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A presentation of the language requirements, content and methodology suitable for Language Development for Teachers courses.

Useful to Cambridge DELTA candidates working on their Module 3 and the LDT Specialism

Useful, possibly to syllabus designers of such materials

Useful to teachers who are looking for ways to enhance their own language knowledge and performance

If looking for such a course, please have a look at the course at my centre:

http://www.celt.edu.gr/english_for_teachers.htm delivered both face to face and online.

Veröffentlicht in: Bildung, Technologie


  2. 2. Language Needs Preparation Instruction Feedback
  3. 3. Lesson Preparation &Materials DesignEvaluate, Select, Adapt, Design, Create, Supplement, Research
  4. 4. Selecting Adapting Creating 1. Is the language accurate? 2. Is the language appropriate for the context? 3. Does it sound like natural spoken or written English 4. Are the contexts real to life? 5. Is it right for the level of instruction? 6. Do the activities promote natural language in context? Note A NEST non-teacher may have an intuition about 1-4 but not about 5 or 6
  5. 5. Classroom InstructionInstruct, Initiate, Elicit, Comment, Model, Evaluate, Correct, Nominate, Accept
  6. 6. Example of analysing Teacher Talk A lesson can be said to constitute a hierarchy of discourse events, a kind of system of ranks: From Sinclair, J. M. and R. M. Coulthard (1975). Towards an Analysis of Discourse: The English used by teachers and pupils. London, OUP.
  7. 7. Classroom Discourse Task 1 Look at the transcript of a transaction on the next page [from Papaefthymiou- Lytra S (1990), Explorations in Foreign Language Classroom Discourse] and decide how you would divide it into exchanges, moves, and acts. T: Can you guess/think of one reason why doesn’t he like city-life? L: Because the city is with many θορύβους T: There is too much noise or too many noise? Ls: Much noise. T: Much noise. L: City have a lot of buildings. T: Cities have a lot of buildings. Big buildings. L: There are much cars/many cars. They are ugly. T: There are many cars. L: And they must work. T: They must work. People in villages work even more. L: All the city people are in a hurry. T: Yes.
  8. 8. Classroom Discourse Task 2 Look at the definitions below [from Sinclair and Coulthard (1975), Towards an Analysis of Discourse] and label the transcript in the previous task accordingly. A transaction typically consists of an initial boundary exchange followed by a series of teaching exchanges. A boundary exchange consists of a move which marks a boundary between larger stages in the discourse (frame) and a move which indicates which direction the lesson is likely to proceed in (focus). A teaching exchange characteristically consists of an initiating move followed by a responding move or moves. the typical teaching exchange consists of Initiation (by the teacher), Response (by the learner) and Feedback (by the teacher). More specifically, teaching exchanges may belong to one of the following categories: teacher elicit [IRF], teacher direct [IR(F), where R is a nonverbal action], teacher inform [I(R)], checking [IR(F), where I represents a genuine teacher question, ie, one to which the teacher does not know the answer], pupil elicit [IR, where I is performed by the pupil] and pupil inform [IF, where I is performed by the pupil]
  9. 9. Feedback CorrectionIdentify Errors, Indicate, Recast, Explain, Present. Check Understanding
  10. 10. Error Gravity Students’ sentences Corrected Mark Type of version (if error? wrong)Only one woman’s arms was brokenHe was driving with a high speedThe people are too many and so the cars are too manyDizzys from the wine we decided to go home.The people who were in the taxi were seriously injuredNeither of us feels quite happy.There are many accidents because we haven’t broughtroads.The ambulance left to go the injured to hospital.All the people in the bus began to calling for help.One children was slowly crossing the street. Selection from T.Hughes & C.Laskaratou research reported in ELTJ
  11. 11. Grammatical Accuracy only? Functional pronunciation Tenor appropriacy Use Concepts Collocation Sociolinguistic Connotation Idiomaticity Appropriacy
  12. 12. What language structures &functions needed for each act?What level of Competence isrequired? TSA PSA
  13. 13. Assessment?• Validity• Reliability• Clarity• Practicality• Discrimination
  14. 14. How can you assess Language Teachers? By using an exam from an official examining body? By creating your own test? By recording a T during a lesson? All this will depend on your TSA and what level the Ts are required to reach.
  15. 15. Develop Professionally Research Connect Develop What
  16. 16. SPEAKING List of Items a box of flash cards a box of coloured board markers a world atlas a cassette player a box of old glossy magazines in English a laptop a box of transparencies 20 overhead transparencies a box of coloured markers a notebook 20 metres of white metre paper a box of coloured chalk a box of toys 10 student books of the same level a set of colour crayons a book of photocopiable communication games a grammar book a dictionary a box of blank cassettesDesert Island Type activities a set of class readers a box of blue ball point pens a video camera a television set a video player
  17. 17. WRITING -----Original Message----- From: Khalid Shammad [mailto:kshammad@hotmail.com] Sent: Thursday, May 17, 2001 11:08 PM To: celt@celt.edu.gr Subject: drama disertations Im interested in applying dramatic techniques in teaching English in my country, so I want you to provide me with some abstracts of studies related to this subject in order to conduct a study about using drama in our schools. Thank You I did not reply to this letter as I felt it was too demanding/aggressive. Can you rewrite it so it becomes more likely the writer will get a response?
  18. 18. PRONUNCIATION – HUMOUR – PLAYINGWITH LANGUAGE I Read /listen to the original one... - My wifes gone to the West Indies - Jamaica? - No, she went of her own accord. Where is the misunderstanding? What is funny about it? Write some punch lines on the next page
  19. 19. PRONUNCIATION 1. My wifes gone to St Petersburg. - Is she Russian? - No, shes ____________. 2. My wifes had an accident on a volcano - ___________? - No. She broke her leg. 3. My wifes gone to Malawi - Lilongwe? - Yes, ___________.
  20. 20. PRONUNCIATION - CHUNKINGTask 2: Read these sentences in two different waysso as to make two different interpretations possible.Im eating MummyWe stopped wondering where to goAs a matter of fact she said I was too tall for my age Teachers need to read aloud to their students a lot
  21. 21. PRONUNCIATION There was a man in the shop. He was a dirty man in an old coat with a cigarette in his mouth. “What do you want?” he asked. “I’d like to see the Elephant Man, please,” I said. The man looked at me carefully. Then he took the cigarette out of his mouth and smiled with his yellow teeth. “All right, sir,” he said. “Give me two pence then.” I gave him the money and he opened a door at the back of the shop. We went into a little room. The room was cold and dark, and there was a horrible smell in it. A creature sat on a chair behind a table. I say a creature, because it was not a man or a woman, like you or me. The creature did not move or look at us. It sat very quietly on the chair in the cold, dark, dirty room. On the table in front of it, there was a dead flower. Read this text aloud and record yourself – send me the recording
  22. 22. LANGUAGE VARIATION TASK A: Which of these statements is: a) formal, b) casual, c) impersonal, d) informal. All candidates shall proceed to the examination room. Those taking part should go to the examination room. Could you please go to the exam room? Go to the exam room.
  23. 23. LANGUAGE VARIATIONWhen his dad died, Jack had to find Father was somewhat fatigued afteranother apartment. his lengthy journey Translate ‘up’ and ‘down’ as on previous page
  24. 24. Course & Syllabus Designshould follow similar steps .
  25. 25. EXAMPLES YOU CAN USE IN MODULE 3 Use the CELT Athens English for Teachers Course webpage to explore syllabus elements you could include on such a course for your Module 3 Assignment. Look for Syllabus ideas on the Cambridge ESOL website and especially the language awareness elements in ICELT & TKT KAL
  26. 26. Spread the Message!That’s allgood folks!
  27. 27. CELT ATHENS http://www.celt.edu.gr/ TEFL MATTERS BLOG marisaconstantinides.edublogs.org/ CELT SN http://celt-athens.grou.ps/homeMarisa Constantinides@Marisa_CWhat’s Your Message?@info@celt.edu.gr