Skill-Based Teacher Training

Republica Dominicana

Skill-Based Teacher Training

Ministry of Higher Education, Science and Technology

English Immersion Program to Meet the Competition

Republica Dominicana

August 31, 2012

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Skill-Based Teacher Training is a

comprehensive course for teachers of English. An introductory module presents the basis of the methodology to be employed. The core course is comprised of four-hour presentations organized around the four skills. These are supplemented by extra materials and activities from an array of teaching methodology resources to offer maximum flexibility. Our focus is on giving teachers brief, practical day-to-day skills needed to develop basic competence levels in English language teaching.

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Introductory Module

• What is the MESCyT

o Philosophy?

o Approach?

o Method?

• What, then, are

o the Techniques?

o The Activities?

o Tasks?

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Methodology – depends upon:

• The why –the philosophy of language learning and teaching (communicative,

literary, lexical, etc)

• The what – the approach to be taken in teaching the language (natural, direct,

interactive, etc.)

• the how – the method, then, may be: direct, audio-lingual, neurological etc.,

which will influence

• the techniques (group work, for example)

• the activities (write a role play)

• the tasks (to carry out a debate)

Introductory Module

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Introductory Module

Teaching and Learning

• Skills – what the teacher teaches or presents (see ”blueprint”)

• Competencies – what the student learns or accomplishes (see appendix B)

• Production – the results of the combined efforts of T and Ss !

Assessing and Evaluating

• Assessment – estimation by the T of the abilities, the efforts, the projections of Ss

• Evaluation – the check-up, or testing, by the institution of their accomplishments

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Introductory Module

Teaching mixed ability classes

Most language classes contain Ss of mixed abilities. This happens for a number of

reasons:

• Different learning styles.

• Primary: visual, auditory, logical and kinesthetic;

• Secondary: musical, interpersonal, intra-personal, naturalistic, spacial.

• Different learning speeds or strategies

• Differences between intrinsic and extrinsic motivation

• Distinct levels of Ss knowledge within one classroom

• and frequently, heterogeneity in class as a result of administrative logistics

See: Howard Gardner on Multiple Intelligences

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Introductory Module Use of the board

Writing information on a board has two main purposes:

• Pertinent information about the class:

o Teachers’ name

o Day and date

o Course code or level

o Lesson objective(s)

• Reinforcement of class material:

o Vowel and consonant symbols (after sound has been modeled and utilized)

o Vocabulary (after pronunciation has been modeled)

o Grammatical lessons (structures and uses)

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Module One Listening Comprehension Abilities

o Overall comprehension of content

o Purpose of the conversation

Speaking Abilities - face to face

Video

1.Pronunciation:

o Speech organs

o sound recognition: orally and visually (hands and drawings)

o sound discrimination: auditively and kinesthetically

o sound production: oral and written with symbols and names (theta, eth, schwa)

o Vowels, diphthongs

o Consonants and consonant clusters

o Pauses, Linkage, Elision, Reduction

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Module One Grammar structure

• Nouns:

o Singular and plural

o Count and non-count;

o Abstract;

o Compound

• Articles: a, an, the, null

• Adjectives:

o descriptive,

o demonstrative;

o possessive,

o comparative;

o enumerative,

• Pronouns: subject and object

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Module One Reading Module

• Grasping the Main Idea:

• Reading silently for content

• Skimming: for

o Content, and possibly for author, date, where

o Type and purpose of the reading

o Intended audience

o Level and style of the reading

• Predicting content of the reading

• Stating your ideas of the reading

• Self-questioning about main ideas (who, what)

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Module One Writing Abilities

Purposes of writing:

o Informing

o Describing and defining

o Classifying

o Cause and effect

o Comparing and contrasting

o Convincing

o Narrate or re-tell

o Cause and effect

o Process (physical or temporal)

o Literature:

Prose: plot, characters, conflict, resolution

Poetry: imagery, allusion,

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Writing Abilities

Conceptualization

o Idea to be conveyed: use brain-storming, spider web, lists

o Organization of ideas: topical outline with title, main ideas and their

subdivisions

o Analysis of the sequence and relationship of the ideas

Rough draft = first writing attempt

o Intro sentence and general statement as attention grabber

o Topic sentence or paragraph: states main idea and central ideas of the

author

o Body paragraph(s): supports, exemplifies and defends main idea

o Conclusion: summaries main idea and arguments; may give

recommendation

Module One

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Thank you !

Questions?

Skill-Based Teacher Training

Ministry of Higher Education, Science and Technology

English Immersion Program to Meet the Competition

Republica Dominicana

August 31, 2012

Module Two

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Module Two Module One Review

• What is the MESCyT

• Teaching, Learning & Assessing

• Teaching mixed ability classes

• Use of the board

• Listening Comprehension Abilities

• Pronunciation

• Grammar Structure

• Reading Abilities

• Writing Abilities

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Module Two Listening Comprehension Abilities

• Detail recognition

• Assumptions

• Inferences

Speaking Abilities

• Rhythm steady marching vs. Mixed

• Stress primary, secondary, tertiary; coincides with intonation

in English

• Intonation do, re, me, fa, sol, la, ti, do;

Statements, questions, tags; 1, 2, 3, 4, 5

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Module Two Grammar structure

• Word order in sentences: S – V ; S – V – DO; S – V - IO - DO

• Order of noun modifiers

• Compound phrases

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Module Two Reading

• Re-read while Scanning for pertinent details

• Self-questioning about details (how, when, where)

• Analysis of writer’s purpose and content (why)

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Module Two Writing Abilities

First, very thorough, re-write after analysis of rough draft’s content and

organization

Betterment of organization, ideas and supporting features

Restatement or refinement, perhaps, of thesis or ideas

Improvements in vocabulary choices and stylistics

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Thank you !

Questions?

Skill-Based Teacher Training

Ministry of Higher Education, Science and Technology

English Immersion Program to Meet the Competition

Republica Dominicana

August 31, 2012

ModuleThree

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ModuleThree Module Two Review

Listening Comprehension Abilities

Detail recognition

Assumptions

Inferences

Speaking Abilities

Rhythm steady marching vs. Mixed

Stress primary, secondary, tertiary; coincides with intonation in English

Intonation do, re, me, fa, sol, la, ti, do;

Statements, questions, tags; 1, 2, 3, 4, 5

Grammar structure

Word order in sentences: S – V ; S – V – DO; S – V - IO - DO

Order of noun modifiers

Compound phrases

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ModuleThree Module Two Review

Reading

Re-read while Scanning for pertinent details

Self-questioning about details (how, when, where)

Analysis of writer’s purpose and content (why)

First, very thorough, re-write after analysis of rough draft’s content and

organization

Betterment of organization, ideas and supporting features

Restatement or refinement, perhaps, of thesis or ideas

Improvements in vocabulary choices and stylistics

Writing Abilities

First, very thorough, re-write after analysis of rough draft’s content and

organization

Betterment of organization, ideas and supporting features

Restatement or refinement, perhaps, of thesis or ideas

Improvements in vocabulary choices and stylistics

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ModuleThree

Speaking Abilities

• Fluency: chunks, backwards build-up, discourse

• Grammatical correctness: filter turned on/off

• Appropriateness of response

• Correct level, tone and manner

Listening Comprehension Abilities

• Phrasal Verbs

• Multiple Meanings

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ModuleThree Grammar structure

• All verb tenses, incl. gerunds, infinitives, imperatives.

• Present and past participles as verb, noun and adjective forms.

• Gerunds and their uses.

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ModuleThree Reading Module

• Conclusions or recommendations given by the author

• Self-questioning about your own assumptions (+ or - ) about the reading

• Inferences ( + or - ) you have drawn

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Writing Abilities

• Second re-write for grammar , transition words;

o Peer correction and collaboration – everyone learns

o mechanics of punctuation, capitalization, spelling

o correctness of style, level and tone

• Final re-write : after a quick review, production of the final product which is:

o The three Cs: Clear, Correct, Concise

ModuleThree

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Questions?

Thank you !

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Skill-Based Teacher Training

Module Four

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Module Four Listening Comprehension Abilities

Vocabulary

Word families

Choice of lexical items;

High frequency and low frequency words

High end academic, technical and professional vocabulary

Choice of level, tone and manner

Discourse clusters (common phrases, for example)

Idiomatic expressions and common expressions

Speaking Abilities

Preparation:

Brainstorming, etc (as in module 1, Writing)

Source (do not plagiarize!)

Outline (as in module 1, Writing)

Write up (cf: process given above in Writing);

Audio-visual aids

Practice:

Out loud-reading practice with script; gestures, out-loud practice without papers

Timing

Module Three Review

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Module Four Grammar structure

Clauses

Coordinate and correlative Conjunctions

Conditionals

Active and passive voice

Parallel structure

Apposition

Reading Module

Extensive reading

Improves vocabulary, speaking, grammar, stylistics, writing, knowledge, reasoning and culture !

Writing Abilities

Second re-write for grammar, transition words;

Peer correction and collaboration – everyone learns

Mechanics of punctuation, capitalization, spelling

Appropriateness of style, level and tone

Final re-write): after a third review, production of the final product which is:

The three Cs: Clear, Correct, Concise!

Module Three Review

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Module Four Listening Comprehension Abilities

Vocabulary

• Word families

• Choice of lexical items;

• High frequency and low frequency words

• High end academic, technical and professional vocabulary

• Choice of level, tone and manner

• Discourse clusters (common phrases, for example)

• Idiomatic expressions and common expressions

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Module Four Speaking Abilities

• Preparation:

o Brainstorming, etc (as in module 1, Writing)

o Source (do not plagiarize!)

o Outline (as in module 1, Writing)

o Write up (cf: process given above in Writing);

o Audio-visual aids

• Practice:

o Out loud-reading practice with script

o gestures

o out-loud practice without papers

o timing

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Module Four Grammar structure

• Clauses

• Coordinate and correlative Conjunctions

• Conditionals

• Active and passive voice

• Parallel structure

• Apposition

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Module Four Reading Module

• Extensive reading

o Improves vocabulary, speaking, grammar, stylistics, writing,

knowledge, reasoning and culture !

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Writing Abilities

• Second re-write for grammar , transition words;

o Peer correction and collaboration – everyone learns

o mechanics of punctuation, capitalization, spelling

o appropriateness of style, level and tone

• Final re-write) : after a third review, production of the final product which is:

o The three Cs: Clear, Correct, Concise !

ModuleFour

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Module Four

Questions?

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Module Four

Thank you !