Basic Teacher Training Course
Session # Session focus
1 Classroom management
2 Teaching skills
3 Classroom management
4 Teaching skills
5 Guided practice
6 Classroom management
7 Teaching skills
8 Classroom management
9 Teaching skills
10 Guided practice
11 End-of-course assessment
12 End-of-course assessment
Topic
Learner-centred language teaching
Selecting and running learning activities
Instructing and differentiating
Teaching grammar and lexis in context
Microteaching
Student interaction and engagement
Teaching productive skills
Tips for new teachers
Lesson plans and scaffolding
Microteaching
Demo lessons
Demo lessons
Concepts Learning outcomes
· Teachers and learners To understand why and how teaching materials and resources can be used to
· Student-centered learning create a student-centred learning methodology
· Materials and resources
· Methodology
· Task / Activity To understand the basic steps for activity design and deployment that lead to
· Free / Controlled activities and tasks effective learning outcomes
· Meaning-focussed activities/tasks
· Form-focussed activities/tasks
· Instructing To understand the steps in activity instruction and the techniques to ensure that
· Differentiating learners are stay on task and receive feedback
· Pair work / Monitoring / Checking
· Feedback
· Context, text, no context To understand the importance of using contexts from pictures, classroom discourse,
· Background knowledge texts etc. to support grammar and vocabulary lessons.
· Meaning, form and usage
All concepts and topics from Sessions 1-4 To consolidate understanding of the concepts and topics from Sessions 1-4 via
teaching practice and peer feedback.
· Interaction patterns To understand how the design of different interaction patterns affects student
· Seating arrangement engagement and talk-time
· Student-talk-time
· Teacher-talk-time
· Fluency To understand the essential elements of lessons which focus on developing
· Accuracy learners’ productive skills (speaking and writing)
· Communicative activities
· Feedback
· Building rapport To understand the mechanisms that a teacher can use to generate a positive
· Teacher roles rapport and avoid common pitfalls
· Learner needs
· How not to teach
· Lesson plan To be able to create a student-centered lesson plan that will lead to successful
· Lesson aim learning outcomes
· Lesson stages
· Scaffolding
All concepts and topics from Sessions 1-9 To consolidate understanding of the concepts and topics from Sessions 1-9 via
teaching practice and peer feedback.
N/A N/A
N/A N/A
Classroom
Management
Student interaction and
engagement
Workshop agenda
• Review of session three
• Warm up
• Pros and Cons on different
Interaction patterns
Outcomes
• Practice To understand how the design
• Summary of different interaction patterns
affects student engagement
and talk-time
Review of the previous session
Discussion Questions

1. What is the difference between

FoF and FoFs?

2. What can be a context?

3. What types of context are
there?
Workshop agenda
• Review of session three
• Warm up
• Pros and Cons on different
Interaction patterns
Outcomes
• Practice To understand how the design
• Summary of different interaction patterns
affects student engagement
and talk-time
 WARM UP!
Classroom management

Who should talk to who during a

lesson? How? Why?
Workshop agenda
• Review of session three
• Warm up
• Different Interaction patterns
and their proportion
Outcomes
• Practice To understand how the design
• Summary of different interaction patterns
affects student engagement
and talk-time
 Interaction patterns
What are patterns of interaction?

The different ways in which learners act

with each other and with the teacher in the
classroom.
 Interaction patterns
1. Teacher – Students interactions

Teacher talking to whole class

• presenting a text
• explaining grammar
• giving instructions for an
activity
Interaction patterns
2. Student- Student interaction

Students talking to each other

• Students working in small groups,

such as practicing conversation, role-
playing.
• Two students work in pairs such as
practicing a dialogue, carrying out an
information gap activity.
• Student talking to whole class like
telling a story or citing a poem
Interaction patterns
2. Student- Student interaction - Organizing different ways of mingling
 Interaction patterns
2. Student- Student interaction - Organizing different ways of mingling, pair work, group and team work
Interaction patterns
3. Student working individually

• when a high level of

concentration is required
• When a differentiation is
needed
• When you need to assess
students individually
 Seating arrangement
Check the seating arrangements
Which Seating arrangement is good for St-St, T-St and Individual pattern
Workshop agenda
• Review of session three
• Warm up
• Pros and Cons on different
Interaction patterns
Outcomes
• Practice To understand how the design
• Summary of different interaction patterns
affects student engagement
and talk-time
Interaction proportion
Choose which is closer to your teaching style

1. A) It is more important for learners to listen and

speak to you than listen and speak to each
other.

B) Students should get most conversation

practice in interacting with each other rather
than with you

Screvener third edition p. 59

Interaction proportion
Choose which is closer to your teaching style

2. A) People usually learn best by listening to people

explaining things

B) People usually learn best by trying things out and

figuring what works.

Screvener third edition p. 59

Interaction proportion
Choose which is closer to your teaching style

3. A) The teacher should speak as much as

possible in class.

B) The teacher should speak as little as

possible.

Screvener third edition p. 59

 Interaction proportion
Answer keys
1. A-B Summarises the roles that teacher and learners can play in
class, and the way that interaction patterns define them
2. A) reflects the teacher-centred, transmission-based approach

B) represents the constructivist view of learning in which

learners build their own language together

3. A- B the recommended proportion of TTT 30% / STT 70%

Screvener third edition p. 59

Workshop agenda
• Review of session three
• Warm up
• Pros and Cons on different
Interaction patterns
Outcomes
• Practice To understand how the design
• Summary of different interaction patterns
affects student engagement
and talk-time
Practice activity 1
Echo back

Procedure:

Teacher reads a word or a sentence, students echo back:

T- Two kind doctors meet in a lane.

Ss- Two kind doctors meet in a lane.

Licensable

Practice activity 1

• How could this sort of

activity be designed for
higher STT and varied
interaction?
Practice activity 2
Shadow reading

Procedure:
Put the students in pairs. Instruct that
student A reads a paragraph bit by bit while
Student B should repeat what Student A is
reading. Then for the second time Student A
reads the paragraph again when student B
has to listen attentively. Once the reading is
finished student B has to retell the
paragraph in his/her own words.
Practice Activity 3
Monkey reading

Procedure:

Student are put in pairs or in

two groups, they take turn
reading a passage, while
reading they make mistakes
which the other students should
spot and correct:
Practice Activity 4
Stop!

Procedure:
In pairs students take turn to read
sentences one by one and they stop
wherever they want so their partner
should continue. In this activity as in
the previous one learners have to
follow each other attentively.
Practice Activity 5
Screw up!

- roll a copy of the text into a

ball.
- students may not unroll it.
- students in groups or pairs read
what they can to understand the
gist.
Workshop agenda
• Review of session three
• Warm up
• Pros and Cons on different
Interaction patterns
Outcomes
• Practice To understand how the design
• Summary of different interaction patterns
affects student engagement
and talk-time
Summary

Activity Interaction pattern

1. Echo reading

2. Shadow reading

3. Monkey reading

4. Stop

5. Screw up
Summary

Activity Interaction pattern

1. Echo reading Teacher - Student

2. Shadow reading Student - Student

3. Monkey reading Student - Student

4. Stop Teacher - Student

5. Screw up Student - Student

Summary

Which interaction
pattern is missing?
 When is it
Summary appropriate to
provide individual
pattern in class?

• when a high level of

concentration is required
• When a differentiation is
needed
• When you need to assess
students individually
 Increasing student talk time
Some ideas for maximising student interaction in class:

q Ask questions rather than giving explanations.

q Allow time for students to listen, think, process their answer and speak.
q Allow thinking time without talking over it. Allow silence.
q Use gestures to replace unnecessary teacher talk.
q Make use of pairs and small groups to maximise opportunities for
students to speak
q If possible, arrange seating so that students can all see each other and
talk to each other (ie circles, squares and horseshoes rather than
parallel rows).
 References and further reading

• A-Z of ELT Scott Thornbury Macmillian books for teachers

pages 51-52, 81-82
• Learning teaching, Third edition, Screvener pages 55-64