1. PROFESSIONAL DEVELOPMENT
PROGRAM FOR NEW ENGLISH
LANGUAGE TEACHERS AT ILEX
WORKSHOP # 1
Universidad Tecnológica de Pereira
Instituto de Lenguas Extranjeras, ILEX
Frank Giraldo

2. WHO AM I?

4. A LANGUAGE LEARNING EXPERIENCE
Hei! Puhutko suomea?
Minä puhun suomea.
Minä en puhu
englanti.

5. KIELET

6. KATSO VIDEO!

7. ILEX ESSENTIALS
What do you know about the
Instituto de Lenguas
Extranjeras?

8. TASK
 Task:
In pairs, read one of the sections below
(as instructed by the Program Tutor) and label
each item like this:
a) for teachers, b) for learners c) for both.

9. Any questions on these
matters?

10. THE ILEX SYLLABUS AND TEXTBOOKS
 Browse
the documents over and list down
two things you learn from them for teaching
purposes:
 What
did you learn from these two
documents that positively impacts your
teaching?

11. CLASS OBSERVATION
 Watch
 What
the video and answer:
did the teacher do well?
 What would you do differently?
 Was the lesson successful? Why (not)?

12. TEACHING PRINCIPLES IN
ELT.
What are principles?
How can they help teachers?

13. TEACHING PRINCIPLES IN ELT
What they are:
Ideas
for effective practice in ELT.
Research and practice to find out
what works best in ELT.
They are rather general ideas but
can be specific too.

14.  General:
Teachers should explicitly teach
strategies for listening comprehension.
 Specific:
Teachers should always activate
background
knowledge
when
implementing listening activities.
 In
short, things we should do as teachers
to make learning happen.

15. TEACHING PRINCIPLES IN ELT
What they imply:
A
guide for thinking about, guiding, and
evaluating one’s teaching.
 A set of core ideas in the profession of ELT.
 A plus for teachers: Having one’s principles
clear helps to consolidate a reliable
approach to teaching English.

16. TASK
Evaluate the teaching principles in the light of
your practice and based on these prompts:
a)
b)
c)
I implement this principle consistently in my
practice.
I’ve implemented this principle a few times.
I’ve never implemented this principle but I
will!

17. REFLECTION
What did I learn for my
teaching?

18. EXTRA-CLASS WORK
Come
up with two principles for
each one of the following skills:
listening,
speaking,
reading,
writing, pronunciation, grammar
and vocabulary.

19. PROFESSIONAL DEVELOPMENT
PROGRAM FOR NEW ENGLISH
LANGUAGE TEACHERS AT ILEX
WORKSHOP # 2
Universidad Tecnológica de Pereira
Instituto de Lenguas Extranjeras, ILEX
Frank Giraldo

21. WHAT DO YOU KNOW ABOUT IT?
What
is acne?
Why do people get it?
Men? Women?
Which famous US celebrities have
suffered from it?
How is it caused?
Ideas to treat acne

22. SHARING PRINCIPLES FOR ELT
Task:
Look at the textbook the
Tutor gave you and identify
which activities there align with
the teaching principles you
have come up with; one
activity per skill.

23. What has the textbook
taught you?

24. The ILEX Syllabus
for ELT

25. WHY A SYLLABUS?
To
guide teaching.
To guide learning.
To organize language education
based on international standards.
To make sure learning happens.
To provide a point to start and end.

26. STRUCTURE FOR ALL SYLLABUSES
 Main
goals from the CEF.
 Specific objectives (or competences)
- Listening comprehension
- Pronunciation
- Oral production
- Reading comprehension
- Written production
- Use of English (G and V)
- Language functions

27. STRUCTURE FOR ALL SYLLABUSES
 Contents
and resources
 Methodology
 Principles of teaching and learning
 Explanation for course evaluation
 Bibliography
 Self-evaluation instrument for students

28. TASK
Read
the syllabus you were
given
(competences)
and
identify language teaching
principles implicit in them.
Focus on Use of English

29. CLASS OBSERVATION
Watch
the video and
write down principles
that are implicit in the
lesson.

30. REFLECTION
Are
the principles you identified
in the video aligned with the ones
you brought for today in this
specific language skill?

31. FINAL REFLECTION
What
did you learn today that
will positively impact your
teaching?

32. EXTRA-CLASS WORK
Read the section of the Program
Handbook with the principles for
English Language Teaching at
ILEX (page 14).

33. PROFESSIONAL DEVELOPMENT
PROGRAM FOR NEW ENGLISH
LANGUAGE TEACHERS AT ILEX
WORKSHOP # 3
Universidad Tecnológica de Pereira
Instituto de Lenguas Extranjeras, ILEX
Frank Giraldo

34. TASK: LOOK AT THE LP
Does
this lesson plan have
similarities with the ones you
design?
What is new for you?
Is there something you consider
is missing in the lesson plan?
What?

35. EXPLORATION
The ILEX Syllabus
for ELT

36. TASK
a. Are the objectives (competences) clear?
b. Can the competences be achieved in one
course?
c. Are the objectives general enough so that
teachers can design their own classroom and
testing tasks?
NOTE: Objectives should not be prescriptive
because teachers' autonomy and decisionmaking should be respected.

37. TESTING THE ENGLISH LANGUAGE AT ILEX
Stop and Check
60%: 3 tasks in 5 skills: L, S, R, W, and UoE
 40%: A 100-item test with all 5 skills.

Validity:
How you test is COMPLETELY articulated with:
- the ILEX course syllabus
- what you taught
- classroom activities
International Testing Systems

38. Outline for a
Lesson Plan

39. REFLECTION
What
Why?
did you learn today?

40. EXTRA-CLASS WORK
Finish
the draft for your lesson
plan (write it) and bring it
tomorrow. Use the lesson plan
on The Human Brain as a guide.

41. PROFESSIONAL DEVELOPMENT
PROGRAM FOR NEW ENGLISH
LANGUAGE TEACHERS AT ILEX
WORKSHOP # 4
Universidad Tecnológica de Pereira
Instituto de Lenguas Extranjeras, ILEX
Frank Giraldo

42. Cooking a contemporary
English language lesson

43. Lesson
Plan

44. THE INGREDIENTS:
- 1 spoonful of competences from an ILEX
syllabus
- 1, 2 or 3 “fresh and clean” learning aims.
- 3 items of communicative competence: 1
linguistic, 1 pragmatic, and 1 sociolinguistic
- 3 cups of current methodologies for language
teaching: Communicative Language Teaching,
Task-Based Language Teaching, Content-Based
Instruction.
- English language teaching principles as
required / desired

45. COMPETENCES
 Derived
from CEF.
 The objectives for each course and its
lessons.
 Aligned with communicative competence
 Are not prescriptive and respect teacher
autonomy.

46. LEARNING AIMS

What students will achieve during one lesson.
During the lesson, students will learn how to express their
plans dreams using would like to and going to.
During the lesson, students will learn about and implement
the following strategies for writing: brainstorming and
outlining.
During the lesson, students will learn about the Higgs
boson and write a short summary about it.

47. COMMUNICATIVE COMPETENCE

The ultimate goal in language learning.
Linguistic: spelling, grammar, pronunciation, syntax,
vocabulary (semantics)
 Pragmatic: Functions and discourse

Function: Expressing natural facts and describing natural
phenomena.
Discourse: Understanding the structure of a descriptive
technical text.
Writing a descriptive text about natural phenomena and
using technical vocabulary.

48. COMMUNICATIVE COMPETENCE
Sociolinguistic
Dialects, accents, folkloric expressions, slang, etc.

Very related to culture of the target language.
Culture: History, literature, everyday habits, etc.
Creating interesting lessons around cultural
information of English speaking countries?

49. CURRENT METHODOLOGIES FOR ELT
Content-Based
Instruction
Communicative
Language
Teaching
Task-Based
Instruction

50. EXAMPLES
 CLT:
What’s your whatsapp number?
 TBI
Add your classmates to your whatsapp and
send a broadcast to go for a cup of coffee.
 CBI
Learning about details to use whatsapp.

51. Principles for English
Language Teaching

52. EXTRA-CLASS WORK
Bring everything
ready for tomorrow’s
/ Monday’s lesson.

53. ACADEMIC REPORTS AT ILEX
One
or two
Technical
Formal
On learning
On teaching
Based on the syllabus

54. The students were motivated in
class and participated a lot.
They had fun in class because the
activities were motivating.
They completed 2 units in the
book.
They
watched
videos
and
performed role-plays.

55. Lessons have been based entirely on the
syllabus,
specifically
these
skills
and
competences:
Reading:
Read authentic materials…
Students have performed tasks which require
them to demonstrate comprehension to develop
such competences.
To make this happen, activities have focused
on meaning and comprehension through tasks
like summaries and mind maps. Attached is
some evidence of students’ work on reading.