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EA Induction

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jon ball

on 21 March 2015

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Transcript of EA Induction

Teaching Adults: EA Induction
Conclusion: 5 tips for teaching adults
Signposting
1.Introduction to EA
2.Administration
3.Lesson Planning
4.First Lessons
5.Teacher and Student expectations
6.Pronunciation
7.Supplementary Resources
8.Showing progress
9.Promoting Learner Autonomy
10. Testing
11. Final Thoughts

Today's seminar focuses on the Global English programme.
The Global English programme has 6 levels.

Beginner
Elementary
Pre Intermediate
Intermediate
Upper Intermediate
Advanced


Administration for EA classes
For adult classes, you have no teaching assistant. However you do still have a class folder.

Discuss with a partner

a) What information will you need to record every lesson and why?

b) What information included in the folder do you need to make students aware of?

c) What information in the folder is someone other than you likely to read?
Lesson Planning
With a partner, can you complete the acronyms?

1.Plan Y. L. B.C.
2.Share I.W.O.T.
3.Make S.Y.I.P.P.
4.Use S.R.
5.Ask F.H.I.Y.N.I.
Administration Answers
a) Attendance, course schedule information (page numbers, supplementary resources used, pron information, any homework set)

b)Information about how the course is assessed and the date of the end of module test.

c) Any information you record could be read by someone else. (e.g.cover teachers, academic staff, admin staff)
Needs Analyses
1.Plan your lessons before class
2.Share ideas with other teachers
3.Make sure you include pronunciation practice
4.Use supplementary resources
5.Ask for help if you need it
First Lessons
Ready made first day
lesson plans
Welcome Letters
Testing
End of module
Test listening, reading, writing, grammar and vocabulary, speaking
Review of language covered in coursebook units
You can find the tests in the
teacher's area
Tests take place during the two lessons prior to the final lesson. Why? Discuss with your partner.
Speaking tests are conducted in pairs
Copies of the test, and any materials needed will be printed off and prepared in advance by ELT staff.
Expectations
In groups, discuss the expectations of:

a) The students

b)The teacher
Students expect:
to improve their pronunciation
to make progress and receive feedback on it
teachers to address their language needs
teachers to be well prepared and to be dressed professionally
students to arrive to class on time
students to use English
students to participate fully and attend class
to hand in homework on time
Teachers expect:
We can meet student expectations by:
building rapport with our students
signposting what we are going to ask students to do in class and explaining why they are doing it.
only include constructive games
supplement the coursebook and make lessons relevant to student needs and interests
We can encourage students to meet our expectations by:
making clear what is expected of them and what they need to do to pass the course
setting clear deadlines for homework and sticking to them
having a consistent policy on mobile phones
agreeing 'class rules' at the start of the course
Pronunciation
This is the main reason that students choose to study with a native speaking teacher.

Use these prompts and discuss with a partner what they might refer to in terms of pronunciation practice
regularity
focus
supplementing
correction
phonemic chart
regularity: every lesson. At least 15-20minutes.
Using visual aids to show the shape of your mouth shows students how to make the sounds.
focus: word and sentence stress, intonation and connected speech
supplementing: ILA have lots of supplementary resources for pronunciation. See the teacher area on the cloud or ask academic staff for guidance.
correction: during pronunciation activities use 'hot' or instant correction. For fluency activities use delayed feedback/correction
Learner training: If you are confident with it, teach your students the phonemic script and use the phonemic chart as part of your pronunciation practice.
Using the phonemic chart
Showing progress
Supplementary resources
ILA has a LOT of resources you can use for supplementing the material in the coursebook.
Lifestyle course book has software to accompany the book for use with IWBs
Digital copies of a wide range of teaching books and materials are available on the cloud.
Incorporate authentic materials into your lessons. With each IWB connected to the internet, this has never been easier.
1.Look and act the part.Students expect teachers to be professional and enthusiastic.
2. Plan carefully and know what you are teaching. Adult students will be able to tell if you don't know that lesson's grammar point. Research it beforehand.
3.Use the coursebook, but don't be a slave to it. It should only be used for about 50% of the module. Supplement your classes with other materials
4. Include pronunciation practice in every lesson
5.Be personable. 'rapport', 'vibes' , 'atmos' ...call it what you like. It all goes towards making a good learning environment, and according to Krashen, that's half the battle.
What do you usually include in the first lesson of a course?

Tell your partner.
Follow this pathway for supplementary resources
How do you show the students that they are
making progress? Ask you partner.
Error correct
at appropriate
times

Refer back to it at the end of the lesson.
Signpost what you're going to do
in the lesson.
Use mobile phones to record a speaking task at the start of the course. Repeat the exercise with the same speaking task at the end of the course-Let students hear the difference for themselves!
Each module includes a tutorial. Refer to student's needs analysis to make progress explicit and to evaluate or re-evaluate SMART goals.

Specific
Measurable
Attainable
Realistic
Time-bound
Everything you need to show students their progress, and to conduct a successful tutorial is on the cloud, including:

self assessments
'can do' statements
motivational strategies
tutorial forms
Promoting Learner Autonomy
The main idea of leaner autonomy is that students take responsibility for their learning rather than being dependent on the teacher.
What needs to happen is for teachers to become less of an instructor and more of a facilitator.

Students need to be encouraged to rely firstly on themselves and then on other students in the class before coming to the teacher.
Learner Autonomy discussion task
If you'd like to know more about learner autonomy...this free slide-share is really informative.

http://www.slideshare.net/irwyn12/approaches-to-learner-autonomy-in-language-learning-presentation-786825

(click link to open in a new window)

The ILA wiki is full of information and resources for teaching adult classes.
Full transcript