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  • Here are details of what is covered in the f-2-f course, although more experienced teachers may not need to do every module. We can also develop extra modules at the specific request of a partner.
  • Make the point here that it is sometimes necessary for teachers to stop teaching and let learners get on with trying things out for themselves. They will only learn to speak by speaking, even if, to start with, they are only stringing words together to get their meanings across. Mistakes are quite natural and will slowly disappear in later years. (Even if you restrict learners to controlled language and practice drills, they still make mistakes when talking freely, so why worry? There is no point aiming at perfection from the start – which is an unattainable goal - far better to spend the time building up their vocabulary and encouraging them to use it.) Classroom Language shows teachers how they can encourage learners to use English by involving them in helping in the classroom, using situations which occur naturally for spontaneous language practice and giving learners opportunities to experiment with language in pairs and groups.
  • In many countries in the world the demand for English language education has outstripped the capacity to provide fully trained English teachers. Consequently a significant number of teachers of other subjects are being asked to teach English – even if their own command of the language is below B1. The British Council has developed a suite of products: ‘Classroom Language’ to help both beginning teachers and teachers with limited or no ELT training to develop their English teaching skills.
  • The following slides will describe what is involved in each of these components.
  • The themes of these ten workshops were selected based on research into teacher and learner needs. The focus is on functional language for managing the classroom in English together with social language for engaging effectively with learners in English. The tasks and activities provide methodological models which teachers can adapt and use in their own classrooms. Each workshop provides opportunities for teachers to reflect on and discuss the themes, which in turn forms the basis for action plans. Teachers are thereby encouraged to identify classroom language goals and the methodology they will try out to achieve their goals.
  • This programme has been designed to enable experienced teachers to take on a mentoring role. The workshops explore what is involved in mentoring relationships and how mentors can support the development of their mentees in using Classroom English. Practical advice and guidance is provided on conducting effective meetings, helping mentees to achieve goals, identifying and dealing with potential difficulties.
  • Our classroom language materials are based both on research into teacher and learner needs and research into what contributes to the success of language learning. Ask the audience to briefly discuss their responses to these questions. The next few slides will clarify.
  • These workshops prepare trainers for delivering the Classroom Language course. The materials provide guidance and practical advice on key areas and issues facing teachers in using English in the classroom. Trainers are encouraged to adopt approaches which will help them to relate to their trainees’ teaching situations and demonstrate how to make Classroom English work effectively for teachers.
  • Learners need rich exposure , so teachers need to conduct lessons as far as possible in English. Classroom language helps teachers to gradually introduce English in familiar contexts, encouraging learners to feel that using English is a natural part of their lessons. Quality teacher talk is GOOD – provided learners have a need to understand…
  • Exposure to a range of spoken language form a variety of sources or media, including social interaction, transactional (eg giving or asking for directions), monologue, formal, informal. Classroom Language provides exposure through familiar situations, developing confidence and providing meaningful context. Opportunities to use English to express ideas and get things done, both in spontaneous real-time interaction and also more formal, planned speech or writing. Knowing you are going to have to say something/achieve something in the target language makes you listen more carefully and rehearse in your head the words and phrases that you might need; you listen out for words that might come in useful, and are more likely to ‘notice’ useful phrases and grammar patterns in the language you hear or read if you are about to use it. Classroom Language demonstrates to teachers the opportunities which are always present in lessons for using English and both provides guidance in language practice and encourages teachers to explore how opportunities may be extended. Motivation – a willingness to listen and engage in meaningful interactions and ‘have a go’. Motivation is very complex but even if long-term motivation is lacking – it is possible to create short-term motivation in lessons by providing a positive learning environment, with a range of activities that engage learners and make them want to participate; feelings of satisfaction, achievement and success are essential for motivation. Motivation can easily be killed by boredom, anxiety, fear of failure, no apparent relation to real-world contexts. The classroom language materials provide a springboard for teachers to explore learning styles and preferred ways of learning and the implications for motivation. The tasks and activities themselves provide models of stimulating and motivating practice.
  • These are some of the reasons why learners don’t acquire a foreign language at school and which are addressed in the Classroom Language materials. Elicit ideas of how teachers can help learners and explain that researchers looking into second and foreign language acquisition over the last 30 years agree on three main points, that successful language learning will only happen if three optimum conditions prevail simultaneously: Exposure, Opportunities to use English and Motivation . All of these conditions are necessary and if even one is missing, success is unlikely. Focus on form (grammar) is a non-essential but desirable condition. The next few slides describe these conditions in more detail.
  • Classroom language motivates teachers by developing their confidence. It provides models for them which they can then use with their own learners. Teachers learn the language and techniques for developing communication and use their experience to motivate their learners.

Transcript

  • 1. British Council “Global English for Europe” project Sandra Prince Partnerships and Projects Manager 12 March 2010
  • 2. “ Global English for Europe” project
    • In cooperation with various partners (MoES, SEC, LATE, LALT,
    • Universities, Language Centres, etc)
    • English Interface targets leaders , policymakers and senior ministry of education experts, providing access to UK expertise via publications, events, research, knowledge-sharing
    • Engaging Teachers targets teachers , providing training and development programmes to build capacity in ELT worldwide via online courses, seminars and teacher resources online
    • English Connect targets learners and provides online,
    • digital and media resources for learners to improve
    • their English
  • 3. Professional development
    • Agreement with State Education Centre on provision of INSETT for teachers of English (2010 – 2013)
    • Two BC courses:
      • Learning Technologies in the Classroom - aims to build English language teachers’ confidence and skill in the use of basic learning technologies and Web 2.0
      • Primary Essentials - a development course for teachers of English working with young learners aged 5 to 12
    • Online and face-to-face delivery mode
    • Course descriptions on TeachingEnglish site, section “Transform”
    • Course offer – follow info on VISC and BC websites
    • Pay attention to level of IT skills when applying for
    • Learning Technologies course!!!
  • 4. Learning Technologies for the Classroom
    • The course covers the following areas:
      • An introduction to learning technologies
      • Evaluating and selecting websites
      • Integrating the Web
      • Office applications for whole-class teaching
      • Using office applications in a computer room
      • Searching and copyright-friendly materials
      • Cyber well-being
      • Ideas for school links projects
      • Using the interactive Web in the classroom
      • Collaborative online writing
      • Online writing for students and teachers
      • Social networking for educational use
      • Practising listening and speaking with online audio
      • Practising listening and speaking with online video
  • 5. Learning Technologies for the Classroom
    • M odules on Web 2.0 technologies :
    • An introduction to Web 2.0
    • Using blogs
    • Using wikis for collaborative writing
    • Social networking sites
    • Using online video
    • Using online audio
    • Cyber well-being
  • 6.
      • Learning Technologies in Classroom
      • ICT in Education
  • 7. Primary Essentials
    • - a development course for teachers of English working with young
    • learners aged 5 to 12
    • - aims to help participants:
      • identify some of the key issues associated with teaching English to children
      • identify different techniques for using songs and games to enhance children's learning
      • understand how different learning styles affect the way we learn and identify different techniques for exploiting different learning styles
      • define how lesson planning is linked to syllabus and curriculum
      • and explain how the curriculum can define what you
      • teach and how you teach
      • identify a variety of classroom management factors
      • which affect the learning conditions of your classroom
  • 8. Professional development
    • Until State INSETT programme is launched British Council will offer
    • 8 hour face-to-face Learning Technologies in the Classroom
    • workshops.
    • !!! If you have a group of teachers interested and venue
    • (a computer class) please contact Sandra Prince.
  • 9. Professional development
    • New course:
    • Trainer Development Course
      • - aims to develop participants’ professional expertise in ELT teacher trainin g
      • - covers principles and practice in current approaches and methodology, incl. micro training
      • -t opics also include :
          • teaching and training roles
          • learning styles
          • motivatio n
          • issues and challenges
          • giving feedback
          • evaluation
  • 10. Professional development
    • Upcoming products (due in spring/summer 2010):
    • Certificate in Secondary English Language Teaching
      • - an INSETT course for teachers teaching 11-18 year-olds
      • designed to help qualified teachers progress to a stage of full
      • proficiency in the main areas of secondary school teaching
      • -t he course consists of 35 topic-based 3 -hour modules o n
      • classroom issue (e ach module will be assessed )
      • -t eachers successfully completing 20 modules will
      • receive a British Council (and MoES?) certificate
  • 11. TeachingEnglish portal
    • Upcoming products (due in spring/summer 2010):
    • - new section on TeachingEnglish website called “Train” where
    • t eachers will directly be able to access online training modules . There
    • will be samples of existing training courses, full workshop notes for
    • d ownload and new self-study materials .
    • - a range of new video resources English Teaching Video :
      • v ideo s of lessons from around the world
      • t alks by ELT experts for webinars and workshops
      • i nterviews with teachers from around the world
      • t he materials will come with activities for teachers
      • and notes for trainers, and guidance on how to
      • exploit the video and run webinars
  • 12. TeachingEnglish portal
      • TeachingEnglish – Your Global Home
      • Everything busy teachers need for the classroom and staffroom
      • register on the site
      • register for the TE Newsletter to get updates
      • apply to become Guest Teacher
  • 13. LearnEnglish Family
    • - LearnEnglish Central www.britishcouncil.org/learnenglish
    • - www.britishcouncil.org/ parents
    • information and resources for parents of children who are learning English
    • www.britishcouncil.org/kids
    • games, songs, stories and lots of activities
    • - 4 booklets in Latvian (available in print or on BC Latvia website):
      • Kā runāt ar bērnu angļu valodā
      • Kā bērni papildus dzimtajai valodai apgūst angļu valodu
      • Angļu valodas apguve, kopīgi lasot bilžu grāmatas
      • Angļu valodas apguve ar skaitāmpantiņu palīdzību
    • workshops for primary teachers and parents
  • 14. IATEFL Harrogate Online
    • in Harrogate, UK, 7 - 11 April 2010
    • a British Council and IATEFL partnership to provide online conference coverage of the Annual IATEFL Conference in Harrogat e
    • will showcase the best of the conference and provide interactive web coverage for remote participants around the globe with live video, interviews with presenters, dedicated forums, photo galleries and much more
    • more information and updates on TeachingEnglish
    • and on the IATEFL website at www.iatefl.org
  • 15. Sandra Prince Partnerships and Projects Manager British Council Latvia Blauma ņ a 5a-2 R ī ga LV-1011, Latvi j a Ph: +371 26565566 , 6 7 504103 Fax : +371 6 7504100 [email_address] www.britishcouncil.lv www.facebook.com/ british.council.latvia