1. Intensive Course for English Teachers
New Teachers’ Course
Intensive Course for English Teachers
Aug 19 – 23, 2016

2. Nice to meet you! Laura Liane Maria Valéria Alcy Vanessa Nair Luana
Roumeyne
Marcia Regia
Socorro
Cassiana

3. Comfortable / Speaking
Ice Breakers
What are they?
Ice Breakers = Activities for the teacher and students to warm-up, relax, and know each other.
…and why do we need them?
… to build a atmosphere!
Comfortable / Speaking

4. Examples of Ice Breakers
Beginning level  Circle name game
Get in a circle and listen to the directions.
The teacher can show directions to students by modeling.

5. Reflection: Circle Name Game
Let’s discuss
Did you like it? Why did I do it? What kinds of skills? Pro’s and Con’s?
Repeated practice  one of the most important tools for learning  more FUN than “repeat after me”
Playing a game AND getting to know others.
It trains students NOT to depend on Portuguese translations.
Teacher can get a sense of what students know.
Make a safe environment to practice and talk.
Fluency OVER accuracy.

6. Examples of Ice Breakers
Beginning level  Circle name game
Get in a circle and listen to the directions.
Beginning-Intermediate level  Palm Activity
The teacher can show directions to students by modeling.
The teacher can show directions to students by modeling. Give directions step by step.

7. ICE BREAKERS – Palm Activity
Draw your hand on a piece of paper.
Then, write your name on the bottom. .
Leave your paper on your desk.
Everyone - walk around and write 1 question that you want to know about your classmates ON ONE OF THE FINGERS.
Write 6 questions for 6 different classmates.
Do not write the same question that someone already wrote.
Everyone will get their papers and then answer the questions.
Please share (or finish for homework).
Laura

8. Reflection: Palm Activity
Let’s discuss.
Did you like it? Why? Why did I do it? What kinds of skills? Pro’s and con’s ?
Students get to move around.
Includes all students (low- & more advanced-level)
Main point is to REALLY ask questions to each other.
Practice in a good environment  where students don’t have to PERFORM always in front of peers.
Starts students writing, then speaking  more tradional format, but also more comfortable/expected

9. Examples of Ice Breakers
Beginning level  Circle name game
Get in a circle and listen to the directions.
Beginning-Intermediate level  Palm Activity
Sdfsdf
Intermediate-advanced level  various
The teacher can show directions to students by modeling.
The teacher can show directions to students by modeling. Give directions step by step.
Partner/group introductions
Things in common
Find someone who
Ranking
Who am I?
2 truths & 1 lie

10. Break
20 minutes

11. Activity: Discussion in Groups
The teacher will assign you a group. Get together and briefly introduce yourselves.
Name
School
How many years of teaching?
How did hear about this training?
Each group will be assigned one question (one poster). Talk with your group and write your answers, thoughts & ideas.
When the ‘teacher’ announces, you will move to the next question.
After, each group will present 1 poster.
5 questions
What are your beliefs about the way languages are learned?
What are some effective ways to teach English? (that you are doing now, or would like to do more of)
What is the role of the teacher?
What do you want to get from this professional development?
What do you know about LT methods?
List all the key words you can think of.
Change LT methods to 

12. Reflection: Group Discussion Activity
Talk in your group. What do you think of the activity?
Why did we do it? What was the objective / main points?
What are the good and bad points of this activity?
Could you do something similar in your class? How would you change it?
Ss get to know each other  start to adapt to working in groups
Ss work together  confirm answers/ideas before writing them  less anxiety
Encourage and practice how to discuss  listen to others’ ideas  talking helps to organize thoughts (for some)
Too difficult to discuss in English (probably Portuguese)  but Ss write in English (almost always without the T forcing them) [the objective of this activity is to talk about English, not in English]
Timed rotation  ensures closer to the activity [note: teacher controlled part]
Sharing (production part) – incentive to finish the activity and speaking practice.  NOTICE: groups didn’t read their own ideas.

13. Variations: Group Discussion Activity
Notes: very typical CLT activity
Equal questions and groups (ex. 4 groups, 4 questions)
On a timed rotation (ex. 5 mins) each group rotates to answer each question
Linguistic Variations:
Vocabulary: by topic (animals, food, clothes, phrasal verbs, etc.)
Comprehension: P1/P2/P3, different characters/setting/plot
Critical thinking; Linguistic knowledge; Test Review

14. Syllabus

15. Syllabus Quiz When was the PSTDP program first started in PE?
What will the course focus on?
What are some of the topics in this course?
How many hours is the course?
What is my address?
What is the course website?
How are the grades divided?
What is the percent to pass this course?
What is the attendance requirement?
What are the text books?

16. WE will help and support you.
IMPORTANT POINTS
Teacher Development
Methodology – I WILL NOT tell/‘teach’ you about methods. I will show you some activities and techniques, and WE will discuss the methodology.
Language Skills – This is not an English Language class. I will not teach you grammar and vocabulary. HOWEVER, participating and working hard (especially speaking and working in English as much as possible), your language skills will improve.
Course Design
32 hours of class time + 8 hours of HW / extra activities
You will learn if you DO.
WE will help and support you.

17. Professional Development
Methodology Themes
Professional Development
Implement
Problem-solve
Review
Student autonomy
Meaningful communication
Alternative assessment
Active learning
Critical thinking
Interaction with language and peers
Using English as the medium of instruction

18. QUESTIONS?
Syllabus OR
Schedule

19. Thank you! See you later/tomorrow
Homework:
Night Activity OR
Write a paragraph about your expectations of this course.
What do you hope to get from course?
What do you hope to contribute to this course?
How will you help your own professional development after this course?