Basic English
Saturday, August 11, 2018
Wednesday, July 25, 2018
Creating your session- steps
No fixed rule
Everyone does different things
1) chose topic
2) decide what approach - P to T / T to P
3) What input type will you use in the session to provide the info for the session?
4) Task type - reading / audio etc.
5) Write some stuff - use the lesson plan template on the course
6) Use the evaluation checklist to check which bits haven't been completed
7) Chose a title to think about / can come at the end
Everyone does different things
1) chose topic
2) decide what approach - P to T / T to P
3) What input type will you use in the session to provide the info for the session?
4) Task type - reading / audio etc.
5) Write some stuff - use the lesson plan template on the course
6) Use the evaluation checklist to check which bits haven't been completed
7) Chose a title to think about / can come at the end
theory to practice and practice to theory
One went from theory to practice and the other vice-versa
Theory to practice - Some people want it that way, get the overall picture and then work, good for new teachers
Practice to theory - some are concrete thinkers - they make their theories from practical examples rather than applying them.
The level of teachers’ knowledge and experience can also help the trainer to decide. Teachers who know little about a topic might benefit from some input which they can then apply to practical content. More experienced teachers benefit from putting what they know into practice first, and then discussing the principles of their practice.
3.4- oral feedback
But in terms of how does it - what does it actually look like, an oral feedback session? Who sits where? Who does the talking? Are there questions asked? Is there any writing to do? Are there any resources used? In terms of giving one-one feedback.
Theory to practice - Some people want it that way, get the overall picture and then work, good for new teachers
Practice to theory - some are concrete thinkers - they make their theories from practical examples rather than applying them.
The level of teachers’ knowledge and experience can also help the trainer to decide. Teachers who know little about a topic might benefit from some input which they can then apply to practical content. More experienced teachers benefit from putting what they know into practice first, and then discussing the principles of their practice.
3.4- oral feedback
But in terms of how does it - what does it actually look like, an oral feedback session? Who sits where? Who does the talking? Are there questions asked? Is there any writing to do? Are there any resources used? In terms of giving one-one feedback.
Monday, July 23, 2018
Types of inputs for use with teachers
Types of input for use with teachers
1. Live classroom teaching (Teachers sit in on a real lesson and discuss it afterward.)
2. Micro-teaching (Teachers practice a specific teaching technique or techniques by teaching a small group of peers on their course. They receive detailed feedback from the trainer and from their peers.)
1. Live classroom teaching (Teachers sit in on a real lesson and discuss it afterward.)
2. Micro-teaching (Teachers practice a specific teaching technique or techniques by teaching a small group of peers on their course. They receive detailed feedback from the trainer and from their peers.)
Saturday, April 16, 2016
Cambridge English Signature Event - Observation and Reflection: tensions between best practice and reality
Observation - something which ELT teachers are always trying to be alert about and be prepared for.
1) But how effective is observation?
2) At what stage is observation effective?
3) What are the cultural, social and personal factors that influence all the 3 - the observer, the teacher and the student?
4) Are students observed at all? Why is the focus only on teachers?
Dr. Craig says -'Teachers or students- who are the elephants in the room?'
5) What makes observation uncomfortable?
6) Solutions? Best practice vs reality.
See more at:
http://iatefl.britishcouncil.org/2016/session/cambridge-english-signature-event-observation-and-reflection-tensions-between-best
The native vs the non-native speaker - Plenary by Silvana Richardson- 14th April
In these times, in the world of ELT, there is a divide based on preferences for a native speaker (NS)over a non-native speaker (NNS), in terms of hiring. Why is it? Though studies show that a NNS can equally be efficient or in some cases more effective than a NS.
In this plenary, Mrs. Silvana Richardson excellently explores the issues surrounding the NNS in terms of employment, discrimination, NS-bias etc.
See more-
http://iatefl.britishcouncil.org/2016/session/plenary-silvana-richardson
Enhancing speaking and writing using Google Apps- 14th April
In this digital age, with digital natives, everyone wants fast and quick action be it learning or teaching. In this video, Mr. Dale speaks about how to use Google Apps internally in the classroom and externally.
Some apps discussed were:
1) Talk and comment
2) Soundation
3) Padlet
4) Todays Meet
See more at
http://iatefl.britishcouncil.org/2016/session/enhancing-speaking-and-writing-outcomes-using-google-apps
Wednesday, April 13, 2016
12th April - interview sessions with top educators in ELT
There were interview sessions with many of the top ELT educators in the ELT yesterday, 12th April by such as:
1) Dr. Andy Curtis, TESOL president
2) Mrs. Marjorie Rosenberg, IATEFL president
3) Mr. Herbert Puchta
4) Mrs. Anna Searle
5) Mrs. Lisa peter
There interviews can be seen at:
12th April - interviews with top ELT educators- IATEFL 2016
Remember, today, 13th April, Wednesday, is the first day of the IATEFL sessions starting with opening plenary by Dr. David Crystal, at 11:15 AM (KSA time) on 'Who would of thought it? The English language 1966-2066.'
For details, follow the link:
IATEFL 2016 plenary schedule
Attend and enjoy!!!
Android users - click to download from Google Playstore
1) Dr. Andy Curtis, TESOL president
2) Mrs. Marjorie Rosenberg, IATEFL president
3) Mr. Herbert Puchta
4) Mrs. Anna Searle
5) Mrs. Lisa peter
There interviews can be seen at:
12th April - interviews with top ELT educators- IATEFL 2016
Remember, today, 13th April, Wednesday, is the first day of the IATEFL sessions starting with opening plenary by Dr. David Crystal, at 11:15 AM (KSA time) on 'Who would of thought it? The English language 1966-2066.'
For details, follow the link:
IATEFL 2016 plenary schedule
Attend and enjoy!!!
Android users - click to download from Google Playstore
Tuesday, April 12, 2016
Don't miss the 50th IATEFL conference and exhibition!!
-Starts today at 3 PM - Saudi time.
-Lots of plenaries
-Excellent workshops for professional development
Don't miss the live sessions of the 50th IATEFL conference and exhibition
-Lots of plenaries
-Excellent workshops for professional development
Don't miss the live sessions of the 50th IATEFL conference and exhibition
http://iatefl. |
Thursday, April 2, 2015
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