graeme.hodgson@learningfactory.net www.learningfactory.net
In this session...
graeme.hodgson@learningfactory.net www.learningfactory.net
What, in your opinion, are the biggest challenges of
teaching i...
graeme.hodgson@learningfactory.net www.learningfactory.net
What is missing?
Source: Richards, J. (2008) Moving Beyond the ...
graeme.hodgson@learningfactory.net www.learningfactory.net
Demand-high Teaching
Are our learners capable of more, much mor...
graeme.hodgson@learningfactory.net www.learningfactory.net
Demand-high Teaching
Source: http://www.teachingenglish.org.uk/...
graeme.hodgson@learningfactory.net www.learningfactory.net
Demand-high Teaching
“Most teaching is demand-low... challenge-...
graeme.hodgson@learningfactory.net www.learningfactory.net
Authentic Communication
What are the features of
authentic comm...
graeme.hodgson@learningfactory.net www.learningfactory.net
Use of images in class
graeme.hodgson@learningfactory.net www.learningfactory.net
Use of images in class
graeme.hodgson@learningfactory.net www.learningfactory.net
Lexical Development
“New knowledge – i.e. new words – needs to ...
graeme.hodgson@learningfactory.net www.learningfactory.net
Lexical Development
“Increasing learners’ communicative power d...
Natural
opportunities to
read extensively
for pleasure at
the students’
own pace
Blog page
Two authentic blog-
like pages ...
graeme.hodgson@learningfactory.net www.learningfactory.net
“The writing process does not go in only one direction,
however...
graeme.hodgson@learningfactory.net www.learningfactory.net
graeme.hodgson@learningfactory.net www.learningfactory.net
Grammar
“Ur advocates a fairly traditional four-stage approach ...
graeme.hodgson@learningfactory.net www.learningfactory.net
graeme.hodgson@learningfactory.net www.learningfactory.net
• Designed to sit on top of the New Interlink series, but can
f...
graeme.hodgson@learningfactory.net www.learningfactory.net
References...
•Millin, S. (2012) Motivation Stations;
http://sa...
graeme.hodgson@learningfactory.net
+55 61 9238 7448
www.learningfactory.net
Thanks! Bye for now!
Are your intermediate students World Wise? - LABCI, Lima, Peru
Are your intermediate students World Wise? - LABCI, Lima, Peru
Are your intermediate students World Wise? - LABCI, Lima, Peru
Are your intermediate students World Wise? - LABCI, Lima, Peru
Are your intermediate students World Wise? - LABCI, Lima, Peru
Are your intermediate students World Wise? - LABCI, Lima, Peru
Are your intermediate students World Wise? - LABCI, Lima, Peru
Are your intermediate students World Wise? - LABCI, Lima, Peru
Are your intermediate students World Wise? - LABCI, Lima, Peru
Are your intermediate students World Wise? - LABCI, Lima, Peru
Are your intermediate students World Wise? - LABCI, Lima, Peru
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Are your intermediate students World Wise? - LABCI, Lima, Peru

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This is an adapted version of training on how to support students' speaking at intermediate level.

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Are your intermediate students World Wise? - LABCI, Lima, Peru

  1. 1. graeme.hodgson@learningfactory.net www.learningfactory.net In this session...
  2. 2. graeme.hodgson@learningfactory.net www.learningfactory.net What, in your opinion, are the biggest challenges of teaching intermediate students?
  3. 3. graeme.hodgson@learningfactory.net www.learningfactory.net What is missing? Source: Richards, J. (2008) Moving Beyond the Plateau, CUP 1. There is a gap between receptive and productive competence. Good listening and reading, but poor speaking and writing. 2. Fluency may have progressed at the expense of complexity. Lower-level grammar, with vocabulary and communication strategies to express meaning but few sophisticated language patterns and usage characteristics of more advanced users of English. 3. Learners have a limited vocabulary range. Learners overuse lower-level vocabulary and fail to acquire more advanced vocabulary and usage. 4. Language production may be adequate but often lacks characteristics of natural speech. Learners’ English may be fluent and grammatical but sounds too formal or too bookish.
  4. 4. graeme.hodgson@learningfactory.net www.learningfactory.net Demand-high Teaching Are our learners capable of more, much more? Have the tasks and techniques we use in class become rituals and ends in themselves? How can we stop “covering material” and start focusing on the potential for deep learning? What small tweaks and adjustments can we make to shift the whole focus of our teaching towards getting that engine of learning going? Source: http://demandhighelt.wordpress.com
  5. 5. graeme.hodgson@learningfactory.net www.learningfactory.net Demand-high Teaching Source: http://www.teachingenglish.org.uk/top-stories/demand- high-teachers-learners-seminar-recording-jim-scrivener
  6. 6. graeme.hodgson@learningfactory.net www.learningfactory.net Demand-high Teaching “Most teaching is demand-low... challenge-low. We no longer know how to work up-close, in-the-moment with language and we use our students as our excuse. We have created systems in schools that encourage, validate, rewards and maintain unadventurous, low-awareness teaching and learning. Skillful interventions are a crucial teaching tool (including sometimes being UNhelpful!). Try playing Devil’s Advocate with students, as FACILITATION is na active, creative, shaping role, not na abdicating one. Learn to give FEEDBACK rather than unearned praise”. - Jim Scrivener & Adrian Underhill Source: http://demandhighelt.wordpress.com
  7. 7. graeme.hodgson@learningfactory.net www.learningfactory.net Authentic Communication What are the features of authentic communication in the real word that are sometimes lacking in classroom interactions? How can we bring the classroom to life and engage our students in REAL communication?
  8. 8. graeme.hodgson@learningfactory.net www.learningfactory.net Use of images in class
  9. 9. graeme.hodgson@learningfactory.net www.learningfactory.net Use of images in class
  10. 10. graeme.hodgson@learningfactory.net www.learningfactory.net Lexical Development “New knowledge – i.e. new words – needs to be integrated into existing knowledge – i.e. the learners’ existing network of word associations, or what we call the mental lexicon... There is a greater likelihood of the word being integrated into this network if many ‘deep’ decisions have been made about it” - Scott Thornbury How do you integrate new lexical items with language Ss already know?
  11. 11. graeme.hodgson@learningfactory.net www.learningfactory.net Lexical Development “Increasing learners’ communicative power depends on expanding the learner’s lexicon by adding lexical items of all kinds. Positive steps must be taken to avoid simply adding an unhelpfully large repertoire of uncollocated nouns.” - Michael Lewis “Begin to move learners along the continuum from ‘reproductive’ to ‘creative’ language use!” – Vangel (2013) Reproductive = mimicry of language models in the book or provided by teacher; Creative = freedom to experiment and hypothesise.
  12. 12. Natural opportunities to read extensively for pleasure at the students’ own pace Blog page Two authentic blog- like pages loosely linked thematically to the units which precede them.
  13. 13. graeme.hodgson@learningfactory.net www.learningfactory.net “The writing process does not go in only one direction, however. For example, sometimes we plan what we are going to write, but after we have drafted it we go back and plan all over again. Sometimes in the last moment (the final version) we rethink what we have written and go back to the planning or the editing stage. The writing process is a bit like a wheel, in other words, and we tend to go round it and across it in many directions.” Jeremy Harmer – Essential Teacher Knowledge Writing & writing workshops
  14. 14. graeme.hodgson@learningfactory.net www.learningfactory.net
  15. 15. graeme.hodgson@learningfactory.net www.learningfactory.net Grammar “Ur advocates a fairly traditional four-stage approach to the teaching of grammar items: 1. Presentation. Making the structure salient through an input text in which the item appears. 2. Isolation and explanation. Ensuring that students understand the various aspects of the structure under investigation. 3. Practice. Getting students to absorb and master the language. 4. Test. Getting learners to demonstrate mastery.” Nunan, D. Language Teaching Methodology, p.155
  16. 16. graeme.hodgson@learningfactory.net www.learningfactory.net
  17. 17. graeme.hodgson@learningfactory.net www.learningfactory.net • Designed to sit on top of the New Interlink series, but can follow any CEF Framework B1 course book. • A grammar, pronunciation and lexical syllabus responding to the specific needs and characteristics of Brazilian learners • Interactive tasks with strong emphasis on the development of vocabulary and speaking skills.
  18. 18. graeme.hodgson@learningfactory.net www.learningfactory.net References... •Millin, S. (2012) Motivation Stations; http://sandymillin.wordpress.com/2012/01/27/motivation-stations/ • Underhill, A. & Scrivener, J. (2013) Demand-High ELT; www.slideshare.net/jimscrivener/demand-high-elt-11869524 Thornbury, S. (2010) A is for Authenticity; http://scottthornbury.wordpress.com/2010/02/21/a-is-for-authenticity/ • Lewis, M. (1997) Chapter 9, Language Content IN Implementing the Lexical Approach p.p.177-191 • Thornbury, S. (2002) Chapter 6, How to put words to work IN How to Teach Vocabulary p.93 • Hancock, M. (2012) Using Pictures in ELT; http://hancockmcdonald.com/ideas/using-pictures-elt • Vangel, J. (2013) Teaching Intermediate Learners http://www.slideshare.net/juliovangel/teaching-intermediate-learners • Harmer, J. (2012) Essential Teacher Knowledge, Pearson • Nunas, D (1991) Language Teaching Methodology, Prentice Hall.
  19. 19. graeme.hodgson@learningfactory.net +55 61 9238 7448 www.learningfactory.net Thanks! Bye for now!

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