10. THE ILEX SYLLABUS AND TEXTBOOKS
the documents over and list down
two things you learn from them for teaching
did you learn from these two
documents that positively impacts your
11. CLASS OBSERVATION
the video and answer:
did the teacher do well?
What would you do differently?
Was the lesson successful? Why (not)?
13. TEACHING PRINCIPLES IN ELT
What they are:
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.
Teachers should explicitly teach
strategies for listening comprehension.
Teachers should always activate
implementing listening activities.
short, things we should do as teachers
to make learning happen.
15. TEACHING PRINCIPLES IN ELT
What they imply:
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.
Evaluate the teaching principles in the light of
your practice and based on these prompts:
I implement this principle consistently in my
I’ve implemented this principle a few times.
I’ve never implemented this principle but I
25. WHY A SYLLABUS?
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
goals from the CEF.
Specific objectives (or competences)
- Listening comprehension
- Oral production
- Reading comprehension
- Written production
- Use of English (G and V)
- Language functions
27. STRUCTURE FOR ALL SYLLABUSES
Principles of teaching and learning
Explanation for course evaluation
Self-evaluation instrument for students
the syllabus you were
identify language teaching
principles implicit in them.
Focus on Use of English
a. Are the objectives (competences) clear?
b. Can the competences be achieved in one
c. Are the objectives general enough so that
teachers can design their own classroom and
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.
How you test is COMPLETELY articulated with:
- the ILEX course syllabus
- what you taught
- classroom activities
International Testing Systems
44. THE INGREDIENTS:
- 1 spoonful of competences from an ILEX
- 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
- English language teaching principles as
required / desired
The objectives for each course and its
Aligned with communicative competence
Are not prescriptive and respect teacher
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
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,
Pragmatic: Functions and discourse
Function: Expressing natural facts and describing natural
Discourse: Understanding the structure of a descriptive
Writing a descriptive text about natural phenomena and
using technical vocabulary.
53. ACADEMIC REPORTS AT ILEX
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
55. Lessons have been based entirely on the
Read authentic materials…
Students have performed tasks which require
them to demonstrate comprehension to develop
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.