teacher development spring 2014

Teacher development Spring 2014

Contents

Language Development and Creative Methodology p. 2

Language Development and British Culture & Society p. 4

Language Development and the practice of CLIL p. 6

Institution organising the training

Name of the organisation ADC College

Street and number Station House, 11-13 Masons Avenue

Postcode HA3 5AD

Town / city Harrow, London

Country United Kingdom

Website www.adccollege.eu

Organiser/s of the training

Person 1 Tom Bradley

Person 2 Hana Jurikova

Tel nr +44 20 8424 4924

Email [email protected]

http://www.adccollege.eu/


2

ADC College, Station House, 11-13 Masons Avenue, Harrow HA3 5AD, Middlesex

Language development and creative methodology Preparation: All participants will be sent a pre-arrival questionnaire which will help us

to organise the course in order best to meet their needs both in terms of the

methodological input sessions and the language development lessons. The

questionnaire will give participants the opportunity to highlight their expectations,

targets and experience.

Objectives: The main aims of this course are to provide visiting teachers with a wide

range of practical activities which they can use in the primary and secondary English

language classroom to make English classes more appealing to young learners. In

addition, the course will examine modern teaching methodology and techniques in

the classroom and how to adapt and create materials for classroom use. Additionally,

participants will be given the opportunity to develop their own linguistic confidence

and skills in the language development sessions which are all created by our trainers

from authentic materials.

Methodology: During the course we aim to use a variety of methodologies in order

to highlight the differences in approach which teachers themselves can use. For

example, much of the course will be delivered through a communicative

methodology that is especially relevant for motivating teenagers, the rationale for

elements of which will be elicited as the sessions proceed. Teachers will be

encouraged to work in pairs and groups and there will also be elements of task-based

learning. The content-sessions and the language development lessons will involve

presentations (on Prezi, with a short session showing teachers how to utilise this

superior technology) and content from various video-hosting websites (Videojug,

Youtube). There will be several readings with different type of tasks and a song done

as a gap-fill listening task. We also offer a series of one-to-one tutorials to ensure that

all participants have the opportunity to discuss their goals and questions with their

trainer, as well as being able to work on their personal language needs.

Follow-up: Pre-course feedback is collected at the end of the course and participants

are encouraged to keep in contact with the trainers and each other through an

internet group to share their experiences of using materials, methods and activities

derived from the course.

Type of certification of attendance awarded: An ADC Certificate of Attendance,

including a description of the training content and time input


3


Programme of the training activities (day by day)

This is a sample timetable to illustrate course content:

Day 1: Classroom management workshop, Error correction & feedback, Language

development

Day 2: Encouraging speaking, Task-based learning, Language development

Day 3: Language development, Adapting materials, Museum visit

Day 4: Reading skills, Games & warmers, Language development

Day 5: Using online resources, Lexis & collocation, Language development

End of first week

Day 6: British culture, Board work, Language development

Day 7: Pronunciation, Writing skills, Language development

Day 8: Language development

Day 9: Creative writing, Listening, Lesson planning, Language development

Day 10: Teaching mini-lessons, Language development

End of second week


4


Language development and British culture & society Preparation: All visiting teachers will be sent a pre-arrival questionnaire which will

help us to organise the course in order best to meet their needs both in terms of the

methodological input sessions and the language development lessons. The

questionnaire will give participants the opportunity to highlight their expectations,

targets and experience.

Objectives: The main aims of this course are to provide participants with a deeper

insight into British culture and provide a wide range of related practical activities

which they can use in the primary or secondary English language classroom to

motivate their young learners. As well as examining issues such as class and politics,

the course will cover topics such as humour, music, celebrity and sport, which all

appeal to teenagers. We will look at modern teaching methodology and techniques in

the classroom and how to adapt and create materials for classroom use. Additionally,

participants will be given the opportunity to develop their own linguistic confidence

and skills in the language development sessions which are all created by our trainers

from authentic materials.




methodology that is especially relevant for motivating teenagers, the rationale for






Youtube). There will be several readings with different types of tasks and a song done

as a gap-fill listening task. We also offer a series of one-to-one tutorials to ensure that

all participants have the opportunity to discuss their goals and questions with their

trainer, as well as being able to work on their personal language needs.

Follow-up: Pre-course feedback is collected at the end of the course and participants

are encouraged to keep in contact with the trainers and each other through an


5


internet group to share their experiences of using materials, methods and activities

derived from the course.

Type of certification of attendance awarded: An ADC Certificate of Attendance,

including a description of the training content and time input.

Programme of the training activities (day by day) This is a sample timetable to illustrate course content:

Day 1: British education system (Prezi presentation, comparison and contrast with

other countries’ systems); British literature (quiz, readings and comments); Language

development (vocabulary and speaking)

Day 2: Politics & society (video, reading about class); Rock & pop music (quiz, song

with cross reference to class session from earlier); Language development (reading

and speaking)

Day 3: Museum visit (likely to be the Museum of London)

Day 4: Media (how to encourage critical thinking, the use of puns in headlines, class

and choice of newspaper, news channels and the BBC); TV & celebrity (a look at

popular magazines and the language of describing celebrities; analysis of modern

fame); Language development (listening and speaking)

Day 5: British humour and comedy (classifications of types of humour, history of

recent popular comedy (and watching video clips, joke-telling); Sport (its role in

society; the British sense of “fair play”, more on critical thinking); Language

development (vocabulary and speaking).


6


Language development and the practice of CLIL

Objectives: Across Europe, more and more young learners are being motivated to

study their subject by its delivery in English. The objective of ADC’s CLIL course is to

provide teachers who are teaching content through English with support for creating

materials suitable for their own primary or secondary classroom and to establish an

effective methodology for their teaching. We will look at various elements of CLIL

theory and practice, including but not limited to CLIL concepts and terminology,

approaches and support strategies. Additionally, visiting teachers will be given the

opportunity to develop their own linguistic confidence and skills in the language

development sessions which are all created by our trainers from authentic materials.




methodology particularly suitable for motivating young learners, the rationale for






Youtube). There will be several readings with different types of tasks. We also offer a

series of one-to-one tutorials to ensure that all participants have the opportunity to

discuss their goals and questions with their trainer, as well as being able to work on

their personal language needs.

Follow-up: Pre-course feedback is collected at the end of the course and visiting

teachers are encouraged to keep in contact with the trainers and each other through

an internet group we run in order to share their experiences of using materials,

methods and activities derived from the course.


7


Programme of the training activities (day by day) This is a sample timetable to illustrate course content:

Day 1: Introductions, Motivation and communication, Language development

Day 2: CLIL Methodology, Dealing with Vocabulary, Language development


Day 4: Scaffolding learning, Online Resources, Language development

Day 5: The principles of CLIL material design, Materials design workshop, Language

development

End of first week

Day 6: Error correction & feedback, Cognitive skills, Language development

Day 7: Differentiation, Speaking activities, Language development


Day 9: Assessment, Lesson Planning, Language development

Day 10: Teaching mini-lessons

End of second week

teacher development spring 2014

Documents