The document provides an overview of a professional development program for new English language teachers at the Instituto de Lenguas Extranjeras (ILEX). It includes agendas for 4 workshops that cover topics like teaching principles, lesson planning, testing, and methodologies. The workshops involve tasks for teachers to complete individually and in groups. They analyze sample materials and provide reflections. The goal is to prepare new teachers for implementing the ILEX syllabus and effectively teaching English.
English in focus: ENGLISH FOR DOCTOR
I. COURSE DESCRIPTION.
This work plan focuses on learning the different skills of a new language such as English; in addition, the main objective is to teach the necessary skills for language learning to a doctor. Likewise, the professional must be prepared with their specific area of work so that they can have a greater profitability in their work and a better performance, using the appropriate vocabulary to the situations that arise. The levels of competencies are developed in the learning that the person requires so they must have different levels of skills such as reading, writing, listening and speaking.
II. COURSE OBJETIVE.
The importance of the increase of strategies and methodologies that will be carried out for the teaching of a new language to a health professional will be developed, with this it is important to know that the most used and most learned vocabulary will be related to the job you have, In order to have more profitability in future opportunities, in such a way determinations will be carried out for learning in each of the corresponding skills.
III. SPECIFIC OBJETIVES
-Help the doctor learn and improve speaking and listening skills.
-Create more vocabulary related to his profession, and increase this in conversations.
-Increase confidence in the health professional, creating strategies that help them improve.
- Increase in learning several strategies that help the student to learn in a more creative way and in a short time.
-Develop activities that involve ICTs for the teaching of the student in their improvement of speaking and listening skills.
English in focus: ENGLISH FOR DOCTOR
I. COURSE DESCRIPTION.
This work plan focuses on learning the different skills of a new language such as English; in addition, the main objective is to teach the necessary skills for language learning to a doctor. Likewise, the professional must be prepared with their specific area of work so that they can have a greater profitability in their work and a better performance, using the appropriate vocabulary to the situations that arise. The levels of competencies are developed in the learning that the person requires so they must have different levels of skills such as reading, writing, listening and speaking.
II. COURSE OBJETIVE.
The importance of the increase of strategies and methodologies that will be carried out for the teaching of a new language to a health professional will be developed, with this it is important to know that the most used and most learned vocabulary will be related to the job you have, In order to have more profitability in future opportunities, in such a way determinations will be carried out for learning in each of the corresponding skills.
III. SPECIFIC OBJETIVES
-Help the doctor learn and improve speaking and listening skills.
-Create more vocabulary related to his profession, and increase this in conversations.
-Increase confidence in the health professional, creating strategies that help them improve.
- Increase in learning several strategies that help the student to learn in a more creative way and in a short time.
-Develop activities that involve ICTs for the teaching of the student in their improvement of speaking and listening skills.
This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Salam
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
MONE June 2017
Material para una sesión donde los participantes varíen el tipo de instrucción deductiva o inductiva dependiendo del nivel del dominio de inglés de sus estudiantes y del contenido que pretendan enseñar, y reconozcan las características de una instrucción deductiva o inductivo y en que situaciones deberían ser empleados.
This workshop will present digital pathways to transform instruction for English Learners and to address the 4 Cs of Communication, Collaboration, Critical Thinking, and Creativity. These innovative resources are natural vehicles for engaging student interest, for differentiating reading and writing assignments, and for revisiting skills and content in a new, meaningful format. They can become an invaluable part of the small group structure, allowing the teacher more time for RTI, ELD, or other small group instruction. Sample lessons will show Common Core alignment, with flexible strategies that can be leveraged to enhance education across the K-12 grade span. We will also address workflow solutions, to make the review of student work manageable. The presenters will highlight language acquisition strategies, including all areas of communication: reading, writing, listening, and speaking.
This brilliant presentation was made by my two friends Gorakhnath Gangane and Mahesh Babu after returning from Cambridge University Regional Training College, London, having done their CELTA from there, getting a CELTA degree that is the most prestigious one in the whole world. The presentation is about ELT, EFL and ESL and ELL and is brilliant in its accuracy. It also has some suggestion and structural inputs from me.. Gorakhnath and Mahesh are language instructors in Jazan University Saudi Arabia, and I am an Assistant Professor here.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Salam
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
MONE June 2017
Material para una sesión donde los participantes varíen el tipo de instrucción deductiva o inductiva dependiendo del nivel del dominio de inglés de sus estudiantes y del contenido que pretendan enseñar, y reconozcan las características de una instrucción deductiva o inductivo y en que situaciones deberían ser empleados.
This workshop will present digital pathways to transform instruction for English Learners and to address the 4 Cs of Communication, Collaboration, Critical Thinking, and Creativity. These innovative resources are natural vehicles for engaging student interest, for differentiating reading and writing assignments, and for revisiting skills and content in a new, meaningful format. They can become an invaluable part of the small group structure, allowing the teacher more time for RTI, ELD, or other small group instruction. Sample lessons will show Common Core alignment, with flexible strategies that can be leveraged to enhance education across the K-12 grade span. We will also address workflow solutions, to make the review of student work manageable. The presenters will highlight language acquisition strategies, including all areas of communication: reading, writing, listening, and speaking.
Аннотация
В данной перзентации будут рассмотрены основные элементы, которыми должен обладать каждый курс по преподаванию английского языка. Также будут выделены элементы, которые меняются в зависимости от профессии и кратко рассмотрены основные теории преподавания английского языка для специальных целей британских и американских ученых. В статье даны практические советы, как успешно представить продукт на английском языке.
Annotation
In this research we want to look through the general elements of ESP courses. Also our aim is to highlight the main differences between ESP courses for scientists, businessmen, and teachers. It is also important to mention the theories of ESP teaching methodology of American and British ESP researchers. In this article you also can find practical advices how to be successful at the presentation of your product on English language.
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
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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1. PROFESSIONAL DEVELOPMENT
PROGRAM FOR NEW ENGLISH
LANGUAGE TEACHERS AT ILEX
WORKSHOP # 1
Universidad Tecnológica de Pereira
Instituto de Lenguas Extranjeras, ILEX
Frank Giraldo
8. TASK
Task:
In pairs, read one of the sections below
(as instructed by the Program Tutor) and label
each item like this:
a) for teachers, b) for learners c) for both.
10. THE ILEX SYLLABUS AND TEXTBOOKS
Browse
the documents over and list down
two things you learn from them for teaching
purposes:
What
did you learn from these two
documents that positively impacts your
teaching?
11. CLASS OBSERVATION
Watch
What
the video and answer:
did the teacher do well?
What would you do differently?
Was the lesson successful? Why (not)?
13. TEACHING PRINCIPLES IN ELT
What they are:
Ideas
for effective practice in ELT.
Research and practice to find out
what works best in ELT.
They are rather general ideas but
can be specific too.
14. General:
Teachers should explicitly teach
strategies for listening comprehension.
Specific:
Teachers should always activate
background
knowledge
when
implementing listening activities.
In
short, things we should do as teachers
to make learning happen.
15. TEACHING PRINCIPLES IN ELT
What they imply:
A
guide for thinking about, guiding, and
evaluating one’s teaching.
A set of core ideas in the profession of ELT.
A plus for teachers: Having one’s principles
clear helps to consolidate a reliable
approach to teaching English.
16. TASK
Evaluate the teaching principles in the light of
your practice and based on these prompts:
a)
b)
c)
I implement this principle consistently in my
practice.
I’ve implemented this principle a few times.
I’ve never implemented this principle but I
will!
18. EXTRA-CLASS WORK
Come
up with two principles for
each one of the following skills:
listening,
speaking,
reading,
writing, pronunciation, grammar
and vocabulary.
19. PROFESSIONAL DEVELOPMENT
PROGRAM FOR NEW ENGLISH
LANGUAGE TEACHERS AT ILEX
WORKSHOP # 2
Universidad Tecnológica de Pereira
Instituto de Lenguas Extranjeras, ILEX
Frank Giraldo
20.
21. WHAT DO YOU KNOW ABOUT IT?
What
is acne?
Why do people get it?
Men? Women?
Which famous US celebrities have
suffered from it?
How is it caused?
Ideas to treat acne
22. SHARING PRINCIPLES FOR ELT
Task:
Look at the textbook the
Tutor gave you and identify
which activities there align with
the teaching principles you
have come up with; one
activity per skill.
25. WHY A SYLLABUS?
To
guide teaching.
To guide learning.
To organize language education
based on international standards.
To make sure learning happens.
To provide a point to start and end.
26. STRUCTURE FOR ALL SYLLABUSES
Main
goals from the CEF.
Specific objectives (or competences)
- Listening comprehension
- Pronunciation
- Oral production
- Reading comprehension
- Written production
- Use of English (G and V)
- Language functions
27. STRUCTURE FOR ALL SYLLABUSES
Contents
and resources
Methodology
Principles of teaching and learning
Explanation for course evaluation
Bibliography
Self-evaluation instrument for students
28. TASK
Read
the syllabus you were
given
(competences)
and
identify language teaching
principles implicit in them.
Focus on Use of English
32. EXTRA-CLASS WORK
Read the section of the Program
Handbook with the principles for
English Language Teaching at
ILEX (page 14).
33. PROFESSIONAL DEVELOPMENT
PROGRAM FOR NEW ENGLISH
LANGUAGE TEACHERS AT ILEX
WORKSHOP # 3
Universidad Tecnológica de Pereira
Instituto de Lenguas Extranjeras, ILEX
Frank Giraldo
34. TASK: LOOK AT THE LP
Does
this lesson plan have
similarities with the ones you
design?
What is new for you?
Is there something you consider
is missing in the lesson plan?
What?
36. TASK
a. Are the objectives (competences) clear?
b. Can the competences be achieved in one
course?
c. Are the objectives general enough so that
teachers can design their own classroom and
testing tasks?
NOTE: Objectives should not be prescriptive
because teachers' autonomy and decisionmaking should be respected.
37. TESTING THE ENGLISH LANGUAGE AT ILEX
Stop and Check
60%: 3 tasks in 5 skills: L, S, R, W, and UoE
40%: A 100-item test with all 5 skills.
Validity:
How you test is COMPLETELY articulated with:
- the ILEX course syllabus
- what you taught
- classroom activities
International Testing Systems
40. EXTRA-CLASS WORK
Finish
the draft for your lesson
plan (write it) and bring it
tomorrow. Use the lesson plan
on The Human Brain as a guide.
41. PROFESSIONAL DEVELOPMENT
PROGRAM FOR NEW ENGLISH
LANGUAGE TEACHERS AT ILEX
WORKSHOP # 4
Universidad Tecnológica de Pereira
Instituto de Lenguas Extranjeras, ILEX
Frank Giraldo
44. THE INGREDIENTS:
- 1 spoonful of competences from an ILEX
syllabus
- 1, 2 or 3 “fresh and clean” learning aims.
- 3 items of communicative competence: 1
linguistic, 1 pragmatic, and 1 sociolinguistic
- 3 cups of current methodologies for language
teaching: Communicative Language Teaching,
Task-Based Language Teaching, Content-Based
Instruction.
- English language teaching principles as
required / desired
45. COMPETENCES
Derived
from CEF.
The objectives for each course and its
lessons.
Aligned with communicative competence
Are not prescriptive and respect teacher
autonomy.
46. LEARNING AIMS
What students will achieve during one lesson.
During the lesson, students will learn how to express their
plans dreams using would like to and going to.
During the lesson, students will learn about and implement
the following strategies for writing: brainstorming and
outlining.
During the lesson, students will learn about the Higgs
boson and write a short summary about it.
47. COMMUNICATIVE COMPETENCE
The ultimate goal in language learning.
Linguistic: spelling, grammar, pronunciation, syntax,
vocabulary (semantics)
Pragmatic: Functions and discourse
Function: Expressing natural facts and describing natural
phenomena.
Discourse: Understanding the structure of a descriptive
technical text.
Writing a descriptive text about natural phenomena and
using technical vocabulary.
48. COMMUNICATIVE COMPETENCE
Sociolinguistic
Dialects, accents, folkloric expressions, slang, etc.
Very related to culture of the target language.
Culture: History, literature, everyday habits, etc.
Creating interesting lessons around cultural
information of English speaking countries?
49. CURRENT METHODOLOGIES FOR ELT
Content-Based
Instruction
Communicative
Language
Teaching
Task-Based
Instruction
50. EXAMPLES
CLT:
What’s your whatsapp number?
TBI
Add your classmates to your whatsapp and
send a broadcast to go for a cup of coffee.
CBI
Learning about details to use whatsapp.
53. ACADEMIC REPORTS AT ILEX
One
or two
Technical
Formal
On learning
On teaching
Based on the syllabus
54. The students were motivated in
class and participated a lot.
They had fun in class because the
activities were motivating.
They completed 2 units in the
book.
They
watched
videos
and
performed role-plays.
55. Lessons have been based entirely on the
syllabus,
specifically
these
skills
and
competences:
Reading:
Read authentic materials…
Students have performed tasks which require
them to demonstrate comprehension to develop
such competences.
To make this happen, activities have focused
on meaning and comprehension through tasks
like summaries and mind maps. Attached is
some evidence of students’ work on reading.