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Lize Odendal

on 19 April 2013

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Transcript of PL2

PL classes 2013 The student nominates which task they want to do first. This may be down to their preference, or could be teacher-driven (with lower-level students, the latter is more likely and more teacher direction may be needed). How does a PL lesson work? Now, the student does the task with the teacher. This is how: Once a task has been attempted, you need to decide the following:
Was the...

task attempted, but not achieved?
The student would not have been understood in real life, and would have failed to accomplish the communicative goal set out for them.
In this case, we strongly recommend that the student does some practice and reattempts the task. Each task comes with a practice slide designed to help the student improve their performance before trying the task again.

task achieved?
The student would have been understood in real life, despite some issues which impede understanding to some degree. In this case, you can suggest that the student might benefit from doing some practice and trying the task again. If the student declines (due to lack of interest in improving their performance in this specific task, or a feeling that they are as proficient as they want to be), we return to the task menu and ask the student to select another task.

task achieved with excellence?
The student would have been easily understood, and there would have been very few instances where their meaning was not clear. In this instance, return to the task menu and ask the student to select another task, or move to My time where the student can decide what they want to discuss with the teacher in that specific class.

If the student is going to try the task again, then you do this: Now the fun starts!
Negotiation time The last option on the menu is called My time, and allows the student to go off the topic of the lesson and talk about anything else they want, or ask for advice about their studies. It may also be used if the student has completed all the tasks quickly. This new set of PLs (which forms part of the 'Try' section) were rewritten after extensive input and feedback from teachers and students. We created an improved version of PLs which we believe will lead to great classes being taught by teachers who do what they know best and result in happy students continuing to use our services. What is the new core PL? Format:
40 minutes long
one lesson per unit
made up of three tasks that mirror the three tasks in the Courseware unit
designed to be taken after the Courseware is completed for maximum effect
offers an opportunity for students to try out those tasks with a native speaker and get feedback / improve their performance We deliver live feedback on the student’s performance in terms of:
+/- Word choice
+/- Grammar
+/- Pronunciation Feedback tips At the heart of what we do, is you, the teacher. These PL classes were written to help you give the best class you can and support the students at every step of their learning journey through a specific lesson.

This is what we need you as the teacher in the classroom to do:

Feedback tips:

Give the student feedback on their use of the language areas flagged up in feedback focus. You will need to talk about pronunciation, word choice, and grammatical accuracy.

Feedback should be relevant to the lesson language as specified for each lesson in the Teachers' Notes. These are the tasks. The student chooses one to start with, and may do up to three in the lesson, depending on how long they take to complete each one.

More information regarding My time will be provided later in the training.
The student roleplays a scenario with the teacher. The task slide reveals in two clicks: the first to set the context, and the second to give a direct instruction to the student.

The teacher’s notes give the teacher support in telling them:

1. what their role is

2. prompts as to what they can say – what we’re calling the ‘Teacher script’

3. a list of what kind of language to give feedback to the student on, called Feedback focus

Giving feedback works like this:

After the task is completed, give students feedback on what they did well, and what they need to improve. Consider such areas as their

· grammatical accuracy

· selection of the correct words

· pronunciation

Give specific examples, and invite students to self-correct errors before correcting them yourself. Suggested script for teacher to follow:
Welcome to the office.
Let me show you 'round!
Would you like something to drink?
So, this is our new office.
That’s right, it’s a big office, so it gets pretty noisy!
And this is the IT department.
Yes, it is new – It opened up two months ago. Over there, you can see Patrick. You know Patrick, right?
Yes, just two months ago.
No, he’s in Finance, actually. And in the meeting room down there, you can see Ms. Boyd, the CEO. For example: feedback focus for this lesson:
Grammar: tag questions
Pronunciation: rising and falling intonations when asking questions Now for the feedback: Feedback slide Practice and re-task Once the Practice activity is completed, go back to the task ... Practice and re-task
The practice activity is designed to expose the student to useful and authentic language to help them do the task again more effectively. ‘Private lessons are a great chance for a personalized experience, and we wanted to create materials which adapt to our students’ interests and level of ability. By being able to choose multiple pathways through a lesson, both teachers and students decide which direction they want their lesson to go in.' Why did we change our approach to Private Lessons? For example: My time Courseware unit PL class from same unit There are many, many questions to work with and help you personalize the class on the 'My time' slide. What’s the difference between the student’s performance after the first and second tasks? If a student does not achieve the task after a 2nd attempt, take them back to the main menu to try a different task, unless they insist on trying again. We do not want to demotivate and discourage the student in their study by continually repeating the same task over and over again.

In this instance, ensure that you provide feedback, when writing the after-class report, that specifically highlights the language considered and how the student can improve. The Teacher script is only a suggestion; it is intended to support and scaffold you as a teacher and not provide an exhaustive, or restrictive, list.

As always, what you choose to say should depend on the context, student language ability and need. Teachers' Notes Aaaaaaand ... we're done!

Enjoy teaching these! The practice exercises come in different forms, but their aim is the same - to expose students to natural-sounding language which is relevant to the task, and encourage them to engage with it in different ways.
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