Training plan “Interactive techniques of teaching English“
план-конспект по английскому языку по теме

Stage

(time)

Trainer

procedures

Teachers actions

Materials

Interaction

1.Warming-up

(15 min)

Says: “Good morning! I’m glad to see you. Today we have the workshop “Interactive techniques for teaching English”. We will try some activities that may be useful for your teaching practice”.

Writes her name on the blackboard and introduces herself with “Name game” – “My name is Olga. I’m Organized, I like Lemons, my  hobby is Growing flowers, I’m very Active”.

Asks teachers to introduce themselves in the same way.

Asks questions: “Did you like this activity? How can you modify it to use during your classes? What is the aim of such activity?”

Think about 4 min and introduce themselves using “Name game”.

Try to modify this activity for their classes, discuss.

Appendix 4

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Gives out worksheets with who-questions. Asks to find someone who… asking each other who-questions and making notes.

Speaks about kinds of “warming-up activities”(shows the scheme “Warming-up activities”, gives examples)

 Asks questions: “Did you like this activity? How can you modify it to use during your classes? What is the aim of such activity?”

Go round the room, ask and answer questions, make notes.

Retell about the results of pair work (one by one).

Try to modify this activity for their classes, discuss.

Appendix 1

worksheets

Appendix 4

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2.Lexical activities

(15 min)

Asks to look at the screen and read “Diamond poems”. Talks about types of “Diamond poems” (SYNONYM DIAMANTE and ANTONYM DIAMANTE).

Asks to work in groups of three and make Diamond poem on the topic “School”.

Asks to read their own Diamond poems.

Asks questions: “Did you like this activity? How can you modify it to use during your classes? What is the aim of such activity?”

Asks two teachers to come to the blackboard and play tennis using words on the topic “school” instead of the birdie.

Read “Diamond poems”.

Work in groups of three during and make Diamond poems on the topic “School”.

Read their own Diamond poems.

Try to modify this activity for their classes, discuss.

Appendix 4

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Asks four teachers to come to the blackboard and play tennis using words on the topic “school” instead of the birdie.

Asks questions: “Did you like this activity? How can you modify it to use during your classes? What is the aim of such activity?”

 Play “word tennis”.

Try to modify this activity for their classes, discuss.

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3. Reading activities

 (25 min)

Asks to think about association with “techniques for teaching English” and to make clusters writing down techniques that teachers use in their work.

Asks to read the clusters.

Gives out cards with words (ICE – BREAKING EXERCISE, GAMES, DISCUSSIONS, MIMING, ROLE PLAY AND SIMULATIONS, BRAINSTORM, USE OF NEWS PAPERS IN THE CLASSROOM, USE OF INTERNET) and their definitions. Asks to match the words and their definitions working in pairs. Check all together.

Asks to group interactive techniques for teaching English according to the language skills that they can help to develop.

Asks questions: “What interactive techniques for teaching English are new for you? What interactive techniques for teaching English do you plan to use?”

Make  clusters “techniques for teaching English” writing down techniques that they use in their work.

Read.

Match the words and their definitions working in pairs.

Work in groups of three - group interactive techniques for teaching English according to the language skills that they can help to develop. Discuss all together.

Answer the questions.

paper sheets

Appendix 2

cards

tjprc.org

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4. Speaking activities

(15 min)

“Improvisa

tion”

Asks to imagine that they are at the party. Asks to think and describe who they are and what they are doing.

Think and describe who they are and what they are doing.

Appendix 3

cards

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Asks to imaging that they are stuck in the lift with some people (they are: a secretary, a businesswoman, an old lady, etc.). Asks to dramatize this situation in groups of three and guess who they are during their conversation.

Says that this activity is called “Improvisation”.

Asks questions: “Did you like this activity? How can you modify it to use during your classes? What is the aim of such activity?”

Work in groups of  three. Guess each other’s roles.

Retell about the results of their work.

Try to modify this activity for their intensive classes, discuss.

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5.The conclusion\ reflection

(10 min)

Asks to assess and reflect their work:  I haven’t known, I can, I have a question about…

Gives out colored stickers and asks to write down 3 things about  group mates, 2 things about the teacher-trainer, 1 thing about the workshop. Tells that this activity is called Post-it-note activity - 3-2-1-strategy.

Thanks for work. Says “Good-bye”.

Assess and reflect their own work.

Participate in the feedback activity.

Appendix 4

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stickers

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ICE – BREAKING EXERCISE

When people have to work together in a group, it is advisable that they get to know each other a little at the beginning. One of the prerequisites of cooperation is to know one another’s names. The second one is having some  idea what individual members of the group are interested  in.

GAMES

This process involves productive and receptive skills simultaneously.

It offers students a fun filled and relaxing learning atmosphere.

After learning and practicing new vocabulary, students have the opportunity to use language in a non stressful way .The learner’s attention is on the

message, not on the language. Rather than paying attention to the correctness of linguistic forms, most participants will do all they can to win .This eases the fear of negative evolution , the concern of being negatively judged in public which is one of the main factors inhibiting language learners from using the target language in front of other people.

DISCUSSIONS

To improve the atmosphere in the class and help the learners to cooperate better with each other they can be used. The learners have to present views on the topics. The main purpose is to make the learners talk and stimulate

their imagination, curiosity and interest.

MIMING

This exercise can be performed as a pair work by exchanging one’ sheets with the partner’s sheet and read the instruction given there. The learner has to show the instruction given before the class. In a pair work exchange of sheets

with partner’s sheet and reading of instruction can take place. The learners show the instruction before the class. Guessing activity can be taken up. Everybody except partner will guess the instruction on which the fellow student is miming.

ROLE PLAY AND SIMULATIONS

They are simplified patterns of human  interactions or social processes where the players participate in roles. They comprise of short scenes which can be realistic as in pretending to interview a celebrity. In group work, the class can be divided in a group of four to five persons. Choose one person as a group leader who will be an educational consultant and other will be job seekers.

BRAINSTORM

The students are given a single stimulus which serves as a clue for large number of responses. The stimulus may be a question with plenty of possible answers like what do you do when…?The advantages of this technique are that it provides a large volume of productive language practice on the part of the learners relative to the contribution of the teacher and that it allows students to compose utterance at convenient level for them. The wide range of possibilities are open to participants and the fact that many of them are original and entertaining means to tend to be motivated to contribute and activity usually move forward briskly with a high density of learner’s participation.

USE OF NEWS PAPERS IN THE CLASSROOM

In large classes with few resources they are the most useful teaching and learning aids, they can be more used of successful learning in many ways. It gives a visual context. In the classroom language teachers can use them to teach a wide range of topics from the alphabet to grammar structures, vocabulary, conversation techniques and skills including skimming and scanning on one hand and listening, speaking, reading and writing on the other. And

They  can be treated as an object for linguistic dissection and analysis. Moreover the additional advantage is that

it instills a sense of confidence with a feeling of familiarity in the learner who uses it.

USE OF INTERNET

It is the better way of accessing authentic materials that will improve students’ knowledge and skills in the targeted areas. It develops English language skills.

English language teachers can integrate it into curriculum. It help to correspond with native speakers of the English language.

It can handle text in a wide variety of languages and can include word processed files as attachments. It allows us to send sound and images as attachments that enhance the context of the written communication.

It can give listening and speaking practice with recording facility for feedback.

It can be used to interact with native and non native speakers and enables synchronous conversation among participants in different parts of the world.

a secretary

a teenager

a teacher

a teacher

a model

a businesswoman

an old lady

a teacher

a doctor