TEA course for EFL teachers

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DAY 3 TRAINING
TEAYEAR 2
TEACH. ENGAGE. ASPIRE.
PORT SAID
GOVERNORATE

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Amal Ageeba
TEA Teacher Educator

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MODULE 9

4. THE RULES OF THE SESSION
Mute your cell phones.
Come on time and leave on time.
Feel free to talk if you have something
to add or a problem to complain about
Actively participate in the activities.

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By the end of this module, participants will be able to:
●● Use ‘wish’ and ‘if only’ to talk about past regrets.
●● Use the correct intonation and emphasis with ‘wish’
and ‘if only’.
●● Give advice on different classroom management
problems.
●● Monitor learners effectively during different types of
lessons.
●● Use different activities to encourage learners to
mingle, work in pairs and work in groups.
●● Set up speaking activities effectively with regard to
grouping, monitoring and instructions.
●● Apply a range of different techniques for managing
discipline in the classroom.

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1 LANGUAGE
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8. 1. What is the teacher doing?
2. What are the learners doing?
3. What aspects of classroom
management do they show?
4. Do you think the teachers are managing the class
well when they use these techniques?
Look at the pictures
Answer these questions

9. Aspects of classroom
management
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•Monitoring,
• giving instructions
•, getting feedback,
•different interaction patterns,
e.g. group work/pair work,
•letting learners use the board.

10. Suggested answers
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• Monitoring, giving instructions, getting feedback, different interaction
patterns, e.g. group work/pair work,
• letting learners use the board.
• You could elicit how they feel about these aspects of classroom
management in general. For example:
Why do they monitor? What kind of things do they look for when they
are walking round their classes?
Do they ever have problems giving instructions? Why? How often do
they use pair or group work?
Do they always write on the board or do they sometimes allow learners
to write up their own answers?
These are all good techniques for managing learners and classes if
used effectively.

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1.2
listening –
I wish I'd known that!

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When I started
teaching,
I had a problem
Discuss things that they didn’t know when they
started teaching that they know now.

13. • Listen and say
Did you have the same problems when you started teaching?
Take notes….
What was the problem?
What changed?
13
Alexandra Cheng Maria Abdul

14. 1.3 TASK:
DESIGN
A
POSTER

15. Aspects of classroom
management
15
1. Monitoring
2. Instructions and language
grading
3. Interaction patters
4. Discipline
●● Design a
poster giving
advice on
your
classroom
management
issue.

17. 1.4 THIRD CONDITIONAL
– ‘WISH’ AND ‘IF ONLY’
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Answers
If only I had paid more attention to the teacher’s book from the start!
When did she start using the teacher’s book? After she started teaching
I really wish I had recorded myself sooner…
Did he record himself? No
I wish I had learned about these strategies before I started teaching.
When did she learn the strategies? After she started teaching
I wish I had understood why I was monitoring…
Did he understand? No
We use wish and if only in the third conditional to talk about situations and things from the past that we regret and would
do differently if we had the chance again.
It is formed the same way as the third conditional, but we often do not use the result clause after it, although we can.
Form:
I wish/if only + subject + had/hadn’t + past participle…
So, for example:
I really wish I had recorded myself sooner…
can stand alone, or be followed by:
…it would have saved me a lot of time and is similar to:
If I had recorded myself sooner, it would have saved me a lot of time.
However, wish/if only conveys the sense of regret which is not there if you use the basic third conditional structure.

20. 1.5 PRACTICE
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21. GGESTED ANSWERS

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1.6 COMMON MISTAKES

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Answers
1. I wish I would have had known sooner.
2. If only he hadn’t have forgotten what his trainer told him.
3. I wish I wouldn’t have hadn’t done it.
4. If I only I had had more time.
5. I wish I hadn’t wrote written the letter.
Most of these problems are confusion with the form. You could help
learners remember this by ensuring that they understand how to form the
structure and have a copy to refer to when they are practising.
They should also practise orally and not just in written exercises. The more
practice learners get using the structure naturally, the more they are likely
to remember how it is formed.

25. TEACHING ENGLISH TRAINING
VIDEOS
Pronunciation: individual sounds
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Teaching students to form
sounds
Word Tennis

26. Pronunciation: individual sounds
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•Which English sounds do Ss find most
difficult to make?
•Write a word you know they find difficult to
say.
•How do you teach the pronunciation of
English sounds to your students?

27. Do the thai teachers mention any of the pronunciation
problems
you talked about?
Were there any you hadn’t thought about?
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Match the advice to the
pronunciation problem discussed
in the programme.

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4 ANALYSIS
AND
REFLECTIO
N
‘Your students will be
basing their production of
English sounds on the
sounds they already have
from their language. So,
it’s your job to make
them more aware of the
sounds that they have to
produce.’

30. Which of the techniques you saw on the DVD have you used to make your
students more
aware of how to make individual sounds? Which sounds do you/could you
use them for?
Can you add other techniques you find useful?
Look at these techniques you saw in the DVD:
■ Ask students to repeat a word together as a class.
■ Write the phonemic representation of a word on the board.
■ Make a model of how a sound is made with the hands.
■ Hold a hand to the throat to feel a voiced sound or unvoiced sound.
■ Use hand gestures to show how two individual vowel sounds join little by
little
to make a diphthong.
■ Use a gesture to indicate a long and short vowel.
■ Indicate the sound of a contraction by joining fingers together.
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31. Complete the table below with your comments and
observations. Have you tried the things you thought
about? Did they work? Why/why not?
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