TRAINER IN ENGLISH FOR BUSINESS SESSION 2. ROLES OF THE TEACHER MOTIVATION, CLASS MANAGEMENT EVALUATION

READING SKIMMING reading for gist finding the key ideas in the text SCANNING reading for specific info/item

LANGUAGE SPEAK NATURALLY ENUNCIATE GESTURE BE DIRECT

LANGUAGE CHECKING CONCEPT: AVOID ’ DO YOU UNDERSTAND?’ ’IS IT CLEAR?’ YES/NO QUESTIONS (IN MOST CASES)

LANGUAGE GRADED LANGUAGE IS CLASSROOM LANGUAGE THAT IS ADAPTED TO THE LEVEL OF THE LEARNERS IN SOME WAY

ANSWER TO A SIMPLE QUESTION "There's no answer to the question. The term "language" in ordinary discourse is quite vague. It's like asking what motion is. Go back a few centuries and it included growth of a flower, steam rising to the sky, and much else. As in any domain of rational inquiry, we can seek to identify some concept within this range that is worth studying. My feeling is that there is such a concept -- I-language -- and that it even has a certain priority in the study of language understood in other ways, in that something about it is always presupposed, if only tacitly."

ANSWER TO A SIMPLE QUESTION THERE IS NO SINGLE ANSWER TO THE QUESTION. WE STILL HARDLY KNOW ANYTHING ABOUT ITS ORIGIN OR HOW IT DEVELOPED. WHEN WE TRY TO DEFINE ITS CONCEPT WE CAN ONLY STUDY IT WITHIN A PRESET FRAMEWORK. MY BELIEF IS THAT HUMAN BEINGS HAVE – WHAT I CALL –AN INTERNAL LANGUAGE THAT SHOULD BE FOCUSED ON.

TASKS JUST FOR YOU PLAN A 90-MINUTE SESSION  decide what you want to teach (based on the article you are going to get), what knowledge you want to transmit  decide what approach, method, procedure and technique you want to use  decide how you would check understanding  decide how you would practise  decide which skills you want to improve  decide what performance you want to have from your Ss

ADDIE MODEL is an Instructional Systems Design (ISD) framework ANALYSIS DESIGN DEVELOPMENT IMPLEMENTATION EVALUATION

GUESS WHO THEY ARE? What do they have in common? GUSTAVE LE BON SIGMUND FREUD EDWARD BERNAYS JACOB l. MORENO KURT LEWIN WILLIAM SCHUTZ WILFRED BION BRUCE TUCKMAN M. SCOTT PECK RICHARD HACKMAN

RAPPORT WHAT IS THE IMPORTANCE OF RAPPORT? HOW CAN WE ESTABLISH A GOOD RAPPORT? CREATING A CODE OF CONDUCT HOW DOES IT RELATE TO GROUP DYNAMICS?

MOTIVATION DRIVING FORCE TO ACHIEVE GOALS; THE WANT TO DO SOMETHING TO SUCCEED AT IT A STATE OF COGNITIVE AROUSAL; THE DECISION TO ACT SOURCES OF MOTIVATION INTRINSIC OR EXTRINSIC COGNITIVE BEHAVIOURIAL MASLOW VROOM, ETC SKINNER ARONSON BANDURA

MOTIVATION STUDENT CONTRIBUTION WHY IS IT IMPORTANT? DOES IT MOTIVATE? HOW CAN WE MAKE STUDENTS BE ACTIVE IN ORDER TO HAVE INTERACTIVE CLASSES? -LOCKSTEP -PAIRS -GROUPS -STUDENTS ON THEIR OWN

MOTIVATION WHAT DO WE MEAN BY FLEXIBLE TEACHING? ARE WE REALLY READY FOR IT? LEARNER AUTONOMY TEACHER DEVELOPMENT

MOTIVATION TEACHER’S ROLES oCONTROLLER oORGANISER oASSESSOR oPROMPTER oPARTICIPANT oRESOURCE oTUTOR oOBSERVER oFACILITATOR oMENTOR oREFEREE

DIFFERENCE TEACHER TRAINER

CLASS MANAGEMENT TIME CLASSROOM CONDUCT CONTROL INSTRUCTIONS WHOLE CLASS PAIR WORK GROUP WORK INDIVIDUAL WORK DISCIPLINE

TESTING AND EVALUATION PLACEMENT DIAGNOSTIC PROGRESS OR ACHIEVEMENT PROFICIENCY TESTS FORMATIVE (to monitor individual progress with ongoing feedbeack) SUMMATIVE (to evaluate student at the end of the learning process)

TESTING AND EVALUATION REQUIREMENTS WHAT DO WE WANT TO TEST? VALIDITY AND RELIABILITY ( TESTS WHAT IT IS SUPPOSED TO TEST; CONSISTENT RESULTS) HOW TO COMPILE TESTS? WHAT TYPE OF TESTS? PILOTING WRITTEN VS ORAL EXAMS FEEDBACK CONTINUOUS ASSESSMENT LEARNER’S DIARY TEACHER’S DIARY

LET’S RECAP LANGUAGE GROUP DYNAMICS RAPPORT ROLES MOTIVATION STUDENT INCLUSION AND ENGAGEMENT STRATEGIES ENVIRONMENT WHY AND WHO WE TEST HOW WE TEST

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