Deliver the Best English
Teaching Service in China
Module Two
Trial Class Training
• PART 1 Course Introduction
• PART 2 TBLT Methodology
• PART 3 Language Acquisition
• PART 4 Interaction Pattern
• PART 5 Techniques
• PART 6 Level Grading &
Assessment Report
PART 1
Course Introduction
Current Course
25minutes / lesson
3 lessons / week / student
- KidsBox
- Connect
- Phonics
- Intermediate Writing
- New Concept English
- World History
- Cambridge Young Learner
- IELTS
- SAT
Current Course
★ KidsBox ★ Connect Course
Course 25minutes / lesson
3 lessons / week
25minutes / lesson
3 lessons / week Connect Book (Teens)
Book 1 - 4 48 lessons /
Kidsbox Book 1 - 2 book
36 lessons / book (8 Units, 6 lessons / Unit)
(12 Units, 3 lessons /
Unit) Total: 64 weeks
Kidsbox Book 3 - 6 ★ Phonics Course
32 lessons / book 25minutes / lesson, 3 lessons
(8 Units, 4 lessons / / week
Unit ) Phonics Book 30 lessons
Total: 10 weeks
Total: 66 weeks
Current Course
KidsBox
Phonics
Sample
Materials Sample
+ Materials
Lesson Plan +
Lesson Plan
25 minutes / 25 minutes /
lesson lesson
PART 2
TBLT Methodology
TBLT Methodology
-- A strong version of Communicative Language Teaching (CLT)
REAL-LIFE language use development
-- Exposure to the target language
Motivations to engage learners
Maximize learning opportunities
-- Tasks could be transformed into pedagogical tasks.
Activated in a particular COMMUNICATIVE context.
TBLT Methodology
PRE-TASK PHASE
1
Anxiety-free
atmosphere
(Spark interest)
Lower linguistic
demands (Boost
confidence
TBLT Methodology
DURING-TASK PHASE
TBLT Methodology
POST-TASK PHASE
• Reflection
(Meta-cognitive development of
Planning and Evaluating strategies)
How the task was Attention to Form:
performed? Discrepancies between
e.g. How do learners deal with PRODUCTION
communication difficulties, and
what language they used and EXPECTED OUTPUT
learned in the task. (Interlanguage fossilization ）
PART 3
Language
Acquisition
Language Acquisition
Teacher Language
Rationale:
Grading Comprehensible Input Theory
-- From stage ‘i’ to stage ‘i+1’
Students acquire language when they understand
language that contains what is "a little beyond" their
current level.
If there is enough of input that the acquirer could
understand, ‘i+ 1’ will be provided automatically.
Language Acquisition
Teacher Language Grading
Practice: Teacher Instructions: CLEAR, SIMPLE, CONCISE
Example:
Tip: accompanied with Physical Gestures
Teacher Language
a.
Matching
Practice
1. Beginners at primary school: You’d better finish quickly as we’re really
short of time.
2. Teenage intermediate learners: That was extremely well done. I do
congratulate you.
3. Adult elementary learners: Do the exercise on page 52. Open your books
and check your answers with your partner.
4. Teenage elementary learners: Use scientific lexical terms to define these
words.
5. Adult intermediate learners: Prepare your roles. Get into pairs. Here are
your role cards.
Teacher Language
Instructing:
Narrating: telling a story or talking about
IMPERATIVE for young something that has happened.
learners.
Eliciting: get Explaining: explain to learners how to do an
students thinking and activity, how to organize a project, the
talking before revealing meaning of vocabulary, etc.
each answer.
Check Learning:
CONCEPT CHECKING Prompting : teachers say
QUESTIONS something to help learners think of ideas,
or to remember a word or phrase by giving
SPECIFIC them part of it.
Language Acquisition
Scaffolding ZPD
(Zone Proximal Development)
Definition:
The supportive dialogue between a student and a teacher or a
more proficient peer who will facilitate learning within their
ZPD.
Purpose:
e.g. Speaking
Accuracy / Fluency?
Interruptions? (when, how)
Language Acquisition
Affective Filters
Feelings, Motives,
Needs, Attitudes,
Emotional states, etc.
-- be approachable;
-- be patient
-- listen to your student carefully;
-- give clear, positive feedback;
-- inspire confidence;
-- do not complicate things unnecessarily.
PART 4
Interaction
Pattern
Interaction Criteria
★ Student-Centered Class
1. Language Output 2. Learner Autonomy
Maximize Learners explore the
PRODUCTION knowledge by themselves
Interaction Criteria
3. Teacher Role
PLANNER: prepare and think
through the lesson in detail
before teaching it. Variety + INFORMER: detailed
Appropriate activities for information about the language
different learners and the activity
Parent / Friend: comfort
learners when they are
upset or unhappy
MANAGER: set up rules
DIAGNOSTICIAN: INVOLVER: make sure and routines
recognize the cause of the learner is taking
learners’ difficulties MONITOR: check
part in the activities learning
Interaction Criteria
Reduce TTT (Teacher Talking Time)
Maximize SST (Student Talking Time).
(Employ physical gestures to replace
unnecessary TTT.
Allow the time that students
need
Explore the possibilities of
Silence
PART 5
Techniques
Techniques
Practice: Mime and Guess
Look, Listen, Say (Speak)… Facial
Jump, Run, Swim… Expressions
Big, Small…
Smile, Cry…
Happy, Sad, Angry… Mime
Scary, Cute, Shy…
Smart
Dangerous Physical
Elegant Gestures
2. TPR (Total Physical Response)
TPR:
Listen to the commands
Show COMPREHENSION BY ACTIONS
-Main principle: INTERNALIZE through
PHYSICAL ACTIONS
e.g. Simon Says
TPR APPLICATION
Sensory Intuition
For example,
- Imitate the cries of animals and then ask: what
animal? what sound?
- Songs, games, chant, etc. Vary the pace/ rhythm. Quick
rhythm can help maintain students' attention.
TPR APPLICATION
Phonics
• BBB, bbb, (Teacher demo, student follow)
• EEE, eee, (Teacher demo, student follow)
• DDD, ddd (Teacher demo, student follow)
• bbb, eee, ddd, b-e-d, bed (This can help children develop kind
of "natural response" which could be recalled when they try t
o spell other words later )
TPR APPLICATION
MUSCLE MEMORY:
physical actions
Vary PACE : slowly---quickly ccc—kkk
(move your right handover your
left arm, pretend cutting your
arm for three times)
Vary VOICE: higher--lower—
higher Increase drilling times!
3. Teaching Realia
-- Props: flashcards, puppies, tools
-- Visual Aids: Video, Audio, Picture, etc.
-- Authentic Publication
Books, Newspaper, Websites, etc.
PART 6
Level Grading
&
Assessment Report
Level Grading
Level Grading
Beginner L0 (Absolute Beginner)
No knowledge of the language to be studied at all
Beginner L1
- Basic ability to communicate and exchange information in a simple
way
- Ask simple questions and understand simple answers
- Usually answers in words or phrases only
For more details, please find the “Trial Class Level Assessment” file
Grading Assessment Report
Submit within 15 minutes after
each class
Thank you