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 create a
· Student-centered learning student-centred learning methodology
· Materials and resources
· Methodology
· Task / Activity To understand the basic steps for activity design and deployment that lead to effective
· Free / Controlled activities and tasks learning outcomes
· Meaning-focussed activities/tasks
· Form-focussed activities/tasks
· Instructing To understand the steps in activity instruction and the techniques to ensure that learners are
· Differentiating 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, texts
· Background knowledge 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 engagement
· Seating arrangement and talk-time
· Student-talk-time
· Teacher-talk-time
· Receptive vs productive skills To understand the essential elements of lessons which focus on developing learners’
Accuracy vs fluency 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 generate active
Active learning 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 learning
· Lesson aim 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
Teaching skills
Lesson plans and scaffolding
Workshop agenda
1.Review
2. warm up ( what are stages of a
lesson? Why/How do we write a
lesson plan?
3. How to write a lesson aim
4. ESA/ stages Outcomes
5.Scaffolding/ summary
To be able to create a student-
centered lesson plan that will lead to
successful learning outcomes
 Review
Discussion Questions
• What is Active learning and
Eliciting and how they enable
learners’ engagement?
• Have you tried silent
dictation? Share with your
feedback.
Workshop agenda
1.Review
2. warm up ( what are stages of a
lesson? Why/How do we write a
lesson plan?
3. How to write a lesson aim
4. ESA/ stages Outcomes
5.Scaffolding/ summary
To be able to create a student-
centered lesson plan that will lead to
successful learning outcomes
Warm up

• What are stages of a lesson?

• Why do we write a lesson plan?
• How do we write it?
 Which lesson aim is better?
Aims
1 To allow students to practice speaking 1. By the end of the lesson students will understand
spontaneously and fluently about something that the significance of the World War II
may provoke the use of words and phrases they
have been learning 2. students will be able to write a full-lengths
research paper by the end of the class period
2. To give students practice in reading both for gist
and for detail
3. Students will be able to recall parts of the story,
write a summary and guess what will happen next
4. To have students think of the interview genre
and list the kinds of questions which are asked in
such a situation

Jeremy Harmer, How to teach English

 Stages of the lesson

What do you know about these stages?

ESA lesson stages 1. Engage
Warm up Lead in Examples
Engage

• Helps put students in • activates students • Eliciting

the right mood to knowledge of the • Discussions Study

study topic • Music

• Is interesting, • today we are going to • Pictures Activate

engaging practice present • Quotes

• Can be used to either perfect is NOT a lead- • Lists
energize or calm in • Surveys
students down • is short and student • Dramatic stories or
• Can be a review of the centered anecdotes
previous day’s lesson • personalized and
• Is short contextualized
ESA lesson stages

2. Study
Engage

objective examples Study

Activate

• To make students notice and think • Discovery (inductive) learning

about language form, meaning, • Controlled practice activities
and use • Identifying key points in a text
ESA lesson stages
3. Activate
Engage

objective examples
Study

Activate

• To make students complete a • Role-plays

communicative tassk with • Dialogue creation
• Email exchanges
all/any of the language forms • Designing an advert
they know • Debates
3. Design a lesson plan from a page in the course book mark
each stage. With ESA
Aim: To develop the pupils ability to say school things

Engage Say hello and ask the kids what school things they know
or they have

Study Write their answers on the board with translations and

stick the pictures of the words next to them:
Ruler-
Present the new vocabulary from Page 7 with flashcards
(classroom, table, computer etc)Write them on the
board too. Get students to copy the
sentences and translations in their notebooks and do
the workbook exercise.
Listen or watch the story CD-09. Elicit the content of the
story eg.What are these. Clarify the words and
sentences pipils found difficult to get.
Activate Put pipils in groups of three and let them first read the
story together and then act it. Praise each team with
scores.
3. Design a lesson plan from a page in the course book mark
each stage. With ESA
Aim:

Engage

Study

Activate
 "Supporting
Learning, Building
Success"

Metaphor:
• Just like scaffolding around a
building helps construction
workers reach higher levels,
educational scaffolding assists
learners in reaching higher levels
of understanding.
"Supporting Learning, Building
Success"
Scaffolding

• Scaffolding is breaking up the learning into chunks and providing

a tool, or structure, with each chunk. This instructional strategy
provides temporary support and guidance to learners as they develop
new skills or knowledge.
• Purpose: The goal of scaffolding is to gradually transfer responsibility to
the learner, fostering independence and confidence.
Lev Vygotsky’s theory of Zone of Proximal development
(ZPD)
“Children require activities that both support past learning
and encourage new learning at slightly more difficult
levels.”
Beverlie, 75

Three main areas of learning

can do with
can do can’t do
assistance
Lev Vygotsky’s theory of Zone of Proximal development
(ZPD)
“Children require activities that both support past learning and encourage new learning at
slightly more difficult levels.”

Beverlie, 75

Three main areas of learning

can do
can do with can’t do
assistance
Summary
Engage

Study

1. What are stages of a lesson? Activate

2. Why is it important to scaffold learning

process? Can you bring any examples how you
scaffold in class?