English for Teaching 2: learning outcomes

Transcription

1 English for Teaching 2: learning outcomes Online Teacher Training Module 1 Unit 1 How do I learn? identify areas of grammar appropriate for a specific level and design a practice activity design and put into practice a grammar lesson identify and integrate areas of pronunciation appropriate for a specific language item implement authentic testing and assessment with learners use games and puzzles for a variety of learning purposes make resolutions for further professional development Unit 2 In your opinion evaluate the use of classroom surveys analyse and use a range of functional exponents related to classroom discussions identify and explain mistakes in the use of functional exponents related to classroom discussions evaluate a board game for discussions evaluate different formats for classroom discussion pronounce selected functional expressions more effectively in terms of intonation and stress use mind maps effectively with reading texts Unit 3 In the future talk about the future and identify and explain mistakes in the use of future forms give a presentation about the future of English understand the advantages of using warmers and integrating speaking in all lessons design and use a board game speaking activity identify strong and weak forms Unit 4 In the news describe recent events in the past identify and explain mistakes in the use of past tenses create a school newsletter with your learners plan and execute a receptive skills lesson identify key features of elision in connected speech identify key reasons for using learner-created texts in the classroom design and use a Find someone who... activity

2 Unit 5 Maybe, maybe not choose pictures for a classroom English notice board and talk about your choices understand and use modals of certainty notice elision with modals identify and explain common mistakes with the modals use activities with flashcards for grammar practice analyse board work and talk about how to make it more effective draw a mind map of the unit to reflect on your learning in the unit Unit 6 Review of units 1-5 create worksheets for reviewing language and topics in your own classes set up reviewing stages in your lessons create word cards and exploit the word bag with your classes in a variety of ways Module 2 Unit 7 The best way compare different modes of learning and learning technologies identify and explain mistakes in the use of comparative and superlative structures set up and record interview activities in class plan and execute a class survey with your students identify and use sentence stress patterns in day-to-day exchanges identify and use a wide range of strategies for eliciting vocabulary reflect on and summarise learning from the module Unit 8 How it used to be identify useful ways for learners to practise English outside class identify different stages in a project and describe advantages of doing project work write guidelines for learners for an English club using modal verbs of obligation, necessity and recommendation describe the process of starting an English club using multi-word verbs identify final consonant/initial vowel linking in multi-word verbs describe three techniques for showing sentence stress identify and correct common learner mistakes with the target forms demonstrate brainstorming technique evaluate a picture card game and identify different uses for picture cards in class use a reflection technique to describe what you have learnt from this module

3 Unit 9 If talk about options, possibilities and consequences identify and explain mistakes in the use of zero, first and second conditional forms give a competition presentation to propose how to spend money on a school understand the advantages of using integrated pronunciation activities identify pronunciation difficulties caused by consonant clusters provide some solutions to pronunciation difficulties caused by consonant clusters identify the uses of ranking discussion activities Unit 10 The way we were talk about past habits using used to and would appropriately and accurately present the main changes you have experienced in language teaching and learning suggest ways to make lessons more learner centred use a learner-created information-gap activity with your classes deliver classroom instructions with appropriate sentence stress and weak forms discuss who does what in class suggest how learners could contribute more to lessons write a prompt for a personalised Find someone who... activity with a grammar focus that is relevant to your learners Unit 11 The genuine article understand and teach changes in meaning related to articles, determiners and quantifiers identify and explain mistakes in the use of articles, determiners and quantifiers use a wide variety of strategies to help learners to notice grammar formulate clear and simple grammar rules to aid learning plan and execute a class chart with your learners identify and use linking sounds reflect and exchange views on learning from the module Unit 12 Review of units 7-11 use a set of group recycling activities for revising grammar and vocabulary create materials for recycling vocabulary and grammar in a variety of ways with your classes evaluate group recycling materials for use in class use games for recycling language in the classroom create charts for classroom surveys

4 Module 3 Unit 13 She said, he said write a reflective description of a lesson use reported speech to report on instructions and commands identify common mistakes in reporting commands identify the main features of the pronunciation of past tense endings identify the main reasons for using reflection in the classroom plan and execute a reflection activity design a reflection activity for learners learn the vocabulary of professional development Unit 14 If I hadn't discuss how you became a teacher talk about changes and experiences in life identify and use the third conditional to talk about past life experiences interview a partner about life experiences identify common learner errors with the target language choose different methods of teaching the target language adapt activities for use with your own learners identify linking sounds and contractions identify appropriate patterns of sentence stress and evaluate the difference the patterns make to meaning use drilling methods to help learners with linking and sound issues suggest methods for dealing with discipline problems Unit 15 It's only words identify verb patterns (verbs followed by to plus infinitive or gerund) describe a past teaching problem using the target language describe spelling rules of gerunds evaluate posters as a classroom tool use error correction activities identify six vocabulary practice activities describe and evaluate different techniques for presenting vocabulary identify factors to consider when selecting which vocabulary to teach create your own vocabulary practice activity identify the main stress of a word from a phonemic transcription evaluate and adapt a classroom activity

5 Unit 16 Tell me a story discuss how you feel about using stories in the classroom use various methods to utilise stories in the classroom create a short story for your group be aware of the benefits of using storytelling with your learners identify common learner errors with the target language adapt activities for use with your own learners consider how the use of your voice, intonation and emphasis can affect storytelling Unit 17 Lessons from the past talk about modality in the past identify common mistakes in past modality structures identify contractions and the schwa sound link vowel and consonants in past modal sentences use pictures to present grammar items give advice and suggestions about past teaching scenarios identify teacher and learner-centred activities move from teacher to learner-centred teaching activities reflect on a lesson in terms of learner engagement Unit 18 Review of units choose texts for recalling and recycling and devise an activity for recycling a text use and evaluate a variety of activities for recycling texts read a story, focusing on pronunciation features from units 13 to 17 devise an action plan for further development