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, co-text To understand the importance of using contexts from pictures, classroom discourse,
· Background knowledge texts etc. to support grammar and vocabulary lessons.
· Restricted / Authentic practice
· 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
· Receptive vs productive skills To understand the essential elements of lessons which focus on developing
Accuracy vs fluency learners’ productive skills (speaking and writing)
· Activities for productive fluency
· Peer feedback building rapport with class
· activity silent dictation To understand the mechanisms that a teacher can use to engage class and
Active learning generate active learning through eliciting, scaffolding and rapport
Eliciting
Engagement
· 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
Engagement and Active learning
Workshop agenda

•Review of session 6
•Active learning
•Eliciting
Outcomes
•Engagement (summary) To understand the mechanisms
that a teacher can use to engage
class and generate Active learning
through Eliciting and Scaffolding.
 Review
Discussion Questions

• Share your stories on how

you used in your lessons the
ideas studied in previous
session.
I like to travel because it opens my eyes to

• What were some benefits

new experiences, cultures, and
perspectives. There is something thrilling
about exploring unfamiliar places and

and drawbacks you noticed ? immersing myself in different ways of life.

Whether it's trying exotic foods, learning a
new language, or simply taking in the
beauty of a foreign lands.
Workshop agenda

•Review of session 7
•Active learning
•Eliciting
Outcomes
•Engagement (summary) To understand the mechanisms
that a teacher can use to engage
class and generate Active learning
through Eliciting and Scaffolding.
Unlocking the power of Active learning
Discussion questions

• What comes to mind when you hear

the term 'active learning?

• What strategies have you used in the

past to keep students engaged in the
classroom?
Characteristics of Active learning
Encourages higher- Students are actively
order thinking skills, such involved in the learning
as analysis, synthesis, process, participate
Engagement in
and
Critical thinking
and evaluation. discussions, problem-
participation
solving, and hands-on
activities.
Active
Active
learning
learning
Emphasizes applying
Collaboration
Fosters teamwork and Application
knowledge to real-world
peer interaction, situations for deeper
promoting social learning
understanding.
Activity 1 “Silent dictation”
• Before class a short video you want your learners to watch,
sound is not necessary.

• Put student in pairs (A and B), put As back to the screen and Bs
opposite them

• Instruct that students B will watch a video and tell as much of

what they see to their partners opposite when As have to write
down what is being described.
• In the process students A and B may swap the roles

• When the video is finished students read and compare the

sentences they have written with the other groups to comment
on the accuracy and fluency of each others notes.

• Teacher monitors and gives corrective feedback

Workshop agenda

•Review of session 6
•Active learning
•Eliciting
Outcomes
•Engagement (summary) To understand the mechanisms
that a teacher can use to engage
class and generate Active learning
through Eliciting and Scaffolding.
Let’s think…
• If you ran the silent dictation activity
with your students, would it be better
to tell the students what is in the
video, or ask them what they saw?
Why?

• What is the technique that gets

learners thinking on their own?
 Elicitation

"Eliciting' means drawing out information, language,

ideas, etc from the students.”
Principles:
• students probably know a lot more than we may give them
credit for;
• starting with what they know is a productive way to begin new
work;
• involving people in a question-and-answer movement towards
new discoveries is often more effective than simply giving
'lectures

Scriwener, Learning teaching, p 73

Eliciting is a basic technique that can keep your lessons active
Choose the correct option:
1. Eliciting DOES / DOESN’T mean 'Guess what’s in my head'. DO/DON’T
try to elicit your grandmother's maiden name. If they can't provide an
answer, DO / DON’T stretch the eliciting out too long.

2. DO / DON’T use hand gestures to indicate who is being asked to speak,

either a gesture for 'anyone' or to a specific individual. If everyone
speaks at once, it can be hard for students to know which answer was
OK and which not.
3. When you have an appropriate answer, DO / DON’T give very clear
feedback on it. You could use simple gestures or facial expressions to
register O' K' or N’ to OK' to students.
 Task 2
'Lead-in' questions

You're planning a lesson on likes

and dislikes about food and
sport. What questions could you
ask at the start of your lesson in
order to interest the learners in
the topic and to elicit some of
their personal feelings and 43
reactions?
Task 3 Planning questions to elicit
specific things
• Consider the lesson displayed. What factual
information and language information do the
students need to know? Write a sequence of
questions (or gestures eye contact) you could use
to lead the students step by step towards finding
out the information for themselves.
• Example for eliciting grammar:
• Cover the verb ‘do’ in the grammar box and
gesture towards one student to tell you the
hidden word.
• Example for eliciting vocabulary:
• What part of speech are the words?
Task 3 Planning questions to elicit
specific things

• If possible, work with someone

else to try out your sequence
of questions. Practise drawing
out the information rather
than explaining yourself.
Workshop agenda

•Review of session 6
•Active learning
•Eliciting
Outcomes
•Engagement (summary) To understand the mechanisms
that a teacher can use to engage
class and generate Active learning
through Eliciting and Scaffolding.
Summary
1. - What is ‘learner engagement’? Can you think of a
synonym?
2. - Do you think that active learning and elicitation increase
or decrease engagement? How?
3. 3. - What else can affect learner engagement? What can
increase and decrease it?
Summary
1. - What is ‘learner engagement’? Can you think of a
synonym?

- Active and enthusiastic student participation

in learning.
Summary
2. - Do you think that active learning and elicitation increase
or decrease engagement? How?

- Active Learning and Elicitation: Increase engagement

through hands-on activities and tailored support.
Summary
3. - What else can affect learner engagement? What
can increase and decrease it?

Factors Affecting Engagement: Relevance, positive

environment, varied teaching, and student autonomy.
Workshop agenda

•Review of session 6
•Active learning
•Scaffolding
Outcomes
•Eliciting To understand the mechanisms
•Engagement (summary) that a teacher can use to engage
class and generate Active learning
through Eliciting and Scaffolding.