This document discusses the importance of English language teachers continuously developing their own English proficiency. It includes quotes from experts emphasizing that teachers need a deep understanding of grammar, vocabulary, pronunciation and other aspects of the language to be effective educators. The document also notes that while some schools offer courses for teachers, language development is often overlooked or not prioritized. It provides suggestions for independent study, including extensive reading, using reference materials, taking exams, and following language blogs.
Good grammar is a vital skill for advanced language proficiency: Knowing how words work and how they fit together is critical for putting foreign words to proper use. The need to learn grammar is always going to be part of language learning, and should not be neglected. Even when using an approach that emphasizes the acquisition of vocabulary, ways can and should be found to incorporate grammar into the learning process. The right strategies and technologies can overcome any objections about possible boredom or difficulty by making grammar learning appealing, efficient, and effective. This webinar explains the methodology of Lexical Functional Grammar and demonstrate how to integrate it into lesson planning.
The Prestwick House Guide to Teaching Vocabulary is loaded with tips, tricks, and best practices for teaching vocabulary to high school and junior high school teachers.
Good grammar is a vital skill for advanced language proficiency: Knowing how words work and how they fit together is critical for putting foreign words to proper use. The need to learn grammar is always going to be part of language learning, and should not be neglected. Even when using an approach that emphasizes the acquisition of vocabulary, ways can and should be found to incorporate grammar into the learning process. The right strategies and technologies can overcome any objections about possible boredom or difficulty by making grammar learning appealing, efficient, and effective. This webinar explains the methodology of Lexical Functional Grammar and demonstrate how to integrate it into lesson planning.
The Prestwick House Guide to Teaching Vocabulary is loaded with tips, tricks, and best practices for teaching vocabulary to high school and junior high school teachers.
Summary of Teaching Vocabulary by Nation (2005)
Presentation for Magister en Innovación de la Enseñanza, Aprendizaje y Evaluación del Inglés, Universidad de Concepción by Sebastian Calisto Miranda
Covered the lesson plan framework I've developed for EAL lessons/teaching, incorporating both the principles of Talk to Writing principles (P.Gibbons) and B.Mohan's Knowledge Framework. Practical examples from my lessons were given
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
This workshop covers the different ways of presenting grammar, both form and meaning, and provides ideas for controlled student practice. Teachers will understand the basic principles of conveying meaning and highlighting form through techniques such as timelines, concept checking and guided discovery. They will also discover how to select and stage practice according to the needs of their students and the importance of accuracy vs. fluency, as well as how to use techniques such as drilling and personalization to provide practice.
L2 pragmatics: politeness in French EFL classroomsShona Whyte
TESOL France presentation (Whyte & Siddiqa, 2016)
Interlanguage pragmatics is considered one of the major communicative skills. However it has been rarely a focus in traditional classrooms that focus on lexico-grammatical functions, and second language (L2) speakers often fail to approximate native-like norms. The present study focused on supporting EFL teachers in the teaching of interlanguage pragmatics in secondary schools, with a particular emphasis on requests.
Teacher Development Workshops and SeminarsLarry Lynch
English as a foreign language teacher training workshops and seminars for EFL teachers at the Santiago de Cali University in Cali, Colombia topics of interest in ELT
Summary of Teaching Vocabulary by Nation (2005)
Presentation for Magister en Innovación de la Enseñanza, Aprendizaje y Evaluación del Inglés, Universidad de Concepción by Sebastian Calisto Miranda
Covered the lesson plan framework I've developed for EAL lessons/teaching, incorporating both the principles of Talk to Writing principles (P.Gibbons) and B.Mohan's Knowledge Framework. Practical examples from my lessons were given
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
This workshop covers the different ways of presenting grammar, both form and meaning, and provides ideas for controlled student practice. Teachers will understand the basic principles of conveying meaning and highlighting form through techniques such as timelines, concept checking and guided discovery. They will also discover how to select and stage practice according to the needs of their students and the importance of accuracy vs. fluency, as well as how to use techniques such as drilling and personalization to provide practice.
L2 pragmatics: politeness in French EFL classroomsShona Whyte
TESOL France presentation (Whyte & Siddiqa, 2016)
Interlanguage pragmatics is considered one of the major communicative skills. However it has been rarely a focus in traditional classrooms that focus on lexico-grammatical functions, and second language (L2) speakers often fail to approximate native-like norms. The present study focused on supporting EFL teachers in the teaching of interlanguage pragmatics in secondary schools, with a particular emphasis on requests.
Teacher Development Workshops and SeminarsLarry Lynch
English as a foreign language teacher training workshops and seminars for EFL teachers at the Santiago de Cali University in Cali, Colombia topics of interest in ELT
Pronunciation is a crucial aspect of Language Teaching. Students have different phonetic abilities due to biological and physiological differences. Some are more sensitive to sounds and are better at imitating sounds than others.
This document details some important aspects of teaching Pronunciation to EFL learners
Thorough and exceptional list of strategies for reaching all students, including those who are ESL or ELL (English as a Second Language or English Language Learners).
Teaching one to-one: advantages, expectations and challengesBruna Caltabiano
One-to-one classes have become a growing trend. There are a lot of advantages to this kind of instruction, such as more flexibility and customization, among others. However, there are challenges to be met: the student is often required to participate, which might be stressful; there is no comparison of progress with other students; and less variety of interaction, to name but a few. As a result, it might be more difficult to teach a dynamic and varied class, and to keep students motivated.
In this workshop, we aim at discussing teaching tools, environment, the roles of the teacher and how to design and plan the course in a way it meets the expectations and needs of the students and is aligned with the best teaching practices.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
1. English teacher: English learner forever
A case for teachers' language development
Higor Cavalcante
2. “…People who are going to work with the language at an
advanced level as teachers or researchers need the deeper
understanding provided by the study of grammatical
theory and related areas of linguistics.”
– Peter Roach
“Teachers need to know a lot about the subject they are
teaching (the English language). (…) Language teachers
need to know how the language works. (…) a knowledge
of the grammar system and understanding of the lexical
system. (…) They need to be aware of pronunciation
features such as sounds, stress and intonation."
– Jeremy Harmer
3. “Among the consequences of (…) a limited knowledge of
language are: a failure on the part of the teacher to
anticipate learners’ learning problems and a consequent
inability to plan lessons that are pitched at the right level;
(…) an inability to deal satisfactorily with errors, or to field
learners’ queries; and a general failure to earn the
confidence of the learners due to a lack of basic
terminology and ability to present new language clearly
and efficiently."
– Scott Thornbury
4. “…the feeling is, perhaps, that non-native speaker
teachers should need no special treatment, and to offer it
might be seen as insulting."
– a famous ELT writer, in an email to me (April 30, 2013).
"I think the sad reality is though that for a very large
number of the world's teachers their English is barely
above A2! B1 to be generous."
– a famous course book writer, via Facebook (April 30, 2013).
The ‘unproblematized’ area of language learning for
teachers
5. "I know a few teachers who did the CAE test at the
beginning of their careers and now, 5 or 10 years later,
don’t have that level anymore and would possibly not pass
the CAE today. Some schools offer free courses for
teachers taught by more experienced, more proficient
teachers, but many don’t take those courses and keep on
teaching lower levels. (…) I don’t know any SIGs or
magazines that deal with that."
– school coordinator in Northeastern Brazil
The ‘unproblematized’ area of language learning for
teachers
6. - Nope. (…) Not a single book (in the area of language
development for teachers). They (schools) tend to lump
teachers and advanced students under the same generic
umbrella. But if an advanced student says “slangs” it’s not
the end of the world. If a teacher does, it’s another story I
think.
– Brazilian ELT blogger
The ‘unproblematized’ area of language learning for
teachers
7. • Special attention?
• No.
• Should there be?
• Yes.
• Why isn’t there?
• Are teachers interested? Is there money in it?
• Who needs to take charge?
• We do.
The ‘unproblematized’ area of language learning for
teachers
8. 1. Open your books on page 20.
2. OK! Time’s over!
3. Do you want me to explain you the rule again?
4. Pay attention in the example.
5. Ask question four to Raul, please.
6. Today we’re going to discuss about politics.
7. I gave you a homework last class, didn’t I?
8. Are you with your students’ book?
9. Does anyone have any doubts?
10. pronunciation/basic/pronoun/possessive/another
Teachers make mistakes
9. • Grammar (how to use, describe and name it)
• Vocabulary (use, register, pronunciation, frequency)
• Phonology (individual sounds – phonemes –, intonation,
stress in words and sentences, connected speech)
• Discourse (how language is used, appropriacy)
• Cultural aspects of the language
• ‘Methodology(ies) and techniques
What teachers must know
10. • Grammar is partly the study of what forms (or structures)
are possible in a language; the study of the syntax –the
system of rules that cover the order of words in a
sentence– and morphology –the system of rules that
cover the formation of words. – Scott Thornbury
Grammar
11. Grammar
• Is it possible to use will in the if-clause of a conditional
sentence? E.g. If you will…, I will….
• Is using could or be able to for ability in the past
interchangeable?
• What’s the difference between who and whom?
• Do we always put the verb one stage back when using
reported speech?
• I recommend she be promoted. Is this correct?
• What’s inversion? Non-finite clauses? When can you
omit the relative pronoun in a relative clause? etc.
12. Grammar
• We use some in affirmative sentences and any in
negative and interrogative sentences.
• We use will for predictions which are not based on
evidence; we use going to when the prediction is based
on evidence.
• The modal verb could is the past of can.
• You double the final consonant (past, -ing etc.) when
the word ends in ‘CVC’.
13. Phonology
“Pronunciation can be an overlooked area of language
teaching, partly because teachers themselves may feel
more uncertain about it than about grammar or lexis,
worried that they don’t have enough technical knowledge
to help students appropriately. However, when teachers
take the risk, they are often surprised to find that it makes
for very enjoyable and useful classroom work.”
– Jim Scrivener
14. Phonology
• What are the sounds /θ/ and /ð/. How are they different?
• How do you pronounce the regular verbs in the past?
• How do you pronounce the ‘s’ in plural words, third
person singular and genitive case?
• How do you count syllables in English?
• Are there rules for word stress?
• What’s sentence stress? What’s unstress?
• How does intonation work in English?
15. Vocabulary
• What’s collocation? Idiom? Phrasal verb?
• I’ll give you a broad/wide summary of this talk now.
• If you have any questions, please rise/raise your hand.
• She was caught red/yellow-handed stealing the test key.
• If she carries on/up like this, she’ll end/wind up in prison.
• Your proposal is bad.
• (appalling, dismal, ludicrous, absurd, pathetic)
16. Discourse
• Spoken:
• You saw the movie? I loved it!
• I think, éééééééé, that this movie is better than the
previous one.
• Written:
• Are phrasal verbs and idioms good for formal writing?
17. Studying language
• On your own:
• Curiosity and interest
• Vast and varied reading
• Exposure to native(-like)/proficient English
• Organization and focus
• Research
• Vast and varied reading
18. Studying language
• On your own:
• Have a vocabulary notebook
• Read books, articles, news, blogs, recipes, graffiti…
• Watch series, movies, TV programs… Get hooked on
www.ted.com
• Set a time to study every day/few days/week. Decide
what you want to study every time (grammar,
vocabulary, phonology etc.)
• Google
• Read varied genres; read a little EVERY day. Always.
19. Studying language
• Courses:
• Advanced English courses (for teachers)
• Exams preparation at C1/C2 level: CAE & CPE
• Phonology courses (NOT "accent reduction!")
• TKT preparation (especially ‘KAL’)
• ‘Letras’ course?
• Post-graduation in English?
20. Suggested Bibliography
• Grammar:
• Advanced Language Practice, Michael Vince
• Grammar for English Language Teachers, Martin Parrott
• Practical English Usage, Michael Swan
• Cambridge Grammar of English, Ronald Carter
• Advanced Grammar in Use, Martin Hewings
21. Suggested Bibliography
• Vocabulary:
• Advanced Vocabulary in Use, Martin Hewings
• English Vocabulary in Use, F. O’Dell, M. McCarthy
• English Idioms in Use, F. O’Dell, M. McCarthy
• English Phrasal Verbs in Use, F. O’Dell, M. McCarthy
22. Suggested Bibliography
• Phonology:
• How to Teach Pronunciation, Gerald Kelly
• Sound Foundations, Adrian Underhill
• English Phonetics and Phonology, Peter Roach
• English Pronunciation for Brazilians, S. Baccardo, M.
Marcellino and C. Gontow
24. Bibliography
• About Language, Scott Thornbury (CUP)
• How to Teach English, Jeremy Harmer (Pearson)
• English Phonetics and Phonology, Peter Roach (CUP)
• Discourse, Guy Cook (Oxford)
• A-Z of ELT, Scott Thornbury (Macmillan)
• English Vocabulary in Use, F. O’Dell and M. McCarthy (CUP)