Teacher Development Seminars and Workshops - · PDF fileTeacher Development Seminars and...

G L O B A L I N P U T - L C C I I Q R e p s

Teach er Deve lop m ent

Semin ars

and Worksh ops

I t a l y , S l o v e n i a a n d t h e B a l k a n s

L e a d e r i n E d u c a t i o n a l S e r v i c e s

© 2009 by GLOBAL INPUT - LCCI Reps. Permission granted to reproduce for personal and

educational use only. No part of this document may be reproduced or distributed for

commercial purposes in any form or by any means without prior written permission of

GLOBAL INPUT - LCCI Reps.

C o n t e n t s

Who We Are ................................................................................................................

Teacher Development .................................................................................................

LCCI IQ Workshops

English for Business Workshop ...................................................................................

English for Business Oral Examiner Training ...............................................................

English for Tourism Workshop ...................................................................................

English for Tourism Oral Examiner Training...............................................................

JETSET Workshop................... .....................................................................................

JETSET Oral Examiner Training.....................................................................................

English Language Skills Assessment (ELSA) Workshop................................................

Exam Regulations Seminar...........................................................................................

Teacher Training Courses

CertTEFL ......................................................................................................................

First Certificate for Teachers of Business English (FTBE) .............................................

Improve Your Teaching Skills (IYTS) .............................................................................

Teacher Development

Cultural Awareness Raising Through ELT ....................................................................

Multiple Intelligences – Theory in Practice .................................................................

Alternatives in Language Teaching ..............................................................................

Teaching the Four Skills ..............................................................................................

Further Information ....................................................................................................

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W h o W e A r e a n d W h a t W e D o

GLOBAL INPUT is a non-profit organisation which has been operating since 2001 as an

agency recognised in the field of teacher training. Based in Rome, Italy, it operates as the

LCCIEB (London Chamber of Commerce and Industry Examinations Board) international

representative for Italy, Slovenia and the Balkan countries.

The main activities of the organisation are:

• The LCCIEB certifications for English language skills in the business area,

• Design of specialised language training (for doctors, architects, business manager, etc.),

• Organization of vocational training for teachers in cooperation with public bodies.

We pride ourselves on understanding the needs of teachers and providing appropriate on-

demand services to all our centres.

In order to help our centres deliver the

courses leading towards LCCI International

Qualifications and help teachers improve

their teaching skills, we offer a range of

Teacher Development Courses and

Workshops.

T e a c h e r D e v e l o p m e n t

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LCCI IQ WORKSHOPS:

• English for Business (EFB) Workshop

• English for Tourism (EFT) Workshop

• Junior & Senior English Tests (JETSET) Workshops

TEACHER TRAINING COURSES:

• First Certificate for Teachers of Business English (FTBE)

• CertTEFL

• Improve Your Teaching Skills (IYTS)

TEACHER DEVELOPMENT:

• Cultural Awareness Raising Through ELT:

1 Language Classroom – A Meeting Point of Cultures

2 Culture Teaching Techniques

3 Dealing with Stereotypes in English Classroom

• Multiple Intelligences – Theory in Practice:

1 Using Multiple Intelligences to Enhance Teaching

2 Songs in ELT

3 Why Not Make Pronunciation Fun for Everyone

• Alternatives in Language Teaching:

1 Swim or Sink Together – Cooperative Learning in ELT

2 Authentic Materials in ELT

3 Alternative Assessment

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E n g l i s h f o r B u s i n e s s W o r k s h o p

Author: MarkAnthony Chesner

Trainer: Snežana Mitrović

Programme Objectives

The aims of the EFB One-day workshop is to introduce new

EFB Specifications (Extended Syllabi), exam components

and the support material of the LCCI International

Qualification EFB series, along with the practical

experience necessary to incorporate Business English

syllabi into the existing didactical programmes or to plan

courses.

Introduction

The following involves topics of discussion, their

supportive ideas and activities. The programme is

organised into three parts with each section dedicated to

the introduction and development of competencies in one

of the three London Chamber of Commerce and Industry

Examinations Board EFB examination components:

• Part 1: Reading and Writing (2 hours)

• Part 2: Listening (1 hour)

• Part 3: Speaking (2 hours)

The programme provides both practical didactical work and its theoretical discussions enabling

teachers to both deliver information and organise the exams.

Programme material

1. Guidance Document for EFB Optional Tests 2006

2. EFB Level 2 Specification

3. EFB Level 2 Reading and Writing Past Paper

4. EFB Level 2 Reading and Writing Model Answers

5. EFB Level 2 Listening Sample

6. EFB Level 2 Speaking Sample

7. EFB Level 2 Annual Qualification Report

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Part 1

1. Introduction

1.1. Professional Introduction

1.2. Explain event program

1.3. Explain event activities

2. Practical necessity for business English

2.1. A must in the modern business environment

2.2. Goal oriented learning

2.3. General English competences through specialised vocabulary

3. Dual purpose: preparation for practical tasks/certification

3.1. Linguistic competences + language applied to specific purposes

3.2. Examination/certification

4. Introduce support material

4.1. How to Pass books

4.2. Specification/Extended Syllabi

4.3. Past Papers

4.4. Model Answers

5. Introduction to the new EFB examinations

5.1. Covering all four skills

5.2. Better response to university and employer needs

5.3. Practical business related tasks

5.4. Aligned to the CEF

6. Introduce EFB Reading and Writing Test

6.1. EFB Preliminary – Level 4 examination format and syllabus topics

6.2. Review EFB Grades and Mark Allocation

6.3. Review Guided learning hours

LCCI IQ WORKSHOPS

N.B. The teachers wishing to become EfB Certified Oral Examiners need to undergo

the EfB Oral Examiner Training too.

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7. Introduce EFB Level 2 Past Paper

7.1. As review material

7.2. As examination simulation

7.3. Read through EFB Level 2 Past Paper

8. Report Writing

8.1. Key point skills needed

8.2. Introduce How to Pass Level 2 Report Unit/Layout

8.3 Assign situation and task – Report writing

9. Introduce EFB Level 2 Model Answers as a didactical tool

9.1. Information identification and analysis

9.2. As self-correction material

9.3. As guidance on how to best answer the questions

10. Introduce EFB Level 2 Annual Qualification Review as specific support

10.1. Identification of students’ general strengths and weaknesses

10.2. Teaching points by syllabus topics

10.3. Syllabus Topic Area 3: Reports

10.4. Examples of candidate responses

11. Question and Answer Session

------------------------------------------———- BREAK -------------------------------------

Part 2

12. Introduce the EFB Listening Test

12.1. Introduce Listening Test topics

12.2. EFB Preliminary – Level 4 question format and syllabus topics

12.3. EFB Listening Test further characteristics

12.4. Review EFB Listening Test Grades and Mark Allocation

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13. Introduce the EFB Level 2 Listening Sample Test

13.1. Simulate the Listening examination

13.2. Introduce the examination answers


------------------------------------------———- BREAK -------------------------------------

Part 3

15. Introduce the EFB Speaking Test

15.1. Introduce Speaking Test topics

15.2. EFB Speaking Test format

15.3. Review Speaking Test Grades and Assessment Criteria

16. Guidance Document for EFB Optional Tests

16.1. Introduce the Topic Sheet (Preliminary and Level 1)

16.2. Instructions to the candidates

16.3. Topics for conversation

16.4. Questions and suggestions for the framework of conversation

16.5. Introduce Examiner Information Sheet

16.6. Introduce Level Descriptors

16.7. Introduce the EFB Preliminary and Level 1 Sample Tests

16.8. Elicit grades

17. Introduce the EFB Level 2 Speaking Sample Test

17.1. Group participants into pairs – examiner and examinee – simulate exam

17.2. Change partners/roles – simulate examination

17.3. Elicit examination reports from participants/Mark sheet

18. Conclusion

18.1. Question and Answer Session

18.2. Provide access to further information and support

18.3. Salutations

LCCI IQ WORKSHOPS

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E f B O r a l E x a m i n e r T r a i n i n g

Author and Trainer: Snežana Mitrović

Workshop Aims

The aims of this workshop are to familiarise English language

teachers with the EFB speaking component (Preliminary

Level – Level 4) as well as to enable them to achieve best

practice when examining EFB candidates.

Introduction

The workshop is organised into two parts with the first

section dedicated to EFB didactical issues, while the second

section is focused on administrative issues.

The workshop provides practical work as well as theoretical discussions and information on

administrative procedures and in that way it enables teachers to both organise the exam and

examine their students successfully.

Workshop Materials


2. EFB Specifications

3. EFB Past Papers

4. EFB Level 2 Speaking Samples

Candidates entering for EfB

who wish to satisfy

university entry

requirements for English

should take the Speaking

Test for EfB

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Content

1. Introduction to the workshop

1.1. Professional introduction



2. A short overview of English for Business exam


2.1. Dual purpose: preparation for practical tasks/certification



3. Introduction to support material

3.1. Extended Syllabi

3.2. Past Papers

3.3. Model Answers

4. Introduction to the new EFB examinations


4.2. Better response to university and employer needs


4.4. Practical business related tasks: a short overview of the EFB exam structure

5. Introduce the EFB Speaking Test

5.1. Introduce Speaking Test topics

5.2. EFB Speaking Test format and timing

5.3. Speaking Test Assessment criteria and descriptors

5.4. Final Grade

LCCI IQ WORKSHOPS

The Speaking Test must be taken within 12 months of the

written paper to be included on the certificate.

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6.1. Topic Sheet

6.1.1. Instructions for candidates

6.1.2. Topics for conversation

6.1.3. Questions and suggestions for the framework of conversation

6.2. Examiner Information Sheet

6.3. Level Descriptors

6.4. Mark sheet

6.5. Recordings of candidates taking EFB Speaking exam – give your marks (pair work) –

discussion

7. Recordings of candidates taking EFB Speaking exam – give your marks – discussion

8. Procedure

8.1. Recording equipment

8.2. Security

8.3. Before the exam

8.4. Exam codes

8.5. Warm-up conversation

8.6. Recording procedure

8.7. After the exam

9. Conclusion

9.1. Question & Answer session


9.3. Salutations

Unlock your abilities

with LCCI IQ

Workshops!!!

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• Part 1: Written English for Tourism Examination - Business Communication (Report Writing)

• Part 2: Spoken English for Tourism Examination - Speaking Test Simulation

E n g l i s h f o r T o u r i s m W o r k s h o p

Introduction

The following programme involves the topics of discussion, their supportive ideas and activities.

The programme is organised into two parts with each section dedicated to the introduction and

development of competencies in the following elements of the London Chamber of Commerce

and Industry International Qualifications English for Tourism exams. Each section includes an

activity to provide competences in both the delivery of information and the organisation of

examinations:




The aims of the EFT One-day

Workshop are to introduce new

EFT Extended Syllabi, exam

components and the support

material of the LCCI International

Qualification EFT exams, along

with the practical experience

necessary to incorporate EFT

syllabi into the existing didactical

programmes or to plan courses.

Programme Materials

4. WEFT Level 1 & 2 Syllabi

5. SEFT Level 1 & 2 Sample Paper


2. WEFT Level 1 & 2 Sample Paper

3. WEFT Level 1 & 2 Model Answers

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Part 1


1.1. Professional introductions



2. Practical necessity for business English

2.1. A must in the modern business environment


2.3. General English competences through specialized vocabulary

3. Dual purpose: preparation for practical tasks/certification





4.2. Past Papers

4.3. Model Answers

5. Introduction to the new EFT examinations


5.2. Better response to university and employer requirements

5.3. Practical tourism industry related tasks, i.e.

5.3.1. Business communications (business letters, memos, faxes)

5.3.2. Promotional literature (brochures, leaflets, advertisements)

5.3.3. Reports

5.3.4. Tour commentaries and itinerary planning

5.3.5. Lists and structured notes

5.3.6. Calculations, etc.


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LCCI IQ WORKSHOPS

6. Introduce Written English for Tourism Test

6.1. WEFT Levels 1, 2 examination format and syllabus topics

6.2. Review WEFT Grades and Mark Allocation

6.3. Review Guided learning hours

7. Introduce WEFT Level 2 Past Paper

7.1. As review material

7.2. As examination simulation

7.3. Read through WEFT Level 2 Past Paper

8. “Business communication – Report Writing”

8.1. Key point skills for business communication

8.2. Report Writing – Layout

8.3. Assign situation and task – Report Writing

9. Introduce WEFT Level 2 Model Answers as a didactical tool

9.1. Information identification and analysis

9.2. As self-correction material

9.3. As guidance on how to best answer the questions

10. Questions and Answer session

----------------------------------------BREAK--------------------------------------

Part 2

11. Introduce Spoken English for Tourism Test

11.1 Introduce SEFT topics

11.2. SEFT Test format

11.3. Review SEFT Grades and Assessment Criteria

11.4. Review Marking Descriptors

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12. Introduce SEFT Level 2 Sample Test – Topic Conversation

12.1. Review Speaking Test specifications and formats

12.2. Introduce Speaking Topics

12.3. Information Sheet for Test Facilitator

12.4. Topic Sheets (candidate copy)

12.4.1. instructions for candidates

12.4.2. topics for conversation

12.4.3. questions and suggestions for the framework of the conversation

12.5. Topic Sheets (Test Facilitators copy)

12.5.1. candidate instructions

12.5.2. topics for conversation during the test


12.5.4. background notes for test facilitator


12.7. Change partners/roles – simulate exam


13. Introduce SEFT Level 2 Sample Test – Role play

13.1. Introduce Role play specifications and formats

13.2.Introduce roles and contexts

13.4. Role play instructions and candidate cue card

13.5. Role play instructions and examiner cue card

13.6. Guided dialogue/suggested role-play dialogue


13.8. Change partners/roles – simulate exam


14. Conclusion



14.3. Salutations

N.B. The teachers wishing to become EfT Certified Oral Examiners need to undergo the

EfT Oral Examiner Training too.

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The SEFT Test must be taken within 12 months of the written

paper to be included on the certificate.

E f T O r a l E x a m i n e r T r a i n i n g

Workshop Aims

The aims of SEFT Workshop are to familiarise English language teachers with the Spoken Eng-

lish for Tourism exam (Levels 1 and 2) as well as to enable them to achieve best practice when

examining SEFT exam candidates.

Introduction

The workshop is organised into two parts

with the first section dedicated to EFT didac-

tical issues, while the second section is fo-

cused on administrative issues.

The workshop provides practical work as

well as theoretical discussions and informa-

tion on administrative procedures and in

that way it enables teachers to both organ-

ise the exam and examine their students

successfully.

Workshop Materials


2. WEFT Level 1 & 2 Sample Paper

3. SEFT Level 1 & 2 Syllabi

4. SEFT Level 1 & 2 Sample Paper


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Content


1.1. Professional introductions



2. Short overview of Written English for Tourism


2.2. Dual purpose: preparation for practical tasks/certification



3. Introduction to support material


3.2. Past Papers

3.3. Model Answers

4. Introduction to the new EfT examinations

4.1. WEfT and SEfT


4.3. Practical tourism industry related tasks: short overview of the WEfT exam structure

5. Spoken English for Tourism Test

5.1. SEFT Syllabus

5.1.1. SEFT topics (Levels 1 and 2)

5.1.2. Assessment objectives

5.1.3. Examination format (Levels 1 and 2)

5.1.3.1. Part 1: Topic-based discussion

5.1.3.2. Part 2: Role-play

5.1.4. SEFT Timing (Levels 1 and 2)

5.1.5. Mark allocation and Criteria

5.1.6. SEFT Grades and Marking descriptors

5.1.7. Final grade

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LCCI IQ WORKSHOPS

6. Delivery Guidance

6.1. Exam materials: 1 set for every 10 candidates

6.2. Information Sheet for Test Facilitator

6.3. Topic discussion format and procedure

6.4. Topic Sheet (candidate copy)

6.4.1. instructions for the candidate

6.4.2. topics for conversation


6.5. Topic Sheet (Test Facilitators copy)

6.5.1. candidate instructions

6.5.2. topics for conversation during the test


6.5.4. background notes for test facilitator

6.6. Role play format and procedure

6.7. Roles and contexts

6.8. Role play instructions and candidate cue card

6.9. Role play instructions and examiner cue card

6.10. Guided dialogue/suggested role-play dialogue

6.11. Mark Sheet

7. SEFT – recordings of candidates taking SEFT – both levels – give your marks – discussion

8. Procedure

8.1. Recording equipment and security

8.2. Before the exam

8.3. Exam codes

8.4. Warm-up conversation

8.5. Recording procedure

8.6. After the exam

9. Conclusion



9.3. Salutations

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The aims of the JETSET workshop are to introduce the new JETSET Specifications (Extended

Syllabi), exam components and the support material for teachers, along with the practical ex-

perience necessary to incorporate JETSET syllabi into the existing didactical programmes or to

plan courses.

J E T S E T W o r k s h o p


Introduction

The following involves topics of discussion, their supportive

ideas and activities. The programme is organised into three

parts with each section dedicated to the introduction and

development of competencies in one of the three EDI - LCCI

JETSET examination components:

• Part 1: Reading and Writing (1.5 hours)

• Part 2: Listening and Speaking (1 hour)

• Part 3: Course planning (30 mins)

The programme provides both practical didactical work and its theoretical discussions enabling

teachers to both deliver information and organise the exams.

Programme Materials

The material to be used in the programme is as follows:

1. JETSET Specifications

2. JETSET Level 3 Reading Sample Test

3. JETSET Level 3 Writing Sample Test

4. JE TSET Level 3 Speaking Sample Test

5. JETSET Level 5 Reading Sample Test

6. JETSET Level 5 Writing Sample Test

7. JETSET Level 6 Listening Sample Test

8. JETSET Workbook Sample Pages

9. Speaking Test Instructions Document

10 Teaching Support Materials

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Part 1

1. Introduction


1.2. Explain event programme


2. English as a second language

2.1. Problems of teaching English to young learners

2.2. JETSET: a communicative skills based ‘Develop and Assess’ exam

3. Introduction to the new JETSET examinations


3.2. 7 Levels

3.3. Two contextualised versions (JET and SET)


3.5. JETSET Topics

4. Introduce JETSET Reading and Writing Tests

4. 1. JETSET Assessment components and question format

4.2. JETSET Sample Tests – identify key grammar points

4.3. JETSET Reading and Writing Assessment criteria


-------------------------------------------- BREAK----------------------------------------------

Part 2

6. Introduce JETSET Listening Test

6.1. Introduce Listening Tests procedure

6.2. JETSET Listening question format

6.3. JETSET Listening Assessment criteria

LCCI IQ WORKSHOPS

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7. Introduce JETSET Listening Sample Test

7.1. Simulate the Listening examination

7.2. Introduce the examination answers

8. Introduce JETSET Speaking Test

8. 1. JETSET Speaking examination format

8.2. JETSET Foundation – Level 6 Timing and Material

8.3. Introduce JETSET Level 3 and 5 Speaking Sample Tests

8.4. JETSET Speaking Assessment Criteria and Allocation of Marks

8.5. Introduce JETSET Test Instructions Document


9.1. Specifications/Extended Syllabi

9.1.1. As course planning aid

9.1.2. As examination guidance

9.2. Sample Tests

9.2.1. As review material

9.2.2. As examination simulation

9.3. Teaching Support Material

9.3.1. Suggested Course Structure

9.3.2. Sample Learning Activities

9.4. Workbook

9.5. Speaking Component Training DVD

10. JETSET Further Information

10.1. Overall Grade and Progression

10.2. JETSET Guided Learning Hours

10.3. Administrative Procedure

10.4. JETSET Distinctive Features

10.5. JETSET Benefits

10.6. JETSET Recognitions


--------------------------------------------- BREAK ----------------------------------------------

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Part 3

12. JETSET Course Planning

12.1. Introduce the Recommended Reading List

12.2. Read through the Levels

12.3. Introduce books

12.4. Introduce JETSET Teaching Support Materials

12.5. Compare the JETSET syllabus and Suggested Course structure to the contents of

the book

13. Conclusion



13.3. Salutations

N.B. JETSET Workshop is modified according to the centre need and can be focused on

(a) particular level(s) and/or a particular version.

The teachers wishing to become JETSET Certified Oral Examiners need to undergo

the JETSET Oral Examiner Training too.

LCCI IQ WORKSHOPS

23

J E T S E T O r a l E x a m i n e r T r a i n i n g

Workshop Objectives

The aims of this workshop are to familiarise Eng-

lish language teachers with the JETSET Speaking

test (all levels) as well as to enable them to

achieve best practice when examining JETSET

Speaking exam candidates.

Introduction

The workshop is organised into two parts with the first section dedicated to JETSET didacti-

cal issues (including a short overview of the structure of JETSET exams), while the second

section is focused on administrative and technical issues.


Workshop Materials

1. JETSET Specification

2. JETSET Speaking Test Instructions Document

3. JETSET Speaking Test Samples – all levels

4. Videos of JETSET Speaking exam candidates

5. Marking Guidelines for the Speaking exam

Content





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2. Short overview of JETSET exams

2.1. Covering all 4 skills

2.2 . 7 levels

2.3. 2 contextualised versions (JET and SET)


2.5. JETSET Topics

3. Introduction to support materials

3.1. Specifications

3.2. Sample Tests

3.3. Teaching Support Material

3.4. Workbooks

3.5. Speaking Component Training DVD

4. JETSET Speaking Test

4.1. JETSET Speaking exam format – all levels – samples

4.1.1. Part 1: Personal profile questions

4.1.2. Part 2: An interchange with the assessor

4.1.3. Part 3: Extended conversation/discussion

4.1.4. Exam taken in pairs

4.2. JETSET Speaking exam timing – all levels

4.3. JETSET Speaking Assessment Criteria and Allocation of Marks – different levels

4.3.1. Marking Descriptors: Appropriacy, Accuracy and Achievement

4.3.2. Marking Scale and Interpretations: What do Appropriacy and Accuracy

mean for different JETSET Levels

4.3.3. Allocation of Marks and Example of Marks – all levels

4.4. Videos of students with different levels of English – guess which level they are

4.5. Videos of students taking JETSET Speaking exam – different levels – give your marks

(pair work) – discussion

LCCI IQ WORKSHOPS

25

5. Introduce JETSET Speaking Test Instructions Document

5.1. Check-list for Teacher-Examiners

5.1.1. Preparation

5.1.2. When recording

5.1.3. After recording

5.2. Administrative Instructions

5.2.1. Dates and Times of Tests

5.2.2. Teacher-Examiners

5.2.3. Materials for the test

5.2.4. The Test Room

5.2.5. The Recording Equipment

5.2.6. The conduct of the test

5.2.7. Cassette/CD labels

5.2.8. Security

5.3. Test technique

5.4. Advice for ‘best practice’ when examining JETSET

6. Conclusion



6.3. Salutations

N.B. The teachers who undergo the training will receive the Oral Examiner Certificate

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E n g l i s h L a n g u a g e S k i l l s A s s e s s m e n t W o r k s h o p

Workshop Objectives

The programme is designed to introduce the LCCI International Qualifications ELSA Assess-

ment along with practical experience necessary to incorporate ELSA preparation into exist-

ing didactical programmes.

Introduction

The following programme involves topics of discussion, their supportive ideas and activities.

The programme is organised into five parts: four parts dedicated to the introduction and de-

velopment of competencies in the following elements of the London Chamber of Commerce

and Industry International Qualifications ELSA Assessment, each section including an activity

to provide competences in both the delivery of information and organisation of examina-

tions:

Part 1 – ELSA Listening - Listening Simulation

Part 2 – ELSA Reading - Reading Simulation

Part 3 – ELSA Speaking - Speaking Simulation

Part 4 – ELSA Writing - Writing Simulation

Part 5 – ELSA Grammar Points - Designing CEF B1 Grammar Course

Workshop Materials

1. ELSA Handbook 2006

2. FELSA Handbook 2006

3. ELSA Listening Sample Paper

4. ELSA Reading Sample Paper

5. ELSA Reading Past Paper

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6. ELSA Speaking Sample Paper

7. ELSA Writing 1 Sample Paper

8. ELSA Writing 1 Past Paper

9. ELSA Writing 2 Sample Paper

Authors: MarkAnthony Chesner & Snežana Mitrović


Content

Introduction

1. Introduction




2. Practical necessity for ‘Language Assessment’

2.1. Progressive preparation


2.3. Communicative language skills

2.4. Working tools for higher learning and employment

3. Introduction to the ELSA tests and topics

3.1. General English topics: Work, Home, Society, Travel

3.2. Cover all four skills and levels of ability

3.3. ELSA formats

4. Introduction to the FELSA tests and topics

4.1. Everyday English: social and workplace contexts

4.2. Cover 3 skills: Listening, Reading, Speaking

4.3. Proficiency tests for elementary students: CEF A1 – A2

4.4. FELSA formats:

4.5. Sample topics and question formats

5. Introduction to ELSA Online test

5.1. Instant results

5.2. Very easy to administer

5.3. Must be a registered LCCI IQ centre

5.4. Must register for ELSA at least 48 hrs before the test

28

Part 1

6. ELSA Listening test

6.1. Multiple-choice, 60 questions, total testing time

6.4. 4 question formats

6.5. Listening score equivalences: 0 – 250 (CEF A1 – C2)

7. ELSA Listening Simulation

7.1. ELSA Listening Sample Paper/ELSA Online Simulation + Corrections


Part 2

9. ELSA Reading test

9.1. Multiple-choice, 60 questions, total testing time


9.3. Listening score equivalences: 0 – 250 (CEF A1 – C2)

10. ELSA Reading Simulation

10.1. ELSA Reading Sample Paper/ELSA Online Simulation + Corrections


------------------------------------------- BREAK-----------------------------------------

Part 3

12. ELSA Speaking Test

12.1. Listen and respond, total testing time

12.2. Moderated by different levels of assessors

12.3. Recorded locally by centres


12.5. Speaking score equivalences: Novice Low (A1) – Superior (C2)

29

LCCI IQ WORKSHOPS

13. ELSA Speaking Simulation

13.1. ELSA Speaking Simulation/ELSA Online simulation + Discussion

Part 4

14. ELSA Writing 1 Test

14.1. Multiple choice test of grammar, Total testing time


14.3. Writing 1 score equivalences: 0 – 100 (CEF A1 – B2)

15. ELSA Writing 1 Simulation

15.1. ELSA Sample Paper/Online Simulation + Corrections

16. ELSA Writing 2 Test

16.1. One essay to be written on a specific topic

16.2. Total testing time: 40 minutes

16.3. Score range: banded 0 – 7

Part 5

17.Introduction of ELSA Reading and Writing 1 Past Papers

17.1. Group participants and assign the task

17.2. Identify Grammar Points in ELSA Reading and Writing 1 Past Papers

17.3. Review ELSA Reading and Writing 1 Level Descriptors (focus on B1)

18. ELSA Level B1 Grammar Course

18.1. Regroup participants and assign the task

18.2. ELSA B1 Level Course Planning

18.3. Elicit suggestions and discuss

19. Conclusion



19.3. Salutations

30

E x a m i n a t i o n R e g u l a t i o n s W o r k s h o p


Aims

The aims of this seminar are to familiarise LCCI centre staff with administering and invigilat-

ing the examinations, obtaining results and certificates, malpractice and appeals.

Seminar material

1. Examination Guide for LCCI Centres, July 2008

2. On Demand Requisition Form

3. On Demand Candidate Spreadsheet

4. Series Examination Requisition Form

5. Series Entries Spreadsheet

6. Invigilator Declaration and Attendance Report Sample

Content

1. Introduction



2. Registering for LCCI Examinations

2.1. On Demand Exams

2.1.1. Documents to complete

2.1.2. On Demand Requisition Form

i. On Demand Candidate Spreadsheet

ii. Documents to be sent 4 weeks before the examination date

2.2. Series Exams

2.2.1. Documents to complete

i. Series Examination Requisition Form

ii. Series Entries Spreadsheet

2.2.2. Documents to be sent by the deadline listed in the Series Timetable

31

2.3. All documents available online

3. Examination Regulations - Before the day of examination

3.1. Question papers and equipment

3.1.1. Question papers received at least 5 days before the exam date

3.1.2. Packet contents

3.1.3. Question papers security: On Demand exams; Series exams

3.2. Rules about invigilators

3.2.1. Number depends on the number of candidates

3.2.2. Roles and responsibilities

4. Examination Regulations—On the day of examination

4.1. Arranging the examination room

4.1.1. Check:

i. Display material

ii. Desk position

iii. Seating plan

iv. Room arrangement

v. Details to display

4.2. Identifying candidates

4.2.1. Candidate identification

4.2.2. Attendance register

4.3. Informing candidates

4.3.1. Dos and don’ts during the examination

4.3.2. Pens or pencils

4.3.3. Instructions to candidates

4.3.4. Front of the answer booklet

4.3.5. Timing

4.4. During the examination

4.4.1. Late candidates

32

4.4.2. Procedure in case of malpractice

4.4.3. Leaving the room

4.5. After the examination

4.5.1. Collect scripts and arrange them

4.5.2. Invigilation Report

4.5.3. Sending procedure

5. Results and Certificates

5.1. Series examinations

5.1.1. Result release

5.1.2. Exam Results Online service

5.1.3. Certificate release

5.2. On demand examinations

5.2.1. Result and certificate release

6. Dealing with malpractice

6.1. Examples of malpractice by centre staff

6.2. Examples of candidate malpractice

6.3. Malpractice procedure

6.4. Actions

6.5. Penalties against centres and candidates

7. Permit to Re-sit

7.1. Transfer of an examination entry

7.2. Conditions for a Permit to Re-sit

7.3. Validity of a Permit to Re-sit

7.4. How to claim a Permit to Re-sit

8. Conclusion



8.3. Salutations

LCCI IQ WORKSHOPS

33

C e r t T E F L

Course Description

The EDI Certificate in Teaching English as a Foreign Language (Cert TEFL) is a Level 4

qualification (UK NQF equivalent) designed for people who have little or no experience of

teaching English as a Foreign Language (EFL) but who wish to embark on a career as an EFL

teacher. The EDI Cert TEFL is a highly practical course designed to provide candidates with the

initial skills they need for teaching English to adult students of other languages.

Achievement of the EDI Cert TEFL will confirm that candidates have a good understanding of

the essential aspects of the EFL teacher’s role, can organise and manage effective learning

and have developed professionally through on-going reflection and evaluation.

Author: EDI

Aims

The aims of the EDI Cert TEFL are that by the end of the course, candidates will be able to:

• evaluate the communicative needs of classes of adult speakers of other languages

(both at higher and lower levels),

• meet these needs through effective teaching, and

• evaluate how effectively they are meeting these needs.

Assessment Objectives

The EDI Cert TEFL course will assess a candidate’s ability to:

• conduct a needs analysis of target learners

• plan effective lessons

• implement lesson plans effectively

• manage a class effectively

• understand the basic principles of effective language teaching

• implement the basic principles of effective language teaching

• understand the basic principles of effective skills teaching

• implement the basic principles of effective skills teaching

• evaluate the efficiency of the teaching and learning

34

TEACHER TRAINING COURSES

Opportunities for Progression

On completion of this qualification

candidates could:

• Progress to a Level 5 Diploma in Teaching

English to Speakers of Other Languages

(Dip TEFL),

• Become a qualified Teacher of Business

English by taking the LCCI First Certificate

in Teaching Business English (FTBE) and

gaining the EDI Certificate in Teaching Business English (Cert TEB) qualification.

Entry Requirements

In order to register for the EDI Cert TEFL qualification, candidates must possess the

qualifications required for entry to higher education in the UK (NQF level 3) or their own

country. If English is not the candidate’s first language then they should possess an English

language qualification at CEF level C2 or equivalent.

Unit structure

The EDI Cert TEFL has a unitised structure consisting of 6 mandatory units. The syllabus

topics and learning outcomes for this qualification have been broadly mapped to the LLUK

overarching professional standards and standards for teachers of EFL and are structured as

follows:

Unit 1: Teaching and learning in an EFL context

Unit 2: Developing teaching skills and managing the learning environment

Unit 3: Teaching language

Unit 4: Teaching language skills

Unit 5: Planning and evaluation

Unit 6: Assessment of learners

35

Delivery and Contact Hours

EDI recommends that 120 Guided Learning Hours (GLHs) provide a suitable duration for the

Cert TEFL course. This figure includes direct contact hours as well as other time when

candidates’ work is being supervised by the course teachers. Ultimately, however, it is the

course tutor’s responsibility to determine the appropriate course duration based on their

candidates’ skills, ability and level of existing knowledge. In addition to the GLHs, candidates

are also expected to complete an appropriate amount of self directed study. This self directed

study may include background reading, written assignments and other “homework”

assignments set by the course tutor.

Candidates must also complete 6 hours of observed and assessed teaching practice and 4

hours of teaching observation.

Examples of Teaching and Learning Strategies

The programme is a good model for trainees in that a wide range of methods and strategies

should be used for both teaching and learning.

There are appropriate opportunities to include many of the following methods and

Strategies:

• Presentation/demonstration

• Group work

• Investigation/report /shared experience

• Workshop activity eg preparing sessions

• Investigation/resource based learning followed by group discussion

• Sub-group activities

• Observation of a teacher teaching or trainer training

• Self evaluation/evaluation with mentor

Assessment Methodology

The EDI Cert TEFL is assessed via a combination of teaching practice, teacher observation and

written assignments. Each candidate is required to keep a portfolio of work that includes all

materials relating to the teaching practice, teacher observation and written assignments.

36


Suggested Reading and Resources

The following books are recommended for reading prior to the commencement of the course.

1 A Communicative Grammar of English (2003) G. Leech Longman, ISBN 9780582506336

2 A Course in Language Teaching: Practice and Theory: Trainee's Book (1999) P. Ur,

Cambridge University Press, ISBN 978-0521656245

3 Grammar for English Language Teachers (2000), M. Parrott, Cambridge University Press,

ISBN 9780521477970

4 How English Works, Swan and Walter (2000), Cambridge University Press, ISBN

0194314561

5 How to Teach English, (2007) J. Harmer, Longman, ISBN 978-1405853095

6 How to Teach Pronunciation (2002), Gerald Kelly, Longman, ISBN 0582429757

7 Learning Teaching (2005) J. Scrivener, Macmillan, ISBN 9781405013994

8 Practical English Usage (2005), M. Swan, Oxford University Press ISBN 9780194420983

9 Principles of Language Learning and Teaching, H. D. Brown (2006), Pearson Education,

ISBN 9780131991286

10 Teaching by Principles: An Interactive Approach to Language Pedagogy (2001), H. D.

Brown

11 The Practice of English Language Teaching (2001), J. Harmer, Longman ISBN 0582403855

37

F T B E

What is the FTBE?

The First Certificate for Teachers of Business

English provides an additional qualification for

educators wishing to enhance their resume and

skills in ESP, and tests the candidate knowledge

in three areas:

• Professional Skills;

• Methodology and Materials;

• Basic Business Awareness.

Other elements include:

• Classroom management;

• Needs Analysis;

• The use of authentic materials;

• The creation of bespoke material.

Why do teachers take the FTBE?

• To improve their teaching expertise;

• To become better prepared to respond to the changing needs of English;

• To teach abroad;

• To work in the private education sector;

• For professional recognition in LCCI Examination Centres.


Presenter: Snežana Mitrović

The Course

The aims of this course are to provide participants the developed competences considered

as best practice in teaching Business English.

38


These techniques and methodologies are combined with elements aimed at understanding

basic business concepts in a preparatory course for the London Chamber of Commerce

and Industry International Qualifications First Certificate for Teachers of Business English,

(FTBE).

This programme involves two main components:

• A self-preparation course based on the Teaching Business English materials;

• A five-day How-to-Pass course focusing on the three key elements found on the

examination.

Course Length

The course associated with this program is divided as follows:

• Day 1 & 2: Syllabus Topic 1 – Section A

• Day 3 & 4: Syllabus Topic 2 – Section B

• Day 5: Syllabus Topic 3 – Section C

Day 6: Examination

Each lesson is scheduled for 6 hours per day with a final 2.5 hour examination time. Total

class-time 32.5 hours.

Course Requirements

• Graduate native speakers with a basic English as a Foreign Language (EFL) or language

teaching experience, or

• Non-native speaker English teachers with a first degree plus experience teaching

English.

Participants are expected to have from a high B2 to C1 level of English.

39

Programme Materials

The following is a list of material to be used in the program:

1. TEACH BUSINESS ENGLISH

2. TEACHING BUSINESS ENGLISH

3. BUSINESS MATTERS: TEACHER’S BOOK, STUDENT’S BOOK

4. BUSINESS ENGLISH RECIPES

5. FTBE SYLLABUS

6. FTBE SAMPLE PAPER

7. FTBE MODEL ANSWERS

8. FTBE RECOMMENDED READING 1 & 2

9. FTBE STUDY GUIDES

10. FTBE COURSE BOOK

Activities

Each section includes activities to provide competency in both the understanding and

application of information:

Part 1: TBE Techniques

A) Needs Analysis

1. Questionnaire development

Participants create questionnaire applied to a Business English Teaching scenario

2. Oral Interview simulations

Participants create oral interview work sheets applied to a Business English teaching scenario

B) Syllabus Design

1. Information analysis

Participants analyse information from questionnaires and interviews

2. Syllabus design

Participants use information to create a multi-strand syllabus for a

Business English Teaching Scenario

40


C) Lesson-planning – Stage I

1. Course Program

Participants project the contents of a course based on previous work

D) Feedback and Evaluation

1. Feedback and Evaluation prospective

Participants write a report defining the feedback and evaluations relevant to a Business

English teaching scenario

E) Applied Knowledge

1. Workbook activities – “Section A”

Participants apply developed knowledge to past examination

scenarios and tasks

Part 2: TBE Methodology and Materials

A) Authentic Materials

1. Graphical – Numerical Materials

Participants develop a lesson based on a graph or chart including follow-up activities

2. Business Article

Participants develop a lesson based on an authentic business article including follow-up

activities

3. Video

Participants develop a lesson based on a business video including follow-up activities

B) Applied Knowledge


Participants apply developed knowledge to past examination scenarios and tasks

Part 3: Basic Business Prospects and Practices

A) Applied Knowledge


Participants apply developed knowledge to past examination scenarios and tasks

41

I Y T S - I m p r o v e Y o u r T e a c h i n g S k i l l s

Course Description

The course is designed to help teachers with little experience of teaching English as a

Foreign Language who want to broaden and improve their knowledge of teaching

methodology. It will expose teachers to language teaching terms, skills necessary to prepare

and teach an effective lesson, as well as different approaches and methods of teaching. In

addition, they will examine the advantages and disadvantages of these approaches and

methods in order to develop their own methodology.

Aims

By the end of the course, the candidates will be able to:

• Identify the needs of both young and adult learners of English.

• Respond to these needs by means of acquired practical skills of effective teaching.

• Critically evaluate their own teaching skills and skills of their colleagues.

Assessment Objectives

The overall assessment objectives are that candidates should be able to:

• Identify learner needs, plan and teach effective lessons taking into account learners’

background, needs, preferences and learning styles.

• Demonstrate knowledge of teaching methodology and principles as well as choose the

appropriate ones in a given situation.

• Implement the knowledge to develop the learners’ language skills and overall language

competence.

• Critically evaluate their own teaching skills.

Author and Presenter: Snežana Mitrović

42


Contact Hours

The course programme will be covered in 30 contact hours with the additional pre-course

reading material.

The learning activities will include:

• input

• project work (lesson planning and preparation)

• homework assignments

• discussion groups

• other in-class activities

Syllabus Overview

The course programme is divided into five six-hour units as follows:

1 Basic teaching terms and principles, needs analysis and lesson planning

2 Teaching methods and techniques; Classroom management

3 Micro-teaching exercises and observation

4 Teaching different age groups

5 Teaching the fours skills

43

C u l t u r a l A w a r e n e s s R a i s i n g t h r o u g h E L T ( 4 . 5 h r s )

Author and Presenter: Milica Savić

1 LANGUAGE CLASSROOM - A MEETING POINT OF CULTURES (90 mins)

Description

In this workshop, the participants will be asked to discuss their experience in dealing with

cultural issues in the classroom and their role in their students’ cultural awareness raising,

as well as share their own successful classroom practices. Then, they will create their own

framework for English-speaking culture exploration, which could be used as a starting point

for classroom project work, presentations or portfolios, and which they can later adapt to

their own teaching situations.

Workshop Objectives

By the end of the session the participants will have:

• Considered their role in the cultural awareness raising of their students.

• Come up with a set of activities they could use when dealing with coursebook material

on culture.

• Created a joint framework for English-speaking culture exploration, which they can later

adapt to their own teaching situations.

Procedures

• Warm-up: Intercultural communication activity (BafaBafa)

• Group discussion – exploring the participants’ beliefs about teaching culture and sharing

experiences

• Adaptation activity – exploring ways to use coursebook material on cultural issues

• Group presentations of activities and materials

• Introducing a framework for exploring cultures and discussing the ways to use it

• Project-based learning and culture learning

• Round-up, comments and feedback

44

TEACHER DEVELOPMENT

Description

The workshop will be based on the principles of cooperative and experiential learning. The

aim is to introduce some of the techniques of culture teaching – culture capsules/ clusters,

culture assimilators, cultoons and cultural incidents – and generate ideas on how to use

them to deal with different cultural issues. In the first stage of the workshop, the

participants will be invited to actively cooperate through a jigsaw activity; in the second

stage, they will be expected to share some of the culture-related problems that commonly

arise in their classrooms and then try to solve them by using the techniques introduced.

Workshop Objectives

By the end of the workshop the participants will have:

• Got acquainted with four techniques specifically designed to teach culture: culture

capsules/ clusters, culture assimilators, cultoons and cultural incidents.

• Designed a culture capsule/ assimilator/ caltoon or cultural incident to explore the

similarities or differences between an English speaking and Italian culture.

Procedures

• Warm-up

• ntroducing the four techniques and providing an example of each (group activity)

• Brainstorming – the most common cultural issues that come up in the participants’

classrooms

• Designing culture capsules/ clusters, culture assimilators, cultoons or cultural incidents

to deal with a common cultural misconception or to reinforce similarities between the

Italian and an English-speaking culture; Poster session and group presentations

• Closing, comments and feedback


2 CULTURE TEACHING TECHNIQUES (90 mins)

45


3 DEALING WITH STEREOTYPES IN ENGLISH CLASSROOM (90 mins)

Description

English language teachers often have to deal with different kinds of stereotypes of English-

speaking cultures and peoples. This workshop demonstrates a number of activities that can

be used to introduce the issue of nationality stereotypes, as a starting point of raising the

students’ awareness of stereotypes and the way they influence our everyday life.

Workshop Objectives

By the end of the workshop the participants will have:

• Got acquainted with a number of activities for exploring nationality stereotypes.

• Considered the nationality stereotypes their student often have and designed an activity

to use in their own context based on their students’ stereotypes.

Procedures

• Warm-up: Desert Island – an activity to explore the participants’ nationality stereotypes

• Discussion – the participants’ experience with stereotypes in ELT

• An awareness raising activity – demonstration

• Stereotypes as reflected in the English language

• Stereotypes in Italian

• Material development based on Italian students’ nationality stereotypes

• Round-up, comments and feedback

46

M u l t i p l e I n t e l l i g e n c e s - T h e o r y i n P r a c t i c e ( 4 . 5 h r s )

Description

The aim of the workshop is to introduce the teachers to Gardner’s Multiple Intelligences

Theory and its implications for teaching English. The teachers will first become familiar

with different types of intelligence by doing an MI test and then will get further

explanations. In the second part of the workshop, the teachers will be involved in practical

work – designing activities for students with different types of intelligence and in open

discussions with the round-up discussion on the implications of MI Theory for an English

classroom.

Workshop Objectives

By the end of the workshop the participants will:

• Have become acquainted with the Multiple Intelligences Theory principles.

• Have gained practical knowledge of implementing the theory.

• Be able to meet the needs of students with different learning preferences.

Procedures

• Warm-up: MI Test

• Multiple Intelligences Theory introduction and open discussion

• Activity: Defining MI types

• Demonstration – practical implementation of MI Theory in teaching English

• Task: Redesign a course book unit to meet the needs of different types of intelligence

• Activity: potential jobs/occupations for different intelligence types

• Round-up: MI Theory implications for teaching English – open discussion


1 USING MULTIPLE INTELLIGENCES TO ENHANCE TEACHING (2hrs)

47


2 SONGS IN ELT (90 mins)

Description

As songs have proved to be a highly motivating tool in ELT, it is necessary to consider the

ways in which they can be used in the classroom to involve students of different age, with

different learning styles and types of intelligence. This workshop demonstrates various

song-related activities – some focusing on listening, some on vocabulary and sentence

structure, still others exploring the students’ creative potential through writing, acting,

directing song videos, drawing and singing.

Workshop objectives


• Experienced various song-based activities tailored to suit different types of learners.

• Explored the potential songs have for ELT.

Procedures

• Warm-up

• Demonstration 1 – a different activity for each verse of a pop song

• Exploration – analyzing the activities (age, level, language skills and areas involved)

• Demonstration 2 – workstations (how to tailor song-based tasks to suit learners of

different learning styles and types of intelligence)

• Lesson planning and material development – planning a lesson and designing

activities based on a popular song of the participants’ choice

• Group demonstrations

• Closing and feedback

48

Description

Although an aspect of linguistic

performance most open to judgment,

pronunciation is rarely given much

attention in a foreign language classroom,

especially with young learners. This is

probably a result of a widely-held belief

that that they will pick up correct

pronunciation effortlessly. However, most

learners exposed to a foreign language

exclusively (or almost exclusively) in the

classroom end up speaking it with a noticeable foreign accent, regardless of the age of

their first exposure to it.

In this workshop, the participants will have an opportunity to experience a number of fun

pronunciation teaching techniques tailored to suit different types of young learners. In

addition, they will be invited to come up with ways to modify them and adjust them to

their own teaching contexts.

Workshop Objectives


• Experienced some pronunciation teaching techniques.

• Become aware of a number of psychological, social and identity issues involved in L2

phonology acquisition.

• Become aware of the necessity to make pronunciation instruction suit different types of

learners.


3 WHY NOT MAKE PRONUNCIATION FUN FOR EVERYONE? (60 mins)

TEACHER DEVELOPMENT

49

Procedures

• Sharing experiences with pronunciation instruction

• Demonstration (1. Listen – run – circle; 2. Picture groups – rhyming; 3. Humming);

• Discussion - Factors influencing L2 phonology acquisition and implications for ELT

• Matching activity – matching pronunciation activities with the dominant type of

intelligence they draw on

• Activity design based on coursebook material for learners of different levels

• Closing and feedback

50

Description

The aim of the workshop is to introduce some of the principles behind and techniques of

Cooperative learning and generate ideas on how to use them to deal with different

language material. The workshop will be based on the principles of cooperative and

experiential learning – in the first stage of the workshop, the participants will be asked to

cooperate with their colleagues through a jigsaw activity to find out as much as possible

about Cooperative learning; in the second stage, they will be asked to come up with ways

to use some of the Cooperative learning techniques in their own teaching contexts.

Workshop objectives


• Got acquainted with the concept of cooperative learning (the what’s, why’s and how’s

of its use).

• Got acquainted with the techniques commonly used in cooperative learning.

• Generated ideas on how to use cooperative learning techniques to deal with different

language material.

Procedures

• Warm-up: Find someone who – an activity to provoke the participants to think about

their own experience with organizing group work

• Introducing the ideas behind the concept of cooperative learning

• Introducing the techniques of cooperative learning (through a jigsaw activity)

• Group lesson planning – exploring possibilities for the application of the new ideas

• Closing and feedback (through the team-pair-solo technique)

1 SWIM OR SINK TOGETHER: COOPERATIVE LEARNING IN ELT (90 mins)

A l t e r n a t i v e s i n L a n g u a g e T e a c h i n g ( 4 . 5 h r s )


51


2 AUTHENTIC MATERIALS IN ELT (90 mins)

Description

Now more readily available than ever before, authentic materials still seem to be underused

in ELT. The participants in this workshop will be asked to explore the ways in which different

authentic materials – brochures, menus, magazines, video clips, Internet resources – can be

employed in ELT with students of different age and level. They will also examine the

requirements authentic materials need to meet in order to be suitable for classroom use.

Finally, if there is sufficient technical support, groups of participants will be asked to do

some research on the Internet resources suitable for use in ELT and share their finding with

their colleagues.

Workshop Objectives

• By the end of the session the participant will have thought about how to exploit the

potential of easily available authentic materials for use in different teaching/ learning

contexts.

Procedures

• Warm-up

• Activity design – how to use the same materials with students of different levels

• Brainstorming – things to consider when choosing materials for classroom use

• Group research on the Internet

• Presentation of findings

• Closing, comments and feedback

52

Description

In spite the growing number of alternative ways to assess students’ knowledge, skills and

abilities, English language teachers rarely attempt to use forms of assessment other than

traditional language tests. In this workshop, the participants will get acquainted with some

of the most frequently employed alternative modes of assessment, such as portfolio

assessment, assessment through individual and group projects, individual and group

presentations, peer and self assessment. They will also have the opportunity to discuss the

advantages and disadvantages of the modes of assessment introduced, and requirements

for their successful application in the classroom. Finally, the teachers will be invited to

choose the alternative modes of assessment they could use with their students and modify

them to suit their students’ age, level and needs.

Workshop Objectives


• Got acquainted with the most commonly used alternatives in assessment.

• Explored their pros and cons as well as the possibilities of using them in their own

teaching context.

Procedures

• Warm-up – mini survey of modes of assessment used by the participants

• Presenting alternative modes of assessment (through a jigsaw activity and video)

• Poster making - pros and cons of individual assessment techniques

• Guidelines for successful application of some alternative modes of assessment

• Workstations - practical application of the ideas introduced; Closing and feedback

3 ALTERNATIVE ASSESSMENT (90 mins)

A l t e r n a t i v e s i n L a n g u a g e T e a c h i n g ( 4 . 5 h r s )


53


Workshop Objectives

The aim of the workshop is to raise teachers’ awareness of the importance of teaching all

four skills (Reading, Listening, Writing and Speaking) as well as familiarising the teachers

with different techniques that can be employed

when teaching each of the skills. The teachers will

be actively involved in discussions, practical work

related to the materials, pair and group work. They

will gain practical experience which will facilitate

the use of different types of materials in teaching as

well as using the course book and making the most

of the curriculum prescribed by the Ministry of

Education.

Introduction

The following involves topics of discussion, their supportive ideas and activities. The work-

shop is organised into four parts with each section dedicated to one of the four skills

(Reading, Listening, Writing and Speaking):

• Part 1: Teaching Reading (1.5 hours)

• Part 2: Teaching Listening (1.5 hour)

• Part 3: Teaching Writing (1.5 hours)

• Part 4: Teaching Speaking (1.5 hours)

The programme provides both practical didactical work and its theoretical discussions pro-

viding teachers with invaluable practice in teaching the four skills.

54

T e a c h i n g t h e F o u r S k i l l s ( 6 h r s )

Workshop Material

The material to be used in the workshop includes activities from the following text books:

1. Scrivener, J 2005, Learning Teaching, Macmillan

2. Thornbury, S & Watkings P 2007, The CELTA Course Trainee Book, CUP

3. Harmer, J 2007, The Practice of Language Teaching, Longman

4. Harmer, J 2007, How to Teach English, Longman

Gower R, Philips D & Walters S 2005, Teaching Practice, Macmillan

Tailor-made handouts are also used in the workshop. Each participant gets a material pack.

Part 1: Teaching Reading

1. Introduction




2. Warm-up: Quotes on teaching – discussion

3. Intensive reading

3.1. Problems when reading a text in a foreign language – discussion

3.1.1. Understanding every word or not

3.1.2.. Teaching new words

3.1.3. Letting the students in

55

TEACHER DEVELOPMENT

4. Selecting an appropriate reading task

4.1. Task: Copy of a leaflet – suggest possible tasks

4.2. Reading techniques and activities: Scanning, skimming, reading puzzles, close, ordering

sentences, Jig-saw reading, multiple choice, true or false questions

5. Top-down reading

5.1. Task and discussion: Identify the stages in a reading sequence

6. Choosing useful reading activities

6.1. Task and discussion: Distinguishing between useful and useless reading activities

7. Stages of a reading lesson

7.1. Task and discussion: Put the stages of a reading lesson in a logical order

8. Designing tasks

8.1. Task and discussion: Designing pre-reading, while-reading and post-reading task

9. Extensive reading

9.1. Discussion: Differences between intensive and extensive reading

-------------------------------------------- BREAK----------------------------------------------

Part 2: Teaching Listening

10. Intensive listening

10.1. Reasons for listening activities

56

11. An unsatisfactory listening lesson

11.1. Task and discussion: Why is the listening activity unsatisfactory?

12. Listening texts and tasks

12.1. Task: Using appropriate tasks for listening texts

12.2. Discussion: Criteria for choosing tasks

13. Stages of a listening task

13.1. Task: Put the stages of the listening task in a logical order

13.2. Discussion: Explain the principles underlying the order

13.3. Geography of a listening text

13.4. Task: Divide the listening task stages into pre-listening, while-listening and post-

listening

14. Top-down and bottom-up listening

14.1. Task: From a list of listening strategies identify the ones which are top-down as op-

posed to bottom-up

15. Designing listening tasks

15.1. Task: Design pre-listening, while-listening and post-listening tasks for a listening text

16. Using films and videos in the classroom

16.1. Viewing and listening techniques: Fast forward, freeze frame, silent viewing, picture-

less listening, story telling

17. Choosing listening texts

17.1. How to choose a suitable listening text

17.2. What makes a listening text easy or difficult

57

TEACHER DEVELOPMENT

18. Extensive listening

18.1. Discussion: Differences between intensive and extensive listening


-------------------------------------------- BREAK----------------------------------------------

Part 3: Teaching Writing

20. Writing

20.1. Good reasons for writing

21. ‘Writing for writing’ vs ‘writing for learning’

21.1. Task: Identify differences between the two

21.2. Types of ‘writing for writing’ activities

21.3. Types of ‘writing for learning’ activities

22. Demonstration: Ideas for generating ideas

22.1. Brainstorming

22.2. Picture starts

22.3. Text starts

22.4. Fast writing

23. Writing tasks based on resource materials

23.1. Task: Design writing tasks for different types of resource materials

58

24. Stages in writing

24.1. Task: Put the stages in writing into a correct order

24.2. Task: Identify the purpose of each stage

25. Marking writing tasks

25.1. Task: Correct a piece of student writing

25.2. Discussion: Different way of marking writing tasks – advantages and disadvantages


-------------------------------------------- BREAK----------------------------------------------

Part 4: Teaching Speaking

27. Speaking

27.1. Reasons for speaking

27.2. Suggestions for a regular discussion/conversation lesson

27.3. ‘Speaking for speaking’ vs ‘speaking for learning’

28. Demonstration: Organising a speaking lesson

28.1. Topic and cues

28.2. Structuring talk

28.3. Open questions

28.4. Playing the devil’s advocate

28.5. Guidelines for creative speaking activities

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TEACHER DEVELOPMENT

29. Common communication activities

29.1. Picture difference tasks

29.2. Group-planning tasks

29.3. Pyramid discussion

29.4. Information gap activities

29.5. Telling stories

30. Role-plays, real-plays and simulations

30.1. Task: Identify differences between the three types of activities

30.2. Discussion: Factors important for a successful role-play

30.3. Discussion: Why are real-plays and simulations useful and who for

31. Stages in a speaking lesson

31.1. Task: Put the stages of a speaking lesson in a correct order

32. Error correction

32.1. When to correct

32.3. Correction strategies

33. Integrating skills

33.1. Task: How to use a reading text to practise all four skills

33.2. Demonstration: How to use music to practise all four skills

34. Conclusion



34.3. Salutations

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60

61

TEACHER DEVELOPMENT

This catalogue offers a number of seminars, workshops and courses that GLOBAL INPUT –

LCCI REPS have prepared for you. Each of our centres is free to choose the combination

that best suits the needs of their teachers. In order to help us meet your needs, it is

preferable that the centre decides on more than 5 hours of teacher development time.

The teachers wishing to become Oral Examiners need to undergo trainings relevant to the

qualification: the workshop and the oral examiner training. Each of the teachers who

successfully undergo the trainings will get the oral examiner certificate.

All the seminars and workshops listed in the catalogue are accredited by Ministero

dell’Istruzione Italiano DIR 90/2003, ‘decreto 1506 – 2/8/2005’. In addition, the JETSET

workshop and the FTBE course are accredited by the Serbian Ministry of Education for the

school year 2009/10 (6 and 24 hours of professional development respectively).

For further information on the courses and workshops as well as their availability, please

contact [email protected] or [email protected].

F u r t h e r I n f o r m a t i o n

62

GLOBAL INPUT—LCCI REPS

Regional Hub for Italy and the Balkans

Via Caiazzo 52

00132 Rome, Italy

Email: [email protected]

Phone: +39.06.62279059

Web: www.lcci.it; www.lccibalkans.net

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