Theme of the week is meeting learner needs and there is a question in here somewhere I’m having trouble articulating.
Needs in Module Three and on my courses
I’m draft marking as a tutor on the Distance Delta autumn M3 and running the ITI autumn M3 (among other things, but there is much M3 dialogue going on right now), so spending a lot of time trying to get teachers to think about how they can find out what their learners needs are and how to address them. At the same time, the first class they have given me in the language school this year is a small group of teenagers who hope to eventually do the iGCSE first language English. It is new for me and I’m not sure if it even really counts as TEFL. Continue reading learner needs, books and unanswered questions
Feedback was the underlying theme to the six weeks of our intensive Module Two for me. There seem to be parallels across the different layers.
Continue reading Feedback
The teaching tip in short
If the course book has a group of functional frames / phrases (agreeing / disagreeing / giving an opinion etc) that learners are supposed to go on and use in a communicative activity, type the phrases out. When you have done the stages that help them work out meaning / form / use, give a set cut up into individual phrases to each learner. Then as they go on to the speaking stage of the sequence where you hope they will use them, they should try to get rid of as many as they can as they speak, discarding cards as they use a phrase. This works best when there is a more controlled stage of practice before something more natural (because you can use the game like cards system in the controlled step), but can still work in an otherwise genuinely communicative discussion.
Continue reading Learners and lexical phrases