The document provides information and instructions for various classroom activities and techniques, including: conducting a learner needs analysis to identify student skills, goals, and needs; understanding different learning styles and matching teaching methods accordingly; a student biography exchange method where students interview each other; a micrologue technique where students write and present short stories summarizing events; and a macrologue technique for developing extended discussions.

2. DAY 2
• Learner Needs Analysis
• Learning Styles
• Student Biography Exchange Method
• Micrologue Method
• Macrologue Method

3. Row your boat
Row row row your boat
Gently down the stream
Merrily merrily merrily merrily
Life is but a dream
Row row row your boat
Gently down the stream
If you see a crocodile
Don’t forget the stream.

4. Look at the picture and think about this saying:
If you don’t know where to go, you might go to
the place you don’t like. (St. Fanxico)

5. Why Conduct a learning Needs Analysis?
A Learning Needs Analysis will help:
- Identify what skills and knowledge the learners already
have.
- Highlight skills/ knowledge/ competencies that need
developing.
- Identity clearly who students wish to achieve.
- Outline and define expectations and goals.
- Establish need and demand for the course you have in mind.
- Determine what can realistically be achieved given the
available resources.
- Identify any obstacles or difficulties which may arise.
- Increase the sense of ownership and involvement of the
students.

6. Why Conduct a learning Needs Analysis?
- Provide information, about your student group - know your
audience.
- Achieve a correct fit between the provider and student,. i,e.
the course matches students' needs and expectations.
- Identify the content that best suits students' needs.
- Determine what the most appropriate delivery format is:
class- based, online or a blend of these and other formats.
Determine what skill set and knowledge base is required of
the teacher or tutor.
- Establish when is the most suitable time to deliver the
program and over what time frame of schedule.
- As certain the most suitable assessment and evaluation
mechanisms.
- Outline what results can be expected and if/ how these can
be measured.

7. Steps in Conducting a Learning Needs Analysis:
Design: When designing the learning needs analysis, the aim is to:
- Assess the current situation.
- Define the problem - what gaps exist?
- Determine if there is a need for training/ learning.
- Determine what is driving this need for training / learning.
- Evaluate existing training.
- Assess the possible learning solutions.
- Ascertain information about logistical considerations/
constraints.

8. Steps in Conducting a Learning Needs Analysis:
Conduct:
The following methods, or a combination of
these methods, can be used:
- Interviews
- Focus group - a small group is selected to
represent the interests of the larger group and
a group interview is then conducted.
- Questionnaires
- Follow-up surveys from previous students
- Observation

9. Steps in Conducting a Learning Needs Analysis:
Analyze:
Gather the information and sort it info categories
that help you identity themes/ topics that need
to be addressed, e.g.
- What topics / issues can be prioritized?
- Which, if any, elements are common to all
responses?
- Are there any inconsistencies in the responses?
- Is there a fit between the trends emerging and
the capabilities of the learning provider?

10. Learning Styles and Teaching
Your students will be more successful if you match
your teaching style to their learning styles. This
section will cover the following points:
• What is a learning style?
• Where do learning styles come from?
• Why should teachers know about learning styles?
• What types of learning styles are there?
• What teaching methods and activities suit
different learning styles?

11. Learning Styles and Teaching
What is a learning style?
• A learning style is more or less the way in which a
person consistently perceives, conceptualizes,
organizes and recalls information.
Where do learning styles come from?
• Your students' learning styles will be influenced
by their genetic make-up, their previous learning
experiences, their culture and the society they
live in.

12. Learning Styles and Teaching
Why should teachers know about learning styles?
• Students learn better and more quickly if the teaching
methods used match their preferred learning styles. As
learning improves, so does self-esteem. This has a further
positive effect on learning. Students who have become bored
with learning may become interested once again. The
student-teacher relationship can improve because the
student is more successful and is more interested in learning.
What types of learning styles are there?
• There are many ways of looking at learning styles. Here are
some of the classification systems, that researchers have
developed.
There are four main types of learning styles:
• Students may prefer a visual (seeing), auditory (hearing and
speaking), kinesthetic (moving) or tactile (touching) way of
learning.

13. Learning Styles and Teaching
Those who prefer a visual learning style...
• look at the teacher’s face intently
• like looking at wall displays, reading books, etc.
• often recognize words by sight
• use lists to organize their thoughts
• recall information by remembering how it was set out on a page
Those who prefer an auditory learning style...
• like the teacher to provide verbal instructions
• like dialogues, discussions and play
• solve problems by talking about them
• use rhythm and sound as memory aids
Those who prefer a kinesthetic learning style...
• learn best when they are involved or active
• find it difficult to sit still for long periods
• use movement as a memory aid
Those who prefer a tactile way of learning...
• use writing and drawing as memory aids
• learn well in hands-on activities like projects and demonstrations

14. What Teaching Methods and Activities Suit Different
Learning Styles?
Visual - Use many visuals in the classroom, e.g. wall displays, posters.
realia, flash cards, graphic organizers, displays of students’ work,
etc.
Auditory - Use audio tapes and videos, CDs and DVDs, storytelling,
songs, jazz chants, memorization and drills. Have learners work in
pairs and small groups regularly.
Kinesthetic - Use physical activities, competitions, board games, role-
plays, etc.. Intersperse activities which require students to sit
quietly with activities that allow them to move around and be
active.
Tactile - Use board and card games, demonstrations, projects, role
plays, art and crafts, etc. Use these techniques whilst doing
listening and reading activities. For example, ask students to fill in a
table while listening to a talk, or to label a diagram while reading a
relevant article.
• www.i-talents.vn

15. Student Biography Exchange Method
Steps
1. The teacher prepares a worksheet on a topic which is
relevant to the students and is easy for then to understand.
2.Pair off the students.
3. Model the procedure in front of the class. Explain that they
will be conducting one on one interview with each other.
4. Tell the class that one pair will be asked to report back to
the class.
5. Ask your students to begin interviewing one another.
6. Have as many students as possible report back to the
class.
An alternative method is to have the students move on and
interview someone else once they hove received a positive
answer from one student. In this way they will talk to many
different students in the class.
Then you can go round the class and ask each student to tell
one piece of information they discovered (it might even be
funny, interesting or shocking!)

16. Example of Student Biography Exchange
Technique Food Questions
1. What is your favourite food?
2. Are there any foods you don't like?
3. What is your favourite drink?
4. Can you cook? What can you cook?
5. What is the most popular meal in (choose
a country)?
6. What word do you use to describe food
you like? Don't like?

17. Suggested themes for this technique:
• Hobbies
• Family members
• Likes/dislikes
• Cultural differences

18. Student Biography Exchange Worksheet
Find Someone Who
Question: The first student asks a
question by completing "Excuse me, do
you...?" by choosing an ending from the
grid below.
Answer: The second student answers the
question by using a modelled response,
either "Yes, I do." Or "No, I don't."
The first student then writes the name of
the respondent in the appropriate box in
the grid.

19. ...have pictures
from a trip to
Asia?
...have more
than one pet?
....like to cook? ...have a book
that you are
currently
reading?
...have more
than two
siblings?
...have a birth
certificate from
another state?
...have the same
colour of socks
on as I do?
...like to ski?
...wear contact
lens?
...have children? ..have a
husband or
wife?
...use your left-
hand for writing?
...play a musical
instrument?
...drive a Holden
car?
...have a
birthday in April?
...speak another
language?

22. Student A: Ask student B these questions
When do you usually …..? What time do you normally….?
study
take a shower or bath
drink water
see all your family
get up
go to work /to school
start work /school
have dinner
Student B:
-Answer student A’s questions with a preposition + a time word.
-Ask student A the following questions
When do you usually …..? What time do you normally….?
have coffee
go to your English class
go shopping
take a vacation
watch TV
go to bed
have lunch
finish work/school
have dinner
………
……..

23. Micrologue Technique
- Micrologues are short stories that can be based on current,
past or future events and consequently are ideal for
teaching tenses. Typically micrologues are summaries of
experiences written in 5 to 10 sentences. It is called the
"micrologue technique" (micro=short: logue = story),
because the students are instructed to summarise an event
(chosen by the teacher) that has occurred over a period of
time. The result is a short verbal summary (approximately
30 seconds to one minute long).
- Your students can write them alone, in pairs, or groups, and
then present their micrologues in front of the class. For
further class involvement you can then ask your students to
ask questions based on the content of the micrologue.

24. Example of a micrologue written in the present tense:
My Dog
My dog is called Bessie. She is a block, ton and white beagle
with soft, floppy ears. She loves sleeping, eating and
stretching. Most of the time she is very quiet but whenever she
sees the postman she gets excited and barks a lot.
Now try to write a micrologue in the past tense:
My Last Holiday
On my last holiday l….
Micrologues help students to acquire language by activating
their prior knowledge and experiences (schema). This is
achieved by thinking about a topic, by writing about it, and then
by saying it out loud. Students also get the chance to listen to
each others' stories and perhaps to ask questions about them.
This then becomes a very communicative activity.

25. Macrologues
- Macrologues are also known as 'Brainstorms' or
'Mind Maps'. They are one of the most effective
methods of teaching vocabulary as students are
provided with a key word and asked to build on it.
It is a simple, effective method of creating a
meaningful context in which to develop and
remember vocabulary.
- A simple macrologue would consist of one group
of words derived from the central topic, in this
example 'My Pet' = cat, toys, friends, etc.
However, this can become far more complex
when these words are then developed into sub-
groups, e.g. food: fish, chicken, milk, and so on.
- These are ideal activities for the whole class,
group and pair work or for individual students.

26. Macrologues

27. Macrologues
My pet
small
friends
activities
cat
family
toy
food
string
Fish
Chicken
milk

28. Now create your own macrologue on
‘English Teachers':
English
Teachers

29. Learning Styles and Teaching
Right vs. Left Brain Dominance can also affect learning styles:
The brain is divided into two hemispheres, the right hemisphere and the left
hemisphere.
Left-brain dominated vs. right-brain dominated
• Learning styles are also affected by left or right-brain domination
Students who are left-brain dominated...
• are intellectual
• process information in a logical and linear way
• tend to be objective
• prefer established, certain information
• rely on language in thinking and remembering
Those who are right-brain dominated...
• are intuitive
• process information in a holistic way
• tend to be subjective
• prefer elusive, uncertain information
• rely on drawing and manipulating to help them think and learn

30. What Teaching Methods and Activities Suit Different
Learning Styles?
Left-brain vs. right-brain dominated
Left-brain dominated
• Give verbal instructions and explanations
• Set some close activities or other controlled tasks to which the
students can discover the “right” answer
Right-brained dominated
• Write instructions as well as giving them verbally
• Demonstrate what you would like students to do
• Give students clear guidelines, a structure for tasks
• Set some open-ended tasks for which there is no "right" answer
• Use realia and other things that students can manipulate while
learning
• Sometimes allow students to respond by drawing