lesson or sequence of lessons. Selection and use of resources and materials.

Module 3 - Managing the teaching and learning process

Teachers' and learners' language in the classroom. Classroom management.

It is an internationally recognised exam awarded by the University of Cambridge. Methodology We have designed this course to be as practical as possible. You will be expected to work in pairs and groups and to actively discuss and share ideas from your own experience. Please note that many of the tasks and activities we do together will mirror the kind of tasks and activities you can do with your own colleagues. At times, we will stop and reflect on the activity types you have experienced and discuss how you could use and/or adapt them to use with your own teachers. We are aware that this is a short training programme and that we will not be able to cover all the areas in great detail. However, we will ensure that you are aware of where to find resources and how to use them after the course ends and that you have enough ideas and information to get you started. The British Council expects that this course will provide both immediate and long-term benefits, and that you will find it both enjoyable and worthwhile.

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Contents (5 mins) Spend some time going through the topics to be covered during the training Emphasise that the timings are estimates some sessions will be longer/shorter depending on interest, materials and need.

Contents P2 c

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Session Aims Getting to know you Introduction - warmer (10 mins) Set a time limit. Activity will be new for some pps so it needs a clear demonstration

Speak to as many of your colleagues as you can and ask those that say yes to any of the following questions a supplementary question. Find someone who: 1. has been teaching for more than 5 years. (Example supplementary Question: What do you enjoy most about teaching?) 2. encourages his/her pupils to read English outside the class. 3. feels really confident about teaching pronunciation. 4. uses drama techniques in his/her teaching. 5. often adapts (or feels he/she would like to adapt) the course book. 6. finds organising group work problematic. 7. doesnt feel confident about their understanding of the Competency-based Approach. 8. liked English at school because the teacher was enthusiastic and motivating. 9. spends a long time preparing lessons. Reflection (5 mins) it is useful to go through a similar feedback process after most activities in the handbook. There is a loop training element to the materials and we would like the trainees to reflect on how the activity types could be adapted to the classroom.
Activity Type Interaction Aim(s) Find someone who

Mingle Freer speaking practice Getting to know each other

How could you adapt this activity? Why is a mingle activity useful? What drawbacks can you predict?

Discuss

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Introduction - EFL teaching terminology (15 Mins) Put trainees into groups of 4/5. Each group does 4 or 5 questions each. Regroup at the end so that everyone has completed all the answers. I.e. give numbers to each member of the group1, 2, 3 etc. All the 1s together, all the 2s together. At the end ask trainees to reflect on why it was done this way. Possible answers: A potentially long (boring!) task broken up to make it manageable Regrouping changes classroom dynamic and gives more opportunity for trainees to get to know each other An alternative to whole class feedback feedback done within groups

Write one term from the box on the following page next to each definition 1) Monitoring is the role of the teacher when students are actively involved in a task. Teachers do this to see / hear how students are coping with a task. Often it involves walking around to listen to students conversations but it can also be done sitting down by tuning in and out of conversations. This also helps teachers to assess timing and to anticipate how to conduct whole class feedback. 2) Realia refers to real objects. For example, a teacher can bring in a banana and apple to teach those words. 3) Eliciting is a way of motivating and keeping students involved. Instead of telling students something, you can ask them a question, give them a definition or examples etc. to encourage them to say it instead of you. 4) High frequency lexis: words that occur often in discourse (and, therefore, important for students to get to know) examples are the adjective good, the noun ball and the verb look. 5) Concept Checking questions are short (often yes / no) questions you ask to make sure the students have understood your instructions. 6) Finger highlighting is where you use your fingers as a visual way of highlighting language. For example, syllables in a word or contractions. 7) A supportive learning environment describes a classroom where students feel comfortable and motivated. It is a place where they feel they can get help when they need it from the teacher or their peers. 8) When the teacher is a facilitator, s/he sets up activities that have been designed to help students practice language. The teacher makes it easier for learning to take place. 9) Open pairs is where two students exchange language across the classroom with the other students listening. 10) Learner training is teaching learners how best to learn. It includes encouraging them to think about how they record vocabulary and how to continue their learning outside the classroom. 11) Choral drilling is where all the students repeat something at the same time. This can help them with the pronunciation of a word or longer stretch of language.

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12) Highlighting language is what teachers do when they want the students to notice something interesting about a word or sentence. It might be the pronunciation of a word, the spelling etc. It might be to correct something. Teachers will often use the blackboard for this. 13) Modeling language is where you ask individual students to repeat something. This can help them with the pronunciation of a word or sentence. 14) Teacher reflection refers to a teachers ability to analyse areas for personal development and investigate ways of self-improvement. 15) Student-centred activities are activities where the students are all actively engaged and the focus is off the teacher. 16) Learner strategies: these account for how learners accumulate new L2 rules and how they activate existing ones. They can be conscious or subconscious. These contrast with communication strategies and production strategies, which account for how the learners use their rule systems, rather than how they acquire them. 17) Formulaic language: expressions learned as wholes and employed on specific occasions. Open pairs Finger highlighting Teacher Reflection Eliciting Concept Checking Monitoring Realia High frequency lexis Learner training Choral drilling Learner strategies Formulaic language Student centred activities Facilitator Modeling language Highlighting language

Supportive learning environment

TKT Essentials
1 Using language appropriately for a range of classroom functions
At the beginning of each workshop, you should always provide the outcomes Outcomes: (2-3mins) By the end of this session participants will be able to: distinguish different functions of teacher classroom language grade the language of classroom instructions to make them clearer to learners be better able to sequence instructions logically 1.1 Functions of teacher language (10 mins) Look at the examples of teacher language. What is the function of each example? Choose from the options to complete the table and then add another example for each function. Teachers Language 1. Good morning. 2. Goodbye. See you tomorrow. 3. Once upon a time there was a beautiful but poor girl. 4. Welcome in Palestine good English or bad English? 5. Repeat after me: Michael is very handsome 6. Look at this picture, what is this? 7. Switch off your mobile phone. 8. This is a listening activity. Close your books and put your pens down. Listen to the cassette, is John happy or sad? 9. Haitham, what is this? 10. Are you having problems with this? 11. What is it? Its a fruit. Its yellow. The first letter of the word is L. 12. Why cant you say I have much friends? F) Checking learning L) Nominating A) Monitoring K) Eliciting I) Drilling G) Prompting D) Disciplining B) Setting up an activity E) Greeting J) Finishing the lesson H) Narrating C) Correcting Language function

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1.2 Grading your language (15 mins) Look at the two sets of instructions for elementary learners for the game Find Someone Who Right, now that youve had some time to consider this marvellous worksheet, I think its appropriate for me to give you some instructions about what it is you are expected to do. What you have to do is get up, socialise, and ask your friends lots of questions. You have round about seven minutes or so for everything, OK? The point of the whole thing is to obtain a yes answer for your questions, right? And if you do manage to find a friend who gives you a yes answer, just make sure that you remember to jot down their name against the question promote. One final, crucial rule. To keep you on your toes, there is a system whereby you can only ask one person three questions, and then you have to move on and speak to someone else.

Right everyone, well play a game. Ask your friends these questions. Write their name next to three questions if they say yes. But you can only ask three questions to one friend, then you must change. You have seven minutes. OK, 1,2,3 start! Why is it important for a teacher to grade language in the classroom? Length, language used, and organisation. The first one is harder to understand because the instructions contain a lot of padding and some phrases above level (e.g. socialise, obtain, the point of the whole things etc). While using some words above level can help learners to acquire language, there are probably a few too many in the first set. Organisation is clearly a subjective thing, and in real instructions, teachers do sometimes sequence instructions as they occur, but the first set might be a little clearer if the timing was mentioned at the beginning or end rather than in the middle. You may wish to make the point that the teacher would normally demonstrate an example with the group and also use gestures to support their instructions. What are the main differences between the two sets of instructions? The second, as length, language and more suited to level, and organisation is arguably clearer (timing at end). Which set is clearer for learners, and why? So that the learners understand what the teacher is saying, to avoid misunderstanding. What does grading language mean? The first example is quite typical of an unplanned instruction. We are often unaware that we are talking in this way until we stop and try to listen to what we are saying. Here are six possible ways of dealing with the problem. Underline the key words in each. (suggested answers) 1. Become aware of your own instruction-giving. Listen to yourself! 2. Try pre-planning instructions. - Analyse the instruction beforehand so as to include only the essential information in simple, clear language. - Sequence this information in a sensible order.

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- Use short sentences one sentence for each key piece of information. - Dont say things that are visible or obvious (e.g. Im giving you a piece of paper). - Dont give instructions that they dont need to know at this point (e.g. what theyll do after this activity). 3. Use silence and gesture to pace the instructions and clarify their meaning. 4. Demonstrate rather than explain wherever possible. 5. Check that students have understood what to do dont assume that everyone will automatically understand what you have said. For example ask concept checking questions or get one or two students to tell you what they are going to do. 6. Grade your English. Keep it simple. Dont use language that you dont expect your students to know. The following instructions are from different lessons. Which of the six tips are not being followed? Simplify each instruction using less confusing language and/or a gesture. (20 mins) 1. Now please read the dialogue and then look at the questions and you have to try and work out something from reading the passage its in one of the questions then you refer back to the passage. Too long; too many stages together; no concept checking. 2. Its the unit on food and drink, somewhere its near the middle, page 101, 102 or something, can you find that? Have you got it, no, not that one, the next unit, and take a look at the picture, then well listen and you fill in the bill with the amount she paid for the specific itemsoh, and the amount she bought too. Too long; too many stages together; not clear what students have to do; no checking of understanding. 3. If I were to ask you for your opinion on the wearing of animal skins, what do you think you might say to me in reply? Language grading conditionals? 4. Well thats not exactly right, in fact its not right. No you see you really would have to use a continuous form here, because you are describing what the birds are doing, rather than the birds singing being an event in the story do you see? So, does anyone, I wonder, have the answer Im looking for? Now look at the second passage and change all the tenses so it sounds oklike a story.like the first one after weyou..whatever..changed it.

Grading; asks questions but doesnt wait for answer; what do they have to do in second bit? 5. Would you like to tell everyone the answer you were thinking of again because I dont think they heard it when you spoke so quietly and Im sure wed all be interested in hearing it if you could please? Too long; no grading; sounds sarcastic!

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1.3 Appropriate classroom language (20 mins) Issues to highlight: language grading appropriacy with regard to age/level appropriacy with regard to learner personality constructiveness of comments (5,6) modeling appropriate use of language clarity

Read these statements made by teachers to their students and discuss with your partner whether or not they are appropriate. If they are not suitable, discuss why and adapt them so that they are. 1. Said to a class of 9th Grade students Names! Said to an elementary learner I believe that your hard work has really produced results. Congratulations. Said to a teenage intermediate student You clever boy. Your mummy will be pleased with your mark. Said to a group of 4th Grade students While it is possible to use the past tense here, its much more common and natural to use the present simple instead. Said to a poor achiever who has just produced a good piece of work Yes.nice. Make sure theyre all like that in future. Said to a 1st Grade student This work is awful careless and poor quality. Do it again. Said to a group of teenage intermediate students Could you get into groups and check your answers together. Said to a group of beginners For goodness sake, just get into groups and do the writing. Said to a group of tawjihi students Colour the pictures for homework, and write the names of the objects under each picture. OK? Said to a shy 13 year old student OK. Stand up and sing us the song.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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TKT Essentials
1.4 Sequencing instructions (10 mins) (Dont forget cut-ups!) Your trainer will give you the follow instructions which have been cut up. Work with your partner/group and decide what order these instructions should be given. After that, Id like you to get into groups and make a list of all the different ideas youve collected. But before that were going to conduct a survey so you get lots of ideas to put in your compositions. OK? Right, now heres a worksheet for your survey. Then Id like you to note down their answers. OK, then, you can start..........NOW. Id like you to mingle round the class asking people their opinions, like the questions on the worksheet. Right, well, today were going to write a composition. OK. Is that clear? Has anyone got any questions about what you need to do? What I want you to do is this:

Right, well, today were going to write a composition. But before that were going to conduct a survey so you get lots of ideas to put in your compositions. OK? Right, now heres a worksheet for your survey. What I want you to do is this: Id like you to mingle round the class asking people their opinions, like the questions on the worksheet. Then Id like you to note down their answers. After that, Id like you to get into groups and make a list of all the different ideas youve collected. OK. Is that clear? Has anyone got any questions about what you need to do? OK, then, you can start...........NOW.

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1.5 Sequencing instructions practice (25mins) You should prepare 3 different activities from English for Palestine (different levels/activity types). There should be 6 groups of 3 or 4. They should jointly script their instructions keeping in mind the tips below. They then regroup so that they are with trainees who worked on the other two activities. Emphasise that they should give feedback based on the tips. Your trainer will give you an activity from English for Palestine. Work together in your group and prepare instructions for the activity. Regroup and give your instructions to another group as if they were students. They should give you feedback on how easy to understand your instructions were. Remember: Grade your language. Use short, simple sentences. Pauses and gestures can help learners process instructions. Only say what you have to say to get students on task dont talk about what will happen at later stages of the lesson. Demonstration and models are more effective than spoken instructions. Check understanding. Ask a student to repeat the instructions or use concept check questions. Asking Did you understand that? or OK? is not useful. A few students will nod or say yes this means little, other than that they expect the teacher wants to see/hear it. Monitor! You can do all of the above and there will still be one or two who wont get it. Walk around and make sure everyone is on task.

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TKT Essentials
2 Identifying the functions of learners language
Outcomes (2-3 mins) By the end of this session participants will be able to: relate classroom language to everyday functions and situations demonstrate an understanding of the use of gestures to convey meaning assess the advantages and disadvantages of different ways of helping learners to develop their classroom language 2.1 Learners classroom language (20mins) Look at the situations below and write down the language the learner would need for each situation and the function of the language. (Accept other answers if they are possible) Situation Learner enters the class Learner leaves the class at the end of the lesson Learners are playing Snakes and Ladders Learner tells teacher that they havent done their homework Learner doesnt understand something the teacher has said Learner wants more information about spelling and pronunciation of a word Learner isnt sure which page to look at Learners are working in pairs to check their answers Learners are working in groups A learner wants to leave the room A learner wants to know the translation of a word Language learner needs Hi, how are you? How was your weekend? Bye, see you next time, have a good weekend Its your turn, its my turn/go, miss a go, skip two, Ive won, etc Ive left my homework at home, can I bring my homework next time What does that mean? Can you explain that, please? How do you spell that? How do you say? Function Greeting Saying goodbye Explaining/Giving instructions/Expressing pleasure etc. Making excuses

Asking for clarification Asking for clarification

What page are we on? Are we on page 5? What have you got for number 10? My answer is different from yours. What do you think? Do you agree? What do we have to do? How long have we got? Can I go out, please? May I be excused? How do you say xxxxx in English?

Asking for clarification Checking information Checking understanding

Asking for permission Asking for clarification

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2.2 Learners language - discussion (20 mins including reading) 1. Should we insist on students always using these or similar phrases in the classroom? Give your reasons 2. How can we help children remember these phrases? 3. Should Arabic be banned during English lessons? Why/ why not? 4. Give reasons why some people believe you should only use English in class. 5. Give reasons why some teachers find it difficult to only speak English in class. 6. What can teachers do to help their students understand what they are saying in English? 7. When is it helpful for the teacher and / or the learners to use Arabic in the classroom? Now read the article on the next page and compare your ideas with those in the text. The ides in the article are not the only opinion you and your trainees can of course disagree with some of the ideas.

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When should I use Arabic in the English classroom?
1. When should you use Arabic in English class? You might use Arabic to translate abstract words like love or hate. You may want to explain a word or give and example to clarify the meaning. Sometimes it is best to use Arabic to explain a grammar point so children can better understand a difference between English and Arabic. Cultural references are often best explained in Arabic so that the context is clear. 2. When is the use of English most effective in primary or low-level classes? You are a good example when you use English in the classroom. If the teacher speaks mostly English, the children will have more reason and opportunity to use English, too. When you speak English, the children receive listening practice. Common or repeated classroom language or routines can be learned and practised in English. (E.g. Please open your books on page ___.) 3. When can children try harder to use English in the classroom? You can encourage children to use English when asking common and useful questions. (E.g. What does X mean? How do you spell ____?) A list of useful and common statements and questions should be available to children. How about keeping a list visible on the classroom wall or have each child keep a list in their exercise books. Using English does not mean only speaking English. Children should be encouraged to understand spoken English without the help of Arabic in simple contexts. Allowing the children to demonstrate their understanding by doing an action also counts as using English in the classroom. 4. When is it helpful for children to use Arabic in the classroom? If a child is explaining in Arabic to his partner how to do an exercise, he is trying to help his partner to learn. Children often do not have the English skills necessary to explain in English. If two children are discussing a grammar point in English, they are helping each other to understand something in English. When doing a speaking activity, a child may use an Arabic word when he doesnt know the English one. He is still trying his best to communicate in English. Summary Using Arabic in an English class is clearly quicker and easier for both the teacher and the child. However, quicker and easier doesnt mean better! If we want to learn how to swim, reading a book about swimming will be less effective than actually swimming in a pool. Similarly, when learning English, it is most effective to hear and speak English when possible. Glossary
translate (v.) abstract (v.) clarify (v.) context (n.) routine (adj.) encourage (v.) visible (adj.) demonstrate (n.)

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2.3 Helping learners with classroom language (10-15 mins) In the first task we saw that learners need to interact with the teacher and with each other in class. This language often isnt in the course book and so we may need to help them with classroom language. How do you/can you help learners to develop the English they need to communicate in the classroom? 1) Work in small groups and discuss the pros and cons of what these four teachers do. 2) Then tell your colleagues what you do or would like to do to help learners develop their classroom English
I dont have time to help my learners with classroom language, as there is too much we need to do in the book, so they just have to pick the language up as they go along. I put up posters of classroom language around the room at the start of term.

This is you! How do you help/would you like to help learners develop their classroom English? I provide learners with the language they need when they need it.

I encourage learners to make a list of useful words and phrases at the back of their notebooks.

Teacher 1
I put up posters of classroom language around the room at the start of term. This is useful as learners can refer to the sentences when they need them. However, if the class is not in the same classroom each lesson, this may not always be practical. Teacher 2 I provide learners with the language they need when they need it. This is useful in that learners have a need for the language and therefore will be more likely to remember the sentences. It is not clear from this example what learners do with the information the teacher gives them. Do, they, for example, just listen to the information? Do they write the information down? Its main disadvantage is that it is a rather ad hoc approach to providing support., and it is not quite clear whether learners have a record of the information they are given. Teacher 3 I encourage learners to make a list of useful words and phrases at the back of their notebooks This gets round the problem mentioned in the first second examples. This approach means that learners have a record of classroom language, though if they record the information they acquire chronologically, this may also be a little ad hoc. Teacher 4 I dont have time to help my learners with classroom language, as there is too much we need to do in the book, so they just have to pick the language up as they go along. This may work for some learners, but not for all. Ignoring classroom language means that the teacher is missing the chance to help learners develop speaking, listening reading and writing skills. Teacher 5 Elicit good ideas from teachers, discuss any points arising, and list on the board if appropriate.

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TKT Essentials
3 Categorising learner mistakes
Outcomes (2-3 mins) By the end of this session participants will be able to: explain the differences between errors and slips categorise different types of mistakes demonstrate understanding of the reasons underlying different mistakes 3.1 Errors and Slips (2 mins) Mistakes can be categorised into two types: errors and slips. In pairs or small groups, discuss these questions: 1. Which one can be considered developmental, i.e. learners make mistakes because their learning of the item is as yet incomplete. (error) 2. Which type can learners usually correct by themselves? (slip) This might generate discussion on mistakes quite simply, TKT only distinguishes between slips and errors 3.2 Mistake categories (15 mins limit feedback as number of answers innumerable!) Work in groups and use this grid to categorise different types of mistakes that learners can make. Then give an example of each mistake. An example is done for you. Category Grammar Register Type of mistake Mixing up the past simple and present perfect Using overly formal language in an informal social context. Vice versa is sometimes possible, too. Confusion over words which have similar meanings, but are used in different ways. Pronouncing English sounds like sounds in the mother tongue, not distinguishing between short and long vowel sounds etc. Often caused by difficulties in distinguishing sounds, weak forms, words, or word boundaries in connected speech. For example, words which have similar sounds but are spelt differently. Participants ideas. Example I have gone to the cinema yesterday. Please allow me to fetch you a drink. (Can I get you a drink?) Ill be with you in a minute, Im just wearing my coat. (Im just putting my coat on). A: Whats in your picture? B: A dog, a cow and a ship (the speaker means sheep). Eg Speaker says : Its pouring outside, learner hears Its boring outside.

Lexis Pronunciation

Misunderstanding what they hear

Spelling Other

Stuff, enuff, luv Stuff, enough, love

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3.3 Why do we make mistakes? (15 mins) (Answers provided on next page of trainee booklet so make sure trainees dont cheat! Prepare cutups) Look again at the grid you completed in the previous activity. What do you think caused these types of mistakes? Now look at these causes in the following table. Your trainer will give you cut-ups which you should place in the correct box. Causes Inter-language Meaning Example

Mother-tongue interference Carelessness

Translation

Over-generalisation/ over-application Tiredness

Anxiety

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3.3 Why do we make mistakes? (answers) Why did we provide the answers? To save time on feedback To provide a variant on whole class feedback Learners (trainees) have an accurate record of the answers Why did we use cut-ups? Variety Catering to different learning styles Compare your answers to those below: Causes Meaning Inter-language Feeling nervous about something Example I no come. The learner has not yet acquired the auxiliary Do +not. I have gone to the cinema yesterday. (I went) In some languages, eg Italian, the perfect aspect is correct. Use or ask for an example from the participants mother tongue to illustrate this point Ill be with you in a minute, Im just wearing my coat. (Im just putting my coat on). NB this could also be due to tiredness or Interlanguage. e.g. saying please when you give someone something \this is possible in a number of European languages, but not really in English) How many childs have you got? I teached them yesterday.

Mother-tongue interference

Assuming a rule applies in all cases and over-using it

Carelessness

Not paying attention

Translation

Feeling tired

Overgeneralisation/ over-application

Tiredness

A stage in learning in which learners mix elements of their own language structure, rules, or pronunciation with the target-language when they use English. This is constantly changing as learners progress in the TL. Converting from the mother tongue

When learners are tired they tend to miss out words or use simpler forms. They can correct these if prompted. An anxious speaker might produce disjointed sentences with lots of hesitations, or speak in monosyllables.

Anxiety

Applying the rules of the mother tongue to the target language

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4 Correcting learners (2-3mins)
By the end of this session participants will be able to: explain the place of error in language learning select correction techniques appropriate to different situations consider which techniques they feel are most useful and justify their reasons to the class
4.1 Learners, teachers and mistakes (15 mins important trainees do it individually first) 1. How do you feel when your learners make mistakes in speaking work? a) I expect mistakes they are a natural part of learning. b) I want to correct all mistakes. c) My teaching must have been faulty. d) Annoyed, because it means they havent been paying attention.

A learner who makes mistakes because he/she is experimenting with new forms/vocab is making a different kind if mistake from someone repeating a drill or someone who makes a mistake because they are tired. Mistakes are a natural part of learning a language. They provide info on the stage learners are at. Correcting all mistakes in a fluency activity is impractical, misses the aim of the activity itself, and would be demotivating for many learners. If the focus of the activity is on accuracy, there may be stronger grounds for correction.
2. When do you correct speaking work? a) As soon as I hear a mistake. b) At the end of the activity. c) Only if communication breaks down. d) If a learner is not making himself/herself understood.

If the activity focus is fluency, interruptions will distract from task and may damage confidence. Interrupt if mistakes are creating incomprehension. Monitor and note common mistakes to deal with at end. If the activity focus is accuracy, then correction is appropriate.
3. What do you do when a learner makes a mistake in speaking work? a) Tell him/her and ask them to correct it themselves. b) Tell him/her and give the correct version. c) Use a gesture to indicate and invite learners to try again. d) Indicate an error has been made and ask the class to report

Focus on fluency: selective correction usually at the end of an activity Focus on accuracy: correction may be more immediate The psychological state of the learner him/herself; the time of day etc may also influence when and how much the teacher wants to correct 4. How do you correct written work?
a) Underline mistakes in red and ask learners to do corrections. b) Underline mistakes and write correct versions. c) Use correction symbols ask learner to try to correct themselves. d) Write notes and questions to guide learners to making corrections for themselves.

This recycles content discussed in Module 3.3. As with speaking, over-correction can be demotivating for learners, and as with speaking, the nature and extent of correction may depend on the focus of the task, the level of the learner, and sop on. If the written work is a copying exercise or guided in some way, it may be appropriate to point out mistakes. Correcting them for the student may sometimes be of doubtful education al benefit, though. If the written work is not a grammar practice exercise, it may be more appropriate to correct mistakes which affect meaning. Correction symbols and guiding notes/questions may be useful in helping learners at higher levels develop writing skills. A focus on learner training (e.g. encouraging learners to plan, draft, edit, and proofread) may also be a sound approach to helping learners take responsibility for the language in their own written work.

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4.2 Correcting written work (5mins) This piece of writing was produced by a student in an elementary class. Before the students were asked to write this they had studied: The present simple Vocabulary related to describing families, cities, the weather The class were asked to write a short letter to a friend which should include three paragraphs: Paragraph 1 - about their English class Paragraph 2 about their family Paragraph 3 about the city they live in The class had read and analysed a similar piece written by a native speaker before they wrote this although they were not allowed to look at the text when they wrote this letter. Now read the letter and discuss with your partner how you would mark this piece of work and whether you would give a grade or write a comment to the student about how they had done. dear . ahmed, Dear Ahmed, how are you im fine. i study in the british council. we are thirty students in my class and they come from
How are you? Im fine. I study in the British Council. There are thirty students in my class and they come from

different country palestine, russia and jordan. my name teacher michael and he ireland from. i lives in
different countries: Palestine, Russia and Jordan. My teachers name is Michael and he is from Ireland. I live in

flat my wife and daughter. my daughter two year old, your name mona. every week i visit my parents.
A flat with my wife and daughter. My daughter is two years old and her name is Mona. Every week I visit my parents.

ramallah is intrsting town. it big and noisy. the weather hot in summer and cold in winter. the jerusalem
Ramallah is an interesting town. It is big and noisy. The weather is hot in summer and cold in winter. Jerusalem

beautiful and al aqsa mosque are very old. i hope you come and visit me soon.
is beautiful and Al Aqsa Mosque is very old. I hope you come and visit me soon.

your firend,
Your friend,

Mohamed

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4.3 Correcting written work - correction codes (20 mins) 1. Look at these correction codes for correcting written work. Can you guess what the codes mean? WW WO SP WV P X ? T ^ Wrong word Mistake in word order Spelling mistake Wrong verb Wrong punctuation Extra/unnecessary word Meaning unclear/ re-write Wrong tense Something missing

2. Do you use a system like this in your own teaching? Why (not)? Answers will vary, depending on whether or not the learners in the teachers classes do any writing at all in English, the level of their writing skills, what type of writing they do, class size and so on. You may wish to discuss the different levels of challenge involved for learners between: underlining an error and indicating this with a symbol in the margin, and including a symbol in the margin and not underlining the error. 3. Look back at the learners text on the previous page. Use the correction code to mark the writing. Advantages might include the notion that feedback is tailored to individual needs, and that learners assume responsibility for their own corrections in this way. Disadvantages might include the fact that a system like this would involve learner training, and that some learners may not find this system user-friendly, including, for example, those learners who have difficulty writing in L1. 4.4 Correcting spoken English (15 mins) Mark the following boxes with a if you agree or a X if you disagree with the statement. Then ask the people in your group what they think and discuss your ideas. It's impossible to correct the students all the time; there are too many of them in the class. We should only correct spoken errors when the students can't understand each other. We should try to correct as many errors as possible. The students like it. We should not correct pronunciation. It's too difficult and they never get it right anyway. It's also embarrassing for them. We should try to get students to correct each other. It's important to correct bad pronunciation and I try to do this as much as possible. I'm not confident about my pronunciation so I don't like correcting my students.

From the above activity we can see that an important question that we, as teachers, must always ask ourselves is: When is it beneficial to correct our students and when is it not?

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4.5 Correction techniques (15 mins) Look at the correction techniques in the box, then select the ones which you think are most appropriate in each situation. You may use more than one technique for the same situation.
Pressing together index finger and thumb Making a cutting motion with index and third finger Feedback cards with target language/relevant vocabulary/reminders Counting/wiggling the fingers on one hand Putting main mistakes on board and asking learners to identify/correct Pointing forwards Timelines Modelling Peer correction Elicitation from individuals and whole class Pointing backwards Hand circling Making a T-shape with fingers Writing phonemic symbols on board Echoing with rising intonation

Technique Spoken grammar mistakes To indicate a wrong tense Making a T-shape. Using timelines. Elicitation. Peer correction. To indicate a past or future time should be Pointing backwards/pointing forwards. used To show a continuous form should be Circling hands to indicate the idea of a continuous event. used To show missing words Counting/wiggling fingers. To show there is a problem with word Crossing the fingers on one hand. order To show there is a word too many Making a cutting motion with index and third finger To show learner should use a contracted Pressing together index finger and thumb. form Spoken grammar or vocabulary mistake When the focus is on accuracy Elicitation, modelling, echoing, repeating. When the focus is on fluency Putting mistakes on board and asking learners to identify/correct. Elicitation. Pronunciation mistake Modelling. Writing phonemic symbols on board. Echoing. Other situations Peer correction. Putting mistakes on board and asking learners to identify/correct. Putting mistakes on board and asking learners to identify/correct. Peer correction.

Situation

To indicate wrong pronunciation

Written work Checking homework

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4.6 Correction techniques practice (10 mins) Work with a partner. Your partner will be role paying a student and you will be the teacher. The student will make a number of mistakes in response to which you should use a correction technique previously discussed. When you have finished each one, discuss with your partner whether you think this was an appropriate technique to use in this context. Make sure the trainees identify the mistake first. Below are some suggested answers there are others, and accept any which are effective. Student A 1. Yesterday we go to the beach. (wrong tense) Making a T-shape. Using timelines. Elicitation. Peer correction. 2. Can you borrow me some money? (wrong word)

Elicitation, modelling, echoing, repeating.

3. Bring me the menu! (register/tone) Modeling, echoing

4. He is watch TV at the moment. (continuous form) Circling hands to indicate the idea of a continuous event. Student B 1. Do you can swim? (auxiliary confusion) Crossing the fingers on one hand. Making a cutting motion with index and third finger 2. I am go to the gym every weekend. Making a cutting motion with index and third finger 3. Hes a doctor and she is a lawyer. (contraction) Pressing together index finger and thumb. 4. She goes always to the British Council on a Friday. (word order) Crossing the fingers on one hand.

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5 Teacher roles (2-3 mins)
Outcomes By the end of this session participants will be able to: define teacher roles explain different roles involved in a sample lesson select teacher roles appropriate to different activities 5.1 What is a teacher? (10 mins) Look at these definitions of teacher. Which ones do you agree with? Are there any you disagree with why? A language teacher is someone who

Explains the rules of the language to learners

Develops learners knowledge and skills

Helps learners understand

Is a qualified professional Has lots of knowledge about the subject Ensures that learning takes place

Can motivate learners

Makes lessons interesting

Makes lessons fun

Gives homework and checks it

Can you think of any other definitions?

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5.2 What does a teacher do? (30 mins) 1. Give examples of when a teacher plays each of the following roles:

Planner Teacher has planned the lesson and materials Informer Providing learners with info about language and tasks; Checking clarifying language Manager Organising activity, explaining what to do; guiding learners and managing activity; managing groupings, interaction. Involver Encouraging learners to participate, contribute idea; guiding learners, checking/clarifying language. Diagnostician Checking activity is working, listening to identify learner strengths and weaknesses in language and skills. Language resource Helping with/modelling/giving feedback on language; answering language questions. Facilitator Encouraging learners to participate, contribute ideas; guiding learners, checking/clarifying language. Counsellor This involves teacher providing support and advice on for example language or performance problems etc. Monitor Checking; observing. Assessor Occurring throughout the lesson, as the teacher is constantly collecting information about learners work though observing them, and maybe asking/interacting with them at time; giving feedback on performance. 2. Look at this lesson from English for Palestine. First, identify the different stages of the lesson. Then work together and discuss what the teacher roles are for each stage.

Find suitable material from English for Palestine. If you can, several different lessons from different textbooks?

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5.3 Teacher roles - example actions: (5 mins reading and any feedback) Teacher roles Planner Informer Manager Actions Teacher plans the lesson and materials Providing learners with information about language and tasks Checking/clarifying language Organising activity, explaining what to do Guiding learners and managing activity Managing class groupings, interaction, handing out info-gap sheets Encouraging learners to participate, contribute ideas (e.g. though brainstorming) Checking activity is working, listening to identify learner strengths and weaknesses in language and skills Helping with/modelling/giving feedback on language Answering language questions Encouraging learners to participate, contribute ideas Guiding learners, checking/clarifying language This involves teacher providing support and advice on for example language or performance problems etc. Checking Observing Occurring throughout the lesson, as the teacher is constantly collecting information about learners work though observing them, and maybe asking/interacting with them at times Giving feedback on performance

Involver Diagnostician Language resource Facilitator Counsellor Monitor

Assessor

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6 Grouping learners (2-3 mins)
Outcomes: By the end of this session participants will be able to: demonstrate understanding of key terms related to class interaction patterns manage seating arrangements for pair and group work with fixed classroom seating analyse the advantages and difficulties of different student groupings 6.1 Interaction patterns (30-40 mins) Groups discuss question 1-3. Stop for some feedback and then give them time to complete four individually. In question four they should draw a classroom nothing complex, just boxes for desks. Trainees compare ideas, some feedback, and then onto question 5. 1. Consider the different ways you have worked on this course. When and why have you worked: 2. 3. 4. As an individual? With a partner? With a small group? In a teacher-led whole class activity?

Think about your own classroom and draw a diagram to show how your classroom is usually organised. Is it possible to rearrange the furniture for different activities? In an ideal classroom how would you organise the furniture for: Pair work Rows of pairs Group project work Groups of tables for 4-6 students

A test Rows of separated desks The teacher telling the class a story Horseshoe

5.

Look at the diagrams on the next two pages. Which of these seating arrangement closely resemble the classes you teach: A, B or C. What do you think are the advantages of A? Teacher can see learners clearly. It is easy to arrange pair and group work. Are there any disadvantages? May be more difficult to arrange with large classes. Some learners may have to move their chairs to see the teacher or what is on the board. What can teachers do to set up pair and groupwork in diagram B and groupwork in diagram C?

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B
Teacher

Pairwork and groupwork in classroom B For pairwork, learners in row 1 turn their chairs around to row 2. Learners in row 3 turn their chairs around to row 4. In row 5, learners sitting side by side move their chairs closer. Odd learner can make a group of 3 by moving to row in front or to the side. For groups of 4 and 6, learners move their chairs as in example below.

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C
Teacher

Groupwork in classroom C Learners can move their chairs across the room. Alternatively they can group in the space in the middle.

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6.2 Dealing with difficulties in pair and group work (15 mins) Trainees should do together in groups before looking at solutions on next page - can be done with cut-ups Look at the following possible difficulties which may arise when learners work in groups or pairs. How can you deal with these difficulties?
Difficulty 1. Certain learners dominate the others. Solutions
C Think about the possible reasons for this. Are they more capable than the others? Do they get bored quickly? Is it simply a personal characteristic? Assign them a task, e.g. group secretary, group leader. Responsibility may help to keep them focused on what they have to do and they will have less time to dominate their partners. If they finish the task they have been assigned before the others, give them an extra task. Alternatively, try grouping dominant students together sometimes they cant all dominate at the same time! F Explain that this is unlikely, but mistakes are a natural part of learning. During pair and group work, monitor and collect mistakes to go over in class. Explain that an understanding of mistakes, even if they are not personally making them will help them to understand the language better. D Give them support - make sure they have the language they need. Dont force them to speak till they are ready. Pair them with learners who do not dominate them. Give them time to prepare what they will say. A Be sensitive to pairings and groupings. Vary them - stronger learners dont always appreciate working with weaker ones. Provide more support to weaker learners. Do a needs analysis and set homework to deal with weaknesses. Do mingles so that language is repeated and all learners get an opportunity to work with learners at the same level as themselves. G Prepare learners so that they have sufficient language to do activities. Do not make language they need to use too high-level. Distinguish also between the use of the mother tongue to focus on learning and use of the mother tongue to talk about things which are not connected to the lesson. If learners are explaining a language point, discussing meaning, or talking about the rules, aim or steps to follow in an activity, this is quite natural after all, how much of this session have you discussed in Arabic or French?? However, at higher levels, you might encourage learners to use more English. E If the noise is in English, this is because learners are using the language and developing their skills and understanding. Noise is natural in a language classroom and shows learners are interacting and engaged. Monitor to make sure class doesnt become too noisy, and explain the situation to other teachers or the Head before a lesson if you think the noise will disturb them. B Introduce pair and groupwork tasks gradually. Explain that they will improve their learning by doing things together. Give the aim of each activity. Gather feedback from them afterwards on what they got out of it.

2. Learners are resistant because they worry about learning each others mistakes. 3. Some learners are shy or not confident about speaking. 4. The learners are of mixed ability.

5. Learners speak Arabic.

6. The class becomes very noisy.

7. Learners are not used to working together so they think it is not the right way to do things.

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6.3 Dealing with difficulties in pair and group work - suggestions Now look at these suggestions. Match each suggestion to a difficulty. Then compare them with your own suggestions. A. Be sensitive to pairings and groupings. Vary them - stronger learners dont always appreciate working with weaker ones. Provide more support to weaker learners. Do a needs analysis and set homework to deal with weaknesses. Do mingles so that language is repeated and all learners get an opportunity to work with learners at the same level as themselves. B. Introduce pair and groupwork tasks gradually. Explain that they will improve their learning by doing things together. Give the aim of each activity. Gather feedback from them afterwards on what they got out of it. C. Think about the possible reasons for this. Are they more capable than the others? Do they get bored quickly? Is it simply a personal characteristic? Assign them a task, e.g. group secretary, group leader. Responsibility may help to keep them focused on what they have to do and they will have less time to dominate their partners. If they finish the task they have been assigned before the others, give them an extra task. Alternatively, try grouping dominant students together sometimes they cant all dominate at the same time! D. Give them support - make sure they have the language they need. Dont force them to speak till they are ready. Pair them with learners who do not dominate them. Give them time to prepare what they will say. E. If the noise is in English, this is because learners are using the language and developing their skills and understanding. Noise is natural in a language classroom and shows learners are interacting and engaged. Monitor to make sure class doesnt become too noisy, and explain the situation to other teachers or the Head before a lesson if you think the noise will disturb them. F. Explain that this is unlikely, but mistakes are a natural part of learning. During pair and group work, monitor and collect mistakes to go over in class. Explain that an understanding of mistakes, even if they are not personally making them will help them to understand the language better. G. Prepare learners so that they have sufficient language to do activities. Do not make language they need to use too high-level. Distinguish also between the use of the mother tongue to focus on learning and use of the mother tongue to talk about things which are not connected to the lesson. If learners are explaining a language point, discussing meaning, or talking about the rules, aim or steps to follow in an activity, this is quite natural after all, how much of this session have you discussed in Arabic or French?? However, at higher levels, you might encourage learners to use more English.

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6.3 Interaction Patterns Advantages and Disadvantages (5-10 mins)
Read and then brief discussion any other ideas which could be added?

Advantages Individual work Pairwork Time to think. Time to plan what to say/do. Learner can work ay own pace. Practises communication. Learners can help each other. May give learners feeling of security if they can do a task with a partner before answering teacher. Can learn from each other. Can helps promote independence from teacher.

Disadvantages No ideas. Feeling isolated. Feeling nervous. May be frustrating if partners are at different level or dont enjoy working together. Can be problematic if .one partner usually dominates. Some learners may feel they only want to interact with teacher, and that they will learn partners mistakes. Can be noisy (though if the noise is in English, this may be an advantage). In addition to pairwork disadvantage. Some learners may feel more inhibited about speaking at all in a group, others may be more likely to speak in L1 in groups. Noisy. Difficult to organise with large classes. Shyer learners may not participate. Learners may speak in mother tongue. Learners may feel shy about giving answers in front of others. Some learners may be afraid of being wrong. Some learners may tend to sit back and not do anything.

Groupwork

In addition to pairwork advantages, groupwork gives learners a chance to hear a wider selection of different views, ideas. Speak to different people helps consolidate language and develop skills. Develops confidence. Fun. Useful when teacher needs to have everyones attention at the same time (e.g. instructions and feedback). Teacher can elicit from class as a whole rather than picking on individuals. Learners may feel relatively unpressured.

Mingle

Whole class

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6.4 Different kinds of group or pair work activities (20 mins) These activities should all be demonstrated. Dont spend too long on them as the trainees will do a peer teaching exercise in the next stage. Here are 3 classic pair work activities which can easily be adapted for any language point you are practising with the class. 1. Simulations and Role-plays Brainstorm school rules highlight language used set up closed pairs give feedback post activity Children are given a task, for example buying something in a shop, or planning a holiday. In a simulation, the children are themselves, whereas in a role play they are given a character with a name and background different to their own. These activities dont always have a definite outcome, for example the children dont have t o agree or come to a conclusion. For example, school uniform role play. From http://www.teachingenglish.org.uk/language-assistant/essential-uk/forced-wear-a-skirt Student A: You are a student and you are wearing something totally unsuitable for school. Try to justify your choice to the teacher. You must try to avoid being sent home to change. Student B: You are an angry teacher. Student A is wearing something totally unsuitable today. Ask him or her to go home and get changed. Explain your reasons.

2. Discussions and Problem-solving Demo as open pairs/open class elicit whether they enjoyed learning through listening to others! Children are given a discussion topic or a problem to solve. These activities are designed to stimulate real discussion between the children. This is a useful way to introduce and practise language for agreeing/disagreeing and giving opinions. For example, design the next generation mobile phone From http://www.teachingenglish.org.uk/language-assistant/essential-uk/mobile-phones

Design the next generation mobile phone

What do you think mobile phones will be like in 20 or 100 years time? What will you be able to do with your phone? How big will it be and what will it look like? Imagine you work for a mobile phone company. Work in a group to design a mobile phone of the future. Think about the features it has and what it can do. When you have decided, try to draw the phone and label all the features. Then you can present your idea to the group.

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3. Information Transfer Groups prepare questions and peer check regroup into As / Bs and ask and answer Children are again given a task to complete, this time with a definite outcome. There are two types of information transfer. In the first type, one child has all the information and the other child has to elicit this information. In the second type, both children have different information and must exchange it. Guy Fawkes http://www.teachingenglish.org.uk/language-assistant/essential-uk/bonfire-night Work in pairs, A and B. You are going to read about the history of Bonfire Night. Ask your partner questions to find the missing information. Example:

A- When did the men make the plot? B In November 1605 B- When do people remember the attempt? A On November 5th.

A - In ____________________ a group of men decided to make a plot to blow up the Houses of Parliament in London. The men were angry about the way the Catholic people were being treated in England. At this time the King of England was __________________. The plot is known as the Gunpowder Plot and the leader of the plot was called ________________. The men put 36 barrels of gunpowder in the Houses of Parliament and they waited for the King to open Parliament. Guy Fawkes was the man who was going to light the gunpowder and cause the explosion. However, __________ found the gunpowder before it could be exploded and they caught all the men involved in the plot. The men were tortured and killed. On November 5th British people remember the spectacular attempt to blow up the Houses of Parliament by celebrating Bonfire Night. All over Britain there are firework displays and bonfires with models of Guy Fawkes which are burned on the fire. Its normally quite cold on Bonfire Night so people wear warm clothes, hats, scarves and gloves to spend the evening outside. Traditional Bonfire Night food is jacket potatoes and toffee apples. This year is the 400th anniversary of the Gunpowder Plot and there are special events being held in London to remember the events of 1605. B - In November 1605 a group of men decided to make a plot to blow up the Houses of Parliament in London. The men were angry about the way the Catholic people were being treated in England. At this time the King of England was James the first. The plot is known as the Gunpowder Plot and the leader of the plot was called Guy Fawkes. The men put 36 barrels of gunpowder in the Houses of Parliament and they waited for the King to open Parliament. Guy Fawkes was the man who was going to light the gunpowder and cause the explosion. However, police found the gunpowder before it could be exploded and they caught all the men involved in the plot. The men were tortured and killed. On _____________ British people remember the spectacular attempt to blow up the Houses of Parliament by celebrating Bonfire Night. All over Britain there are ___________ displays and bonfires with models of Guy Fawkes which are burned on the fire. Its normally quite cold on Bonfire Night so people wear warm clothes, hats, scarves and gloves to spend the evening outside. Traditional Bonfire Night food is ________________ and toffee apples. This year is the ______ anniversary of the Gunpowder Plot and there are special events being held in London to remember the events of 1605.

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Your trainer will give you an example of one of the above activities. (30-40 mins) Choose an example for each activity from English for Palestine which match the activity types above. Study the activity. Decide: Which type of activity is it? What would be a suitable interaction pattern? What exactly will the students need to do in this activity? What instructions will you need to give them?

Be prepared to peer teach this activity to colleagues from a different group.

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6.5 Pair work techniques (7-8 mins) Here are 4 pair work follow-up techniques which can be used during any class activity. Read the text and fill in the gaps with words or phrases from the box below. 1. Check Your Answers After your children have finished an exercise, its always useful to ask them to compare their answers in pairs. You can use your hands to gesture when you want them to do this. After a while they will be used to doing it. The reason for this activity is that it gives children a chance to pool what they have understood before you do whole class feedback. Weaker children can gain confidence by working with stronger ones, and it encourages the children to work together co-operatively. 2. Tell Your Partner As above, ask the children to talk to each other (in English or in Arabic/French/Tamazight) for maximum one minute after doing a reading or listening task and before they attempt any questions or language task. In this way they can get the answers right and will be better able to do the next task. 3. Test Your Partner Asking children to test their partner is a useful way for you to find out who has understood and it encourages more interaction between the children. You can simply ask them to test each other on the meaning of new vocabulary items from the lesson, or they can even prepare a short exercise like a gap-fill based on the new language they have studied. 4. Change Your Partner Its a good idea to always change partners. It adds variety to the lesson by allowing children to work with different people with different opinions and experiences. You can even repeat an activity two or three times with different partners. The children will not get bored because they are working with a different person each time. get the answers right interaction variety talk to each other gain confidence pool what they have understood different who has understood

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6.5 Further reading (7-8 mins) Asking children to work in pairs/groups has many advantages: Its good for the children to speak to each other in English. This maximizes their talking time and minimises the teachers talking. The main aim is that the children can practise the language. Its good for the children to work with another child/children rather than alone. They can brainstorm more ideas and help each other. In fact, they focus more and the stronger children can help the weaker ones. Its good for the children to know that language is not an interaction between them and the teacher, it is between them and others: natives or non natives. The way they work together in pairs/groups helps them not only to learn the language but to build up their rapport and independence. It allows the teacher to step back and monitor the performance of individual children. It also allows children to personalise the lesson, by sharing their own experiences and opinions. Some children are shy and will never participate in whole class discussions. In pairs/groups, children can feel safer and are more likely to take risks and experiment with the language. Introducing a pair/group work activity can give the lesson a change of pace.

References for further study Check out Go4English for more ideas on classroom seating arrangements. www.go4English.com Teachers of English Courses - Class management, unit 3. Check out this video on teaching speaking to see what teachers say about information gaps http://www.teachingenglish.org.uk/transform/teachers/training/training-videos/6-activities Go to www.teachingenglish.org.uk to find lots of articles and practical activities for pair and group work.

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7 Giving feedback (2/3 mins)
Outcomes By the end of this session participants will be able to: demonstrate knowledge of the different ways of giving feedback distinguish between constructive and unconstructive feedback be able to explain possible consequences of constructive feedback

7.1 Your experiences of feedback (10-15 mins) work individually then in pairs Remember a time when you received feedback on an aspect of your learning: Who gave you the feedback? How did it make you feel? Did it help your learning?

Now remember a time when you have given feedback: Who did you give the feedback to? Why? Did you find out what effect your feedback had on learning? If so, what was the effect?

Now compare your answers with a partner.

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7.2 Giving feedback Look at the examples of feedback below and decide what the teacher is giving feedback on: 1. e.g. 2. 3. 4. 5. 6. You have really made progress in your use of tenses. Progress and language Your homework shows how much harder you have worked in the last few weeks. Congratulations. Effort and attitude Be careful with your pronunciation of /th/. Go to the lab and use the materials there to practise saying it. Language You need to pay attention to how you structure your essays. Make sure they follow a logical progression. Structure of ideas Your willingness to chat in English with everyone has really helped you to make progress. Attitude and behaviour Try to read more about your subject before you start writing, so that you get a better idea of what to write about. Ideas Please try to arrive earlier for your lessons. You are missing lots of class time. Behaviour You need to spend much more time doing your homework. This helps to consolidate the work we have done in class. Behaviour/effort Make more use of conjunctions to link your sentences to help your reader understand the link between your ideas. Language and ideas Excellent work. General Im afraid I cant read this. Could you use a computer for your homework in future? Quality of handwriting Try not to be afraid of making mistakes when you speak. Attitude/behaviour

7. 8.

9.

10. 11. 12.

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7.3 Constructive feedback (20 mins) Your trainer will give you a pack of cards decide if the feedback is constructive or unconstructive and why. Constructive Feedback Unconstructive feedback

I liked the way you gave your own examples. Yes, an excellent answer. Well done! Think about using the coursebook to check spelling. A good piece of writing. To improve organisation of your ideas, try using headings. A good effort. We only studied these verbs very recently, and it takes time to learn. Good ideas, but remember to proofread your work. You used lots of good language, just be careful with intonation. Close, but not quite right. Do you mean he or she? Some good ideas. Think about shorter paragraphs next time. Youre on the right track. Can anyone help? That was a difficult task and you did it well. You worked very well in your groups. Your listening is much better. To help more, you can try the listening exercises on this website. Youre trying hard and making progress. The main thing to work on is your speaking. Youve clearly tried hard, but you need to work on your punctuation. See me, and we can talk about how to do that. You spoke very clearly. Perhaps just think about checking the pronunciation of the days of the week. You contributed lots of good ideas. Thank you.

Why do you keep making the same mistakes? Wake up! Have you been paying attention? Your spelling spoilt this piece of writing. If you listened more, you wouldnt make mistakes. Not good enough. You should know this by now. Wrong answer. Lazy. Try harder. You made so many mistakes I am giving you extra homework. Too many mistakes. We learned this last week! How can you have forgotten already? Not to standard. Do this again, please.

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TKT 3 Glossary Teachers and learners language in the classroom
Candidates should be familiar with common terms such as ask, tell, reply Ask for clarification To ask for an explanation of what a speaker means, e.g. What I mean is. What do you mean? Clarify To make clear what you mean. Convey meaning To express or communicate meaning. Teachers focus on conveying meaning when they present new language. Facial expression A teacher can show how they feel through their face, e.g. smiling, showing surprise. Hesitate To pause before or while doing or saying something. Students often hesitate if they are trying to find the correct words to say, because they are nervous, or need more time to think. Model noun + verb A clear example of the target language for students to write down and save as a record. If a teacher is focusing on the target language of a lesson, they usually choose a model sentence, which they write on the board. The teacheroften models the language as well, by saying it clearly before drilling the students. Narrate To tell a story or talk about something that has happened. Teachers often narrate stories to young learners. Praise To tell someone they have done well, e.g. Thats excellent. Well done! Prompt To help learners think of ideas or to remember a word or phrase by giving them a part of it or by giving another kind of clue. See word prompt. Response noun, respond verb A reply or reaction to communication such as a laugh, a smile, saying something. Teachers and students may respond to each other in writing, speech or in the form of a facial expression.

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Word prompt When a teacher suggests a word that the student hasnt remembered, e.g. Student: I want to in an office Teacher: Work? Student: Yes, I want to work in an office. A teacher can also use a word prompt to correct a student, e.g. Student: He dont like that. Teacher Grammar. Student: Sorry he doesnt like that. See prompt.

Learners mistakes and correction strategies

Correction code A series of symbols a teacher may use to mark students writing so that they can correct mistakes by themselves, e.g. P = punctuation mistake, T = tense mistake. Echo correct When a student makes a mistake, the teacher repeats the mistake with rising intonation so that students can correct themselves, e.g. Student: He dont like it. Teacher: Dont? Student: He doesnt like it. Over-application of the rule When a student uses a grammatical rule too much, making an incorrect word or structure by following a regular pattern, e.g. a student says There were three girls (correct plural form) and two mans. (incorrect plural form) Over-generalisation: see over-application of the rule. Reformulation noun, reformulate verb When a teacher corrects what a student has said by repeating the sentence correctly, but without drawing the students attention to their mistake. This is usually the way parents correct their young childrens language mistakes. Repetition To say something again, often for practice. This is often done in drills.

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Self-correction When students are able to correct language mistakes they have made when asked without help from the teacher or other students. Time line A diagram that shows learners the relationship between tense and time. It is often used in language teaching to present the use of a new tense or to correct learners when they use tenses wrongly, e.g. Past Now Future <--------------------|------------------> ---------------------Present perfect tense See tenses.

Classroom management
Active role, passive role When students think about their own learning and what their own needs are and try to help themselves learn more, they are taking an active role. A passive role is the opposite of an active role. Classroom management The strategies used by a teacher to organise the classroom and the learners, such as seating arrangements, different types of activities, teacher roles, interaction patterns. Closed pairs When students do pairwork with the person sitting next to them and no one else listens. See open pairs. Co-operation noun, co-operate verb, co-operative adj Working together and helping each other. In some group work activities students will co-operate to find the answer or solve a problem. Discipline noun + verb The way a teacher keeps control of students in the classroom. Dominate verb, dominant adj To have a very strong influence over what happens. If a particular student is dominant in class, then other students get less chance to participate actively. If a teacher dominates, the lesson is teachercentred. Energy levels The feeling in a classroom. If students are interested and working hard, then the energy levels are high; if students are bored or tired then the energy levels are low. 44

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Get students attention To make students listen to the teacher, possibly after they have been doing group or pairwork. Grade (language) To use language that is the correct level for the students and is not too difficult. See graded reader. Group dynamics The relationship between members of the class. Interaction patterns The ways in which students work together in class, such as open class, pairwork, group work and individual work. Involvement Taking part in an activity, being involved in it. Learning contract An agreement between the teacher and the students about their roles and responsibilities (i.e. what the teacher will do and what the students will do to help the students to learn). Mingle noun + verb A mingle is an activity which involves students walking round the classroom talking to other students. Mixed ability, mixed level The different levels of language or ability of students studying in the same class. Monitor To watch over students in order to make sure that they are doing what they have been asked to do, and help them if they are having problems. Nominate To choose and name one student to speak or do a particular task. One-to-one A teaching situation which involves only one teacher and one student. Open class When the teacher leads the class in an activity and each student is paying attention to what is happening. When students respond, they do so in front of everyone in the class. Open pairs In open pairs, one pair does a pairwork activity in front of the class. This technique is useful for showing how to do an activity and/or for focusing on accuracy. See closed pairs.

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Passive role: see active role. Rapport, build rapport The relationship between the teacher and students. Teachers try to build or create a good rapport or relationship with their students. Routine Something which is done regularly such as a teacher setting writing homework every Friday. Teachers try to develop some routine habits in the classroom, e.g. always asking students to record new words with their meaning and an example sentence. Seating arrangement The way the students sit in the classroom, e.g. in rows, in a circle around the teacher, in groups around different tables. Seating plan A plan of where the students should sit in the classroom. Teacher role The way a teacher chooses to manage the classroom, e.g. a teacher can choose to take a controlling role, giving directions or instructions at the front of the class or to take a less controlling role, monitoring students as they work. Teaching space The areas in the classroom that can be used for teaching, e.g. the board, the walls, the desks, the open floor.
UCLES Cambridge ESOL 2005

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British Council websites:
Learners LearnEnglish
www.britishcouncil.org/learnenglish

Whether you are a teenager, adult or professional, you can develop your English skills online on the LearnEnglish website. Become a member and contribute to the site and interact with other learners and download free resources. Do you have an iPhone or iPod Touch? Download language games for free! Go to Fun and Games > Mobile learning LearnEnglish Kids
www.britishcouncil.org/learnenglishkids

A fun website for children up to the age of 12 who are learning English, with support in Arabic. There are games, songs, stories, videos and other activities. Members can add comments and make their own characters! Children can do activities alone, with friends, parents or at school. Support on how to use the website is available for parents and teachers. Go4English
www.go4english.org

Designed for Arabic speaking learners of English, this site features games, activities and free resources to help you practise and improve your English. The teachers section includes lesson plans and advice on using the website in class. Premier Skills
www.britishcouncil.org/premierskills

If youre a football fan or youre learning English, the Premier Skills website offers you the chance to learn English while you watch videos, read articles about your favourite players and clubs and play fun, interactive games. Teachers: download worksheets and lesson plans to use with your students. Become a fan of our websites and follow us on:

Teachers
TeachingEnglish
www.teachingenglish.org.uk

Join over 120,000 members worldwide, on the website that has everything busy teachers need: Lesson plans, teaching tips and articles Professional development, conferences and qualifications Discussion groups Register for free and get the latest material sent directly to your inbox

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Other websites:
http://www.cambridgeesol.org/teach/tkt/index.htm Cambridges own Teaching Resources website for the TKT. http://www.cambridge.org/elt/tkt/tresources.htm Cambridge University Press site with downloadable training activities from Cambridge Teacher Training books. Very good extension to The TKT Course. www.developingteachers.com A great selection of resources and lesson plans for teachers. www.onestopenglish.com Great website for lots of ideas and tips, lesson plans and methodology. Refreshed regularly. http://www.britishcouncil.org/languageassistant/website.html British Council website designed to support classroom assistants globally. A useful resource to dip into. www.english-to-go.com Large resource of training and teaching materials. Well worth a look.

Articles on teacher training

http://www.teachingenglish.org.uk/think/articles/how-be-a-trainer http://www.teachingenglish.org.uk/think/articles/am-i-ready-be-a-teacher-trainer

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TKT 3 weblinks
Using language appropriately for a range of classroom functions http://eltnotebook.blogspot.com/2006/11/giving-and-checking-instructions.html Giving and checking instructions http://www.teachingenglish.org.uk/think/articles/checking-understanding Concept Checking Identifying the functions of learners language http://www.cambridge.org/us/ESL/letstalk/support/language.htm Classroom language for learners http://www.teachingenglish.org.uk/forum-topic/using-l1-esl-classroom Using L1 in the classroom Categorising learners mistakes http://www.onestopenglish.com/section.asp?catid=59848&docid=155983 http://www.teachingenglish.org.uk/think/articles/error-correction-1 Correcting learners http://www.teachingenglish.org.uk/think/articles/error-correction-2 http://www.teachingenglish.org.uk/think/articles/monitoring-speaking Monitoring and correction Teacher roles http://www.isftic.mepsyd.es/w3/recursos/secundaria/lenguas_extranjeras/ricardo1.htm What makes a good EFL teacher Grouping learners http://www.teachingenglish.org.uk/think/articles/teacher-positioning-classroom Teacher position in the classroom Giving feedback http://www.teachingenglish.org.uk/forum-topic/feedback Discussion on giving feedback to learners http://www.teachingenglish.org.uk/transform/teachers/teacher-development-tools/reflectivepractice/learner-feedback

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