TEACHER TRAINING DVD SERIESapi.ning.com/files/aevJbPu9dzPAidksq5FXY5iBlpVqI2iZh2DlqXtq6... · The...

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TEACHER TRAINING DVD SERIES

Lexis and Skills

International House London

foreword

International House London is a member of the International House WorldOrganisation. Founded in 1953 by John and Brita Haycraft, IH has a network of over120 schools in more than 40 countries. Over the last fifty years, IH has earned areputation for excellence in the field of language teaching and teacher training,helping to promote international understanding through education. Each year,International House London trains thousands of students from all over the world andhelps language teachers maintain standards of excellence in their teaching. Forfurther details, visit www.ihlondon.com

This is a new series of films of lessons taught by International HouseLondon teachers. The series comprises a broad range of lesson typesand each film in the series demonstrates different aspects of ELTmethodology in action. The series is primarily designed for those followinginitial or further training courses in teaching English to speakers of otherlanguages. However, many of the approaches, procedures, andtechniques demonstrated in these films can equally well be used in theteaching of any language.

The films are accompanied by detailed lesson plans and copies of allmaterials used. A variety of worksheets guide the viewer through differentaspects of ELT methodology, lesson planning, class management, andlanguage analysis. Comprehensive notes and answer keys are alsoincluded. All of the worksheets and most of the materials arephotocopiable and are designed for individual use or for use in seminars.

David CarrSeries Editor

© 2006 International House Trust Limited

films in theseries

3three© 2006 International House Trust Limited PHOTOCOPIABLE

help with…analysing form dvd 2, 5, 9, 11

anticipating problems dvd 4, 5, 11, 15

authentic material dvd 6, 8, 10, 12

checking understanding dvd 9, 11, 12

clarifying language dvd 4, 5, 9, 11

class management dvd 1, 3, 7, 10, 15

concept questions dvd 5, 11, 12

correction dvd 1, 3, 5, 10, 12, 13

drilling dvd 4, 7, 8, 11, 12, 14

eliciting dvd 2, 13

ELT terminology dvd 1, 6, 14

functions dvd 4

grammar dvd 7, 9, 11, 14

handling student output dvd 1, 5, 10, 12, 13

instructions dvd 1, 7, 10, 15

interactive whiteboard dvd 14

involving students dvd 2, 9, 10, 12, 15

language through a text dvd 5, 8, 9, 10,12, 13

large groups dvd 15

lexis dvd 1, 2, 4, 5, 10, 13

listening skills dvd 8, 9, 10, 13, 15

lower levels dvd 1, 4, 14

monitoring dvd 1, 5, 10, 12

monolingual groups dvd 15

phonology dvd 4, 7, 8, 11, 14

planning dvd 2, 3, 5, 6, 8, 11

reading skills dvd 5, 6, 11

receptive skills staging dvd 5, 6, 8, 9, 10, 11,12, 13, 15

reformulation dvd 10, 12, 13

role plays dvd 15

speaking skills dvd 2, 6, 8, 10, 12, 15

staging dvd 2, 3, 6, 8, 9, 10, 12

stage aims dvd 2, 3, 6, 8, 9, 10, 12

task-based learning dvd 10, 12

test teach test dvd 1, 11

writing skills dvd 3

lesson1list of contents

4 four © 2006 International House Trust Limited

Introduction page 5

Task 1 page 6

Task 2 page 7

Task 3 page 8

Lesson Plan page 10

Materials page 16

Answer Key page 22

General English Pre-Intermediate (A2)Lexis and SkillsJonathan Stoddart

5© 2006 International House Trust Limited PHOTOCOPIABLE

lesson1

five

In this lesson, Jonathan is teaching a lexical set of everyday items andtheir associated collective nouns e.g. a bunch of flowers, to a pre-intermediate multilingual class. There are eight students in the class.

Viewing time: 45 minutes

About the TasksTask OneThis task is an introduction to ELT terminology. It is designed to helptrainees with the terminology they will encounter on most initial teachertraining courses.

Task Two This task is designed to help trainees with classroom management. Itfocuses on areas such as rapport, instructions, monitoring, andmanaging feedback.

Task ThreeThis task is designed to help trainee teachers with keeping instructionsclear and simple.

Lexis and Skills

General English Pre-Intermediate (A2)

6 © 2006 International House Trust Limited PHOTOCOPIABLE

lesson1task1

six

Look at the ELT terminology below. Discuss with a partner what you thinkeach term means. Then read the definitions in the answer key. When youhave finished, watch the film and put a tick (✓) against the ones you see.Three of the terms do not appear in the film.

Help with Terminology

monitoring realia

eliciting flashcards

checking instructions finger highlighting

concept questionspair work

group workteacher-centred activities

open pairsclosed pairs

modelling languagechoral drills

highlighting language

feedback stages

student-centred activities

individual drills


lesson1task2

seven

1 How does the teacher help create a good rapport with his class?

2 Write down five things a teacher can do when giving instructions tomake them clearer. Watch and make a note of what Jonathan does atdifferent stages in his lesson.

3 How does the teacher get everyone’s attention at the end of tasks?

4 Apart from his plan, what do you think helps Jonathan decide when tostop an activity?

5 How does the teacher monitor? What is the teacher doing whilemonitoring?

6 When does Jonathan sit down? Why?

7 How does Jonathan keep students involved during feedback stages?Does he nominate everyone? Why/Why not?

8 What does the teacher do while the students are reading? Why is theteacher not walking around? What does he do when the students arewriting? Why?

9 There are a variety of tasks in this lesson which all help to keepstudents involved and motivated. Can you list five of them?

10 The teacher ends the lesson smoothly. How does he do this?

Help withClassroom ManagementDiscuss the questions below with a partner. If you are working alone, makea note of what you think. Then watch the lesson and write down youranswers. You may need to stop the film to give you some time to write theanswers down or discuss them with a partner. When you have finished,compare your answers with the answer key.

8 eight © 2006 International House Trust Limited PHOTOCOPIABLE

lesson1task3

1 Ok, so what I would like you to do now is get together with the personnext to you so perhaps make a three, and then what you need to do isask the questions to each other and then answer them. It’s a speakingactivity which means that you just need to speak and don’t need to write.

2 Here are some sentences and what I would like you to do with them ishave a look at them and decide if you think that they are right or wrong, Imean not correct and think about them with the person next to you andchange them to make them correct if you think there’s something wrong.

3 What I’m going to do is give you a text to look at and then think aboutthe person who wrote it. Would you think this might have been writtenby a man or a woman?

4 Ok, so I have got a sentence here for you that I would like you to look atbut it’s not correct for the grammar. The words are in the wrong orderand shuffled up and so I want you to unscramble them and then lookthrough the text and see if you can find out where the sentence is.

5 Here are some pictures that I’ve put on the floor. If you could just lookat them and think about what we call them in English with the personsitting next to you. Which words do you know already and which ofthem are difficult for you?

6 Now I’m going to ask you in pairs to stand up and come and pick up andturn over two cards from the floor and hold on to them if they match.

7 I would like you to take out your books from your bag and open themat page 35. If you have a look at the top of the page you will see pairsof sentences cut in half and you need to put them together to make awhole sentence.

8 Ok, so now you can close your books and then what I would like youto do is get yourselves into fours so that you can talk together anddiscuss these questions with each other.

Help with InstructionsRead through the instructions below. They are all too confusing and longfor the students to understand. Change them to make them clearer. Whenyou have finished, watch the lesson again and make a note of whatJonathan says and does.

lesson plan


lesson1lesson plan

ten

Level: Pre-Intermediate (A2)

No. Ss: 8

Time: 60 minutes

Main AimTo provide clarification and restricted use of a lexical set of everydayitems, and their associated collective nouns e.g. a bunch of flowers.

Subsidiary AimsTo give Ss the opportunity to practise skimming a text for gist andscanning for specific information;To give Ss the opportunity to practise their speaking skill, in (a) extendedinteraction and (b) to share information.

Assumptions1 Ss are familiar with many of the learner-centred techniques, such as

peer-teaching and S-S checks, which occur in the lesson;2 Ss have done error-correction activities before, so this activity in Stage

6 should not pose problems;3 Some of the lexis in Stage 5 will be familiar to learners;4 Any lexis in Stage 5 which is not familiar will be clarified either by (a) peer-

clarification, or (b) from the list at the bottom of the handout. This willminimise the need for potentially-confusing teacher-fronted clarification.

5 Ss will react well to the visual element of the lesson, as this is (a)motivating, and (b) provides an instant non-verbal context.

Materials1 Kay, Vaughan & Kerr Inside Out Pre-intermediate Students’ Book

(Macmillan 2002);2 Visual aids of the following items: flowers; penknife / Swiss army knife;

scuba diver; torch; massage; jacuzzi; gadgets; jewellery;3 Cards for pelmanism (own); 4 Handouts (own).


lesson1lesson plan

eleven

Anticipated Problems & Solutions-Classroom Management & Students1 There are two stages where feedback could be difficult to manage:

during the clarification (where learners are presented with a selection ofeveryday items) and in the error correction activity in Stage 6. ■ SOLUTION: Have the answers at the bottom of the (folded) handout, so Ss

can check their own answers. This reduces the need for verbal, whole-class,T-led feedback, which could potentially be time-consuming and confusing.

2 There are four Japanese learners in the group. At times they want to usetheir L1 to carry out tasks, which is (a) not useful in helping them developtheir ability to use English for communication, and (b) is unfair on theother members of the group.■ SOLUTION: To reduce this, I will separate these learners as far as possible.

3 There is a third person shift in some feedback stages, as learners will beasked to comment on their partner’s answers. Ss may produce incorrectverb patterns (e.g. Yui got a watch for your birthday).■ SOLUTION: Elicit peer correction, or provide correct form if necessary.

4 Some of the tasks / activities are procedurally complicated. Learnersmay not be fully clear what is expected of them.■ SOLUTION: Demonstrate and do examples, as necessary.

5 There are a number of mini-stages in the lesson, which could take time to set up.■ SOLUTION: Prepare while learners are carrying out the previous task/activity.

Anticipated Problems & Solutions - LanguageMeaning1 No anticipated problems with meaning – all lexis is clarified and

reinforced visually.Form1 Students may use inappropriate collective noun / noun collocations, e.g.

*a box of flowers■ SOLUTION: Refer them back to the written record in their SB.

Phonology1 There are a number of items in the lesson which may cause problems, due to:

● Silent letters: scissors, knife● Individual sounds: jeans, tissues, bunches● Ellipsis in chocolates, jewellery● Individual sounds, due to spelling / sound differences: biscuits, tissues■ SOLUTION: Model and drill as necessary, until Ss can articulate as

closely as possible2 Learners may have problems with connected speech in phrases such as

When was your birthday? Or What did you get for your birthday?■ SOLUTION: Model and drill as necessary, until Ss produce as

effectively as possible.

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lexiscollocations

eighteen

biscuits furniture scissorscake grapes sockschocolates jeans tissuescigarettes keys whiskycrisps matches wineflowers perfume wood

Adapted from Kay, Jones & Kerr Inside Out Pre-Intermediate (Macmillan 2002) SB pp 34 - 35

Work with a partner. What do we call these objects?

FOLD


lexisspeaking

Find the error in each of these questions:

1 Do you like it when someone giving you socks for your birthday?

2 Is it common to give to people cigarettes in your country?

3 Do you take a bottle wine if you go to a friend’s house for dinner?

4 Have you a packet of tissues in your bag?

5 How much bunches of keys do you carry?

6 How many pair of jean have you got?

7 How many furnitures are there in your bedroom?

8 When was the last time you buyed a bottle of perfume?

9 How often do you buying a bunch of flowers?

10 When would you someone give a box of chocolates?

1 Do you like it when someone gives you socks for your birthday?2 Is it common to give people cigarettes in your country?3 Do you take a bottle of wine if you go to a friend’s house for dinner?4 Have you got a packet of tissues in your bag?5 How many bunches of keys do you carry?6 How many pairs of jeans have you got?7 How many pieces of furniture are there in your bedroom?8 When was the last time you bought a bottle of perfume?9 How often do you buy a bunch of flowers?10 When would you give someone a box of chocolates?

nineteen

FOLD

answer key


task1answer key

twenty two

monitoringThe role of the teacher when students are actively involved in a task. Teachersdo this to see/hear how students are coping with a task. Often it involveswalking around to listen to students’ conversations but it can also be donesitting down by tuning in and out of conversation. Monitoring also helpsteachers to assess timing and to anticipate how to conduct plenary (wholeclass) feedback.

realia This is the real thing e.g. a teacher can bring in a banana and apple toteach those words.

elicitingA way of motivating and keeping students involved. Instead of tellingstudents something, you can ask them a question, give them a definitionor examples etc. to encourage them to say it instead of you.

flashcardsThese are pictures of different things, people, or places often mountedonto card.

checking instructionsThese are short (often yes/no) questions you ask to make sure thestudents have understood your instructions.

finger highlightingThis is where you use your fingers as a visual way of highlightinglanguage. For example, syllables in a word or contractions.

concept questionsA useful strategy (normally questions) for checking students’understanding of language.

pair workAn activity or task a student does with another student.

group workAn activity or task done by three or more students.


task1answer key

twenty three

teacher-centred (also known as teacher-fronted) activitiesDuring these stages, the teacher is the centre of attention and mostexchanges go through or to the teacher.

open pairsThis is where two students exchange language across the classroom withthe other students listening.

closed pairsThis is where students work in twos. All students are working at the same time.

modelling languageThis is where you say something to show students how a word ispronounced or how a language item is used in a sentence.

choral drillsThis is where all the students repeat something at the same time. This canhelp them with the pronunciation of a word or longer stretch of language.

highlighting languageThis is what teachers do when they want the students to noticesomething interesting about a word or sentence. It might be thepronunciation of a word, the spelling etc. It might be to correctsomething. Teachers will often use the whiteboard for this.

individual drillsThis is where you ask individual students to repeat something. This canhelp them with the pronunciation of a word or sentence.

feedback stagesThese are stages or parts of a lesson where the teacher might checkanswers, opinions, or language after students have done the activity.

student-centred activitiesThese are activities where the students are all actively engaged and thefocus is off the teacher.

The three terms which do not appear in the film are…realia, fingerhighlighting and open pairs.


task2answer key

twenty four

1 He creates a rapport by…smiling at the students, using their names. He also personalises thelesson right from the start showing students that he is interested inthem as people. Having a student-centred lesson with a variety offocus and interaction patterns also helps rapport.

2 When giving instructions, Jonathan helps keep them clear by……using short sentences with clear and easy to understand language. …giving students time to process the instruction.…using gestures. …repeating instructions if students have not understood. …checking instructions by asking the students simple yes/no

questions about what they have been asked to do.…doing the first question with the students as an example especially

in the more difficult tasks. …‘chesting’ the material (i.e. holding it up for all to see) and pointing

at it to show where on the page the students should be working. …monitoring at the beginning of the activity to check the students are

doing what they should be doing and then sometimes repeating theinstructions to any student who is having difficulties.

3 To get everyone’s attention, Jonathan….raises his voice slightly…comments on success by saying somethinglike “Ok, that’s good. Thank you. Thank you”. Judicious pauses canalso be used to good effect at these moments. The teacher can thenoften nominate a student to kick start feedback. Some teachers alsoplay background music during an activity and then stop the music toindicate the end of an activity.

4 Jonathan stops an activity when….he hears a few of the students go quiet or they seem to go off thesubject. He also stops an activity when he feels that to spend moretime on it would not help the stage aim e.g. reading for gist.

5 Jonathan monitors by…either sitting in his chair and tuning in and out of different conversations orwalking behind the students. At times he crouches down to listen to whatthey are saying but he doesn’t get involved unless they ask him to or hesees they need help. He also doesn’t make eye contact at times as heknows this will involve him in what should be a student-centred activity.


task2answer key

twenty five

6 Jonathan sits down…often when giving instructions and conducting feedback. The aim is to focus the activity and attention on the teacher. It means studentsare on his level and it helps him look calm even if he is nervous.

7 He keeps students involved during feedback stages by…not letting the feedback go on too long and by nominating differentstudents. He injects humour and encourages whole sentences when appropriate so that the feedback is seen by students as anopportunity to learn or extend themselves and not just to check answers.

8 When students are reading …he doesn’t walk around as this can be intimidating for students. When students are writing…it is helpful to look over their shoulder to see what they are writing.

9 Tasks in the lesson……talking to a partner about some questions on the board in pairs…a gist task working alone…an error correction task in pairs…a matching sentence-halves task working alone…a discussion task where students are working in

groups of four.…a pelmanism/memory game task where students work in pairs.

10 The teacher ends the lesson smoothly by….conducting feedback on the last activity and then saying “Ok…thankyou. It’s time for us to finish. Thank you all very much and see youtomorrow” He then smiles at the students and moves towards one ortwo as students start to pack up.


task3answer key

twenty six

1 Can you work with your partner? (gestures two, two, two two). I wantyou to ask and answer these questions. You don’t need to write soput your pens down. Talk to each other for two minutes please.

2 These three things are not quite correct. Can you talk to your partner?What do we need to change to make the sentences correct?

3 This text (holds up book)…I’m going to give you one minute and Iwant you to decide…. was this text written by a man or by a woman?(rising intonation)

4 Is this a good sentence in English? No, it’s not. The words are in thewrong order. Can you talk to your partner and put the words in the correct order? When you think it’s correct, look in the text and findthe sentence.

5 I want you to look at these pictures. What do we call these things inEnglish? What do you know already? So work with your partner…what are these things?

6 On the floor there are some cards…I want you with your partner tocome and turn two over (demonstrates)… if they go together, keepthem (demonstrates) … If not, you put them back in the same place.For example, Yuri and Yuko.

7 In your books, page 35. At the top…can you match the two sentencehalves together?

8 Close your books but keep this paper. I’d like you four and you four tosit together. I’d like you to discuss these questions for five minutes.Discuss these questions in your groups.

twenty seven

© 2006 International House Trust Limited

Published by International House Trust LimitedInternational House ®All rights reserved.ISBN 1-905627-00-9ISBN 978-1-905627-00-4

Printed in England by CK Litho: www.cklitho.co.uk

Copyright subsists in this publication and no part of it may be reproduced in anymaterial form, including photocopying or storing it in any medium by electronicmeans and whether or not transiently or incidentally to some other use of thispublication, without the written permission of the copyright owner except inaccordance with the provisions of the Copyright, Designs and Patents Act 1988.

This publication may be copied under the terms of a licence granted by theCopyright Licensing Agency.

The first purchaser of this book is hereby granted a licence to copy extracts from thebook for use by those training to teach languages. This licence is not transferable.

Limitation on LiabilityWhile the publisher and author have used their best efforts in preparing this book,they make no representations and warranties with respect to the accuracy orcompleteness of the contents of this book and specifically disclaim any impliedwarranties of fitness for any purpose. Teaching depends on those individuals involvedwith the teaching and learning process and not all teaching methods will work in allcircumstances. Neither the publisher nor the authors shall be liable for any loss ofprofit or any other commercial damages including but not limited to special,incidental, consequential or other damages.

27

AcknowledgementsThanks to:

Jonathan Stoddart and his students for agreeing to be filmed

Macmillan Publishers Limited for permission to reproduce extracts from Inside Out Pre-Intermediate

Belinda Cerda for writing the viewing tasks and answer keys

Conrad Hechter for taking the photographs on page 18

Brenda Lynch for her help in the editing process

1 Pre-Intermediate (A2) Lexis and Skills Jonathan Stoddart

2 Upper Intermediate+ (B2) Speaking and Lexis (EAP) Will Hutton

3 Pre-Advanced (B2) Writing and Discourse Melissa Lamb

4 Elementary (A1) Function and Speaking Jayne Silva

5 Mid Intermediate (B1) Reading and Lexis Celia Noble

6 Pre-Advanced (B2) Reading and Speaking David Riddell

7 Low Intermediate (B1) Phonology and Speaking Maureen McGarvey

8 Upper Intermediate+ (B2) Listening and Phonology (ESP) Nick Hamilton

9 Upper Intermediate (B2) Grammar and Listening Benita Cruickshank

10 Low Intermediate (B1) Task-Based Learning Justin Vollmer

11 Low Intermediate (B1) Grammar and Reading Catherine McFarlane

12 Low Intermediate (B1) Task-Based Learning Frances Eales

13 Upper Intermediate (B2) Live Listening and Lexis Jacqueline McEwan

14 Pre-Intermediate (A2) Grammar (Interactive Whiteboard) Steve Miller

15 Upper Intermediate (B2) Speaking (Large Groups) Nick Lidwell

TEACHER TRAINING DVD SERIES

International House London

£75.00

www.ihlondon.com

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