1. ELTAF Workshop 22 nd June 2013 Claire Hart

3. 1) Approaches to course design a. Some key terms b. Three recipes for course design - case studies 2) Top ten tips for designing worksheets

4. What is: A course Personalisation Tailor-made A negotiated syllabus Course design

5. Design Leaners´needs Stakeholders´expectations What´s possible A course

7. Topic-driven Communication situation analysis JIT (Just In Time)

8. 1.Topic options 2.Choose 5 or 6 topics 3.What vocab? grammar? 4.4 skills work 5.Business skills Spend 4- 5 weeks on each topic

9. Context: In-company Industry: Construction Timeframe: 38 weeks Participants: 8 Level: mixed from high A2 to B2 Jobs: salesman, quality engineer, civil engineer, architect Needs: -> Broaden knowledge of industry-specific vocabulary -> Improve accuracy -> Work on business skills, especially telephoning and emailing

11. Week 1: Starting a conversation Week 2: Tenses review -> present simple, continuous & perfect, past simple Week 3: Have you ever? Week 4: Technology landmarks Week 5: Showing interest

12. Skills SpeakingStarting a conversation Discussing experiences Showing interest WritingMaking notes ReadingReading model conversations ListeningActive listening

13. GrammarVocab

14. We spent 7 weeks on this topic In particular we spent a lot of time working on tenses I realised we needed to focus more on conversation strategies and techniques The learners enjoyed working on this topic

18. Be consistent

20. Use boxes and tables

22. Use tabs, bullets and numbering

24. Leave space for the learners

25. 1Concrete is used to ______ build walls ______. 2Copper is used to _________________________. 3Steel is used to _________________________. 4Fibreglass is used to _________________________. 5Carbon is used to _________________________. 6PVC is used to _________________________.

27. Use images

29. Use a variety of activity types

30. Matching pictures with words Matching words with meanings Matching sentence halves Matching questions and answers Ordering conversations Categorising words True or false

31. Try jumbled phrases

33. Ask a different question

34. What does Karsten want to know? Why? Consequences?

35. Include topics and issues that matter to the learners

37. The learners should know or be able to do something at the end of the lesson that they didn´t know or couldn´t do at the start of the lesson Michael Swan

38. You can email me at: clairehart@gmail.com