ICTE I Program Teacher Training Manual 2013-14

8/13/2019 ICTE I Program Teacher Training Manual 2013-14

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ICTE

Teacher Training Manual


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TABLE OF CONTENTS

Introduction Page 1

General Teaching Skills

1. Warm-up Activities by Marine Mghebrishvili ...4

2. The Basics of Lesson Planning by Mariami Dakishvili...6

3. Learning Styles by Elene Burchuladze...15

4. Techniques for Making Groups by Nana Sarauli.17

5. Working in Groups by Lana Chakhaia.20

6. Using a Variety of Question Types Effectively by Tamar Tabukashvili22

Vocabulary

7. Reviewing, Re-encountering and Practicing Vocabulary by Tamar Tabukashvili ..28

8. Presenting Vocabulary through Visual, Auditory and Kinesthetic Styles for Lower

Grades by Natia Surguladze..31

9. Kinesthetic Activities for Young Learners by Ann Chachkhiani.34

Grammar

10. Teaching Grammar Rules in Context by Sopio Khadagiani.36

11. Teaching Grammar Context by Elena Petrova.40

12. Practicing Grammar in Context by Tamar Tskhomelidze 43

13. Grammar in Communicative Activities by Inga Gelashvili46

14. Teaching Grammar with Limited Resources by Miranda Tskhadadze...49

Speaking

15. The Goals and Challenges in Teaching Speaking by Iulia Kusikashvili....52

16. Designing Speaking Activities by Nana Kazaishvili...55


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17. Cooperative Learning Structures by Sopio Khvadagiani59

18. Improving Speaking through Role-plays by Nana Kikalishvili.69

19. Teaching Speaking through Storytelling by Mariam Kuchukhidze72

20. Spoken Fluency through a Dictogloss by Elene Changelia..75

21. The What and Why Diary: Encouraging Students to Speak by Rita Tukvadze.78

22. Using Rubrics in a Speaking Class by Natia Katamadze and Ia Gagnidze.81

Listening

23. The Structure of a PDP Listening Lesson by Ketevan Papava-Lobzhanidze..84

24. Teaching Listening Skills in Mixed Ability Classes by Dali Aburhania..89

25. Using Songs to Teach Listening by Tinatin Kutivadze.96

26. Dictogloss by Elena Petrova..100

Writing

27. Introducing Process Writing by Ketevan Barkhudanashvili.103

28. Scaffolding for Writing Activities by Tea Khachoshvili...106

29. Writing an Argumentative Essay by Irma Kiria..111

Reading

30. Activating Schemata Before Reading by Tamar Remishvili..119

31. How to Scaffold Reading by Marine Goguadze122

32. Teaching Reading for Beginners by Nino Sarauli.126

33. Using the KWL Chart for Reading by Tinatin Kutivadze.130

34. Alphabet Teaching Strategies by Nino Maisuradze....132

35. Using Reading Texts as Information Gap Activities by Inga Gelashvili136

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Introduction

Background

This handbook contains a collection of teacher training session plans developed by Georgian

teachers as a capstone activity at the end of their training as teacher trainers under the US

Embassy funded Intensive Course for Teachers of English (ICTE) program. The ICTE program

was implemented by PH International and their partner organization World Learning-SIT

Graduate Institute carried out the Teacher and Teacher Trainer Development component of the

program. All program activities took place during 2013.

During the ICTE program the teachers who contributed training session plans to this handbook

participated in a number of distinct training activities: intensive instruction and experience in

training techniques, cultural explorations and leadership skills in the USA, personalized feedback

on training session plans and online post-session reflections, in-country observations of training

sessions by peers and by World Learning-SIT trainers, and presentation of their training sessions

at the program capstone conference in Tbilisi, during November 2013.

A Work In Progress

This handbook does not set out to present a set of perfect training plans. It is a collection of plans

developed by newly trained teacher trainers and is presented as a work in progress. The manual

will serve as a template for experimentation for the trainers who developed the plans, and who

will continue to amend them over time as they deliver them and learn from their experiences and

from the feedback their training participants will provide. For all other current or future teachertrainers who will access this handbook and borrow, amend and deliver some of the training

activities elaborated here, the contents will be a useful starting point from which to build a

personal portfolio of training session plans.

Developing the plans

The training plans contained in this handbook were developed to this point by the trainers

themselves, with support from World Learning-SIT trainers and with the input of a cohort of

peers. The training sessions were delivered by the teacher trainers during training events in their

own schools or regions and observed by their cohort members and by members of the World

Learning training team.

Following feedback from World Learning-SIT trainers, the teacher trainers made extensive

changes to session plans which were then posted again within their online groups. Further

amendments in some cases were necessary to ensure that the plans were of a sufficient standard

to be implemented and limited enough in scope to be covered in the 35 and 60-minutes time

limits which for logistical reasons needed to be adhered to. When this stage of the work had


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been completed, many of the authors of the plans continued to propose further additions and

amendments to their plans. This speaks well for the enthusiasm of the new teacher-trainers and

for their future work with Georgian teachers. Most of these plans will be capable of being used

on their own as material for short teacher training sessions, possibly in the teacher trainers own

schools. We also envision them being used later, either as components of longer training

workshops or, in an expanded form, as 90 or 120-minute training sessions. We feel certain that

these teacher trainers will have lots of creative ideas about how best to use their work in the

coming months and years.

Creative use of a standard model

Many of the session plans follow a particular model, based on a version of the Experiential

Learning Cycle, which allows the workshop participants to actually experience the technique as

students, then step back and describe what happened, analyze the teaching practices it contained

and then create a plan for using the ideas in their own teaching. This method was experienced by

the teacher trainers during their training in the USA. It is a relatively easy framework for newteacher trainers to implement and provides a helpful starting point for trainers who will later

move on to develop a more personal style of training and presentation.

Several of the session plans in the handbook show signs of creativity, imagination, fun and

excellent teacher trainer potential which will, we hope, be of enormous benefit to future

generations of Georgian teachers, as these newly trained teacher trainers disseminate their skills

and knowledge among their colleagues.

Benefit to local teachers and learners

One goal of this program was to support the development of trainers who would bring new ideas

and methodologies back to their regions to share with their colleagues. The greatest advantage to

using local trainers is that they would have a depth of knowledge about their local context and

needs that a foreign specialist would not. The session plans contained within this handbook are a

good example of this. There are plans geared towards teaching speaking and communicative

activities meant to motivate, engage and inspire learners to use their English in meaningful ways;

grammar sessions that move away from teacher-centered lectures towards context-derived or

reflexive methodologies; writing sessions in which the students are writing for an audience,

usually each other; grouping techniques to keep classes fresh; ice-breakers and warmers to set

students at ease and to create a warm, supportive learning atmosphere; activities and sessionsdevoted to dealing with mixed-level classes. The fact that the session topics were so well chosen

reflects the hard work and sense of responsibility that these education professionals feel towards

their teaching peers and their local students across Georgia.

We are proud of the work produced by the new teacher trainers and have every confidence that

they will continue to develop their training expertise and contribute in many meaningful ways to


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the development of English language education in Georgia. We are pleased to return their work

to them in this manual for future use.

We would also hope that when using these plans, you add further components that willstrengthen the sessions and provide handouts or additional activities and exercises that teachers

can bring directly back to their classrooms, as well as web links to let teachers continue

researching on their own.

Vermont USA, December 20th2013.


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Warm-up Activities

Aims:By the end of the session, participants will be able to articulate the positive sides of usingwarm up activities to make their lessons more effective and engaging. In addition they will befamiliar with a number of warm-up activities to use in their classrooms.

Timing: 60 minutesMaterials:paper

Warm-up activities are a great way to create a safe and comfortable atmosphere, essential for learning a

language. This workshop shows you how you might make teachers more aware of their importance as

well as a few ideas they can take straight back to their classrooms.

Procedure1. Begin by informing the participants that they will be experiencing a couple of ways to start

class and that they need to behave as if they are language students, not teachers.

2. Hand out half-sheets of papers to each participant. Ask each participant to write down theirfull names on the paper and quickly draw a picture of their favorite tools (radio, chalk,

pencil) that they use in the classroom. Have the participants mingle and guess what the

pictures mean and why.

3. Have the participants stand in a circle and one by one say their first names and an adjectivewhich begins with the same letter as their name (My Name is Marine. I am Majestic). Each

person has to repeat all teachers names and adjectives (Her name is Marine, she is majestic.

My name is Sophia and Im sarcastic.).

4. After experiencing a positive beginning to the class, do a bad simulation in order for theparticipants to understand the inportance of warming up activities. Begin by sitting

uncomfortably for a minute or two at the start of the lesson, looking around in the classroom,

and asking questions like, Is everyone here? Who is absent today? Is there anyone else?

Shall we start? What was your homework? Who will read the homework aloud? Pick on

individual participants to answer and make them stand up. Dont bother to really listen to

their answers. Correct their pronunciation and then quickly call on the next person.

5. Tell them that the simulation has finished and they can think like teachers again. Have themdiscuss the simulation using the following questions:

What did you feel during the simulations? What was the difference between the first, second and

third simulation? How can the third way of starting a class hinder learning?

Now ask: What are warmup activities? Why can they be useful in our lessons?


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Have the participants work in pairs and after a few minutes, ask for volunteers to share with the

whole class.

Tell them you will now show them a number of warm-up activities that should help to make

students feel more comfortable at the beginning of class.

6.a) Have everyone stand up and tell them to make the letter W with their bodies. If they

hesitate, show them by yourself. Now, have them spell out the rest of the key word, W,

A, R, M, U, P. Ask them what that spells!

b) Have the participants chant a rhyme while doing the actions and touching their bodies:

Clap your hands:Clap clap clapWash your hands:Wash wash washBrush your teeth:Brush brush brushShake your hands:Shake shake shake

Shake your body:Shake shake shakeTouch your nose:We go we go we goTouch your ears:We go we go we goTouch your head:We go we go we go.

Ask: What are these activities good for? How can you use them?

4. Write down a funny story that happened to you last week. Have the participants think oftheir own stories. They will take a few notes and then tell a partner. Have them switch

partners and tell the event again. Monitor so you can briefly talk about some of the things

you heard. Ask someone to retell the most interesting story they heard.

Reflection Questions: Why is it important to begin lessons with warm up activites?

What learning skills can they develop?

How would you adopt the warm-up activities we experienced

during the session for your lessons?

After discussing these questions in pairs, ask for ideas in the whole group. Give the teachers a

handout that gives the steps of the different warming-up activities that were experienced in this

session and wish them good luck!

References: Scrivener, J. (2012) Classroom Managment Techniques. Cambridge: Cambridge

University Press

Marine Mghebrishvili is a teacher and a trainer inQvakhvreli Public School.


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The Basics of Lesson Planning

Aims:By the end of the session, participants will be able to identify the characteristics ofeffective objectives and create a lesson plan that supports accomplishing a well-writtenobjective.

Timing: 90 minutesMaterials: PowerPoint

This workshop provides crucial information and practice on creating student learning objectives and

lesson plans that will make your teaching life easier and more effective.

Procedure

1. Ask the group, What is important about writing objectives? And lesson planning? Do around of Think-Pair-Share (TPS) with volunteers sharing their ideas with the wholegroup in the end.

Fill in any apparent gaps in the groups knowledge by using a short PowerPoint

presentation (see below) that covers writing learning objectives and criteria for creating

effective lesson plans.

2. In order to clear up any questions after the PowerPoint, ask and discuss the questions:What is important about writing effective objectives?

What is important about writing the steps of a lesson plan?

How are lesson plans designed in a logical order?

3. Put this objective on the board: Students will be able to read a text and answer somequestions. Ask whether this is a strong objective or not. Ask probing questions to draw

out the weaknesses of this objective: Can we assess whether students have learned

something by using this objective? What reading skills were you trying to develop? Was

the reading appropriate for this class? How long was the text? What kinds of questions

were asked? This should draw out that the objective is inadequate.

4. Introduce the acronym SMART (Specific, Measurable, Achievable, Relevant, Time-bound) and together rewrite the objective. Youll end up with something like,By the end

of the lesson, the students will be able to fill in a one-page job application using thebiographical information and employment history from the short story, Huck Bites

Back.

5. Have the participants work in groups of 3. Give them 3 incomplete objectives and havethem rewrite them so they are SMART.

Students will listen and complete a dictogloss


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Students will write a paragraph comparing America and Georgia.

Students will write an essay about food.

6. Give instructions to put a jumbled lesson plan in order in teams of 4 (See handoutsbelow). Each group puts their order on poster paper. Teams compare their solutions and

explain the basis for their decision. When finished, you can choose to give them theoriginal and they can discuss as a group.

7. Hand out three objectives, one objective to each group of 4.A) By the end of the period, after having compared their texts to the original, SWBAT

identify 4 instances where their own English was not as grammatically or lexically asaccurate as the native speaker who created the original, as part of a dictogloss onoccupations.

B) SWBAT to demonstrate the similarities and differences between the celebration ofChristmas in Georgia and England through the use of a Venn diagram and in writinga paragraph afterwards.

C) SWBAT write a 4-sentence paragraph comparing the cultural traditions surrounding

food served for holiday celebrations in America and Georgia

8. Have the participants create a lesson to accomplish the objective they were given andwrite out the steps of their lesson plan on a piece of poster paper. Direct a volunteer from

each group to explain the steps of their plan and how their plan meets the lesson planningcriteria and objectives.

9. Pose the following reflection questions: How do learning objectives help teachers and students?

What is important to remember about objectives and lesson plans?

What have you learned about having an activity where students demonstrate what they

have learned?

What did you like and what didnt you like about todays workshop?

10.As the participants respond orally, write their ideas on poster paper to provide aconclusion to todays workshop.

Mariami Dakishvili is a teacher and trainer from School #4 in Telavi


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Handouts:

Jumbled Lesson plan

Task: Order the jumbled lesson plan, compare your solution with the original and

comment about the sequencing

Objectives:Students will be able to develop knowledge of how to vote in an election, to identify steps in voting and

conduct an election in class.

Teacher activity Students activity

Teacher puts a rubric on the board to help students judge the

candidates;

The items in the rubric: how many students will benefit by the

program, is the program realistic. How long will it take to achieve

the program, how can you tell if the candidates are truthful.

Candidates have 3 minutes for their speech

Each candidates makes a presentation

Teacher declares the winner Students are happy about the team

that won

Teacher and her assistants are poll workers. They take the

registration form from the students, hand them the ballot.

When voting finishes, observers count ballots votes and

announce the results.

Students go in voting booth to vote.

Several students write down the results

as the ballots are counted on the board

under the appropriate Party color.

Teacher distributes color paper to the students and regroups

them. All reds sit and work together, all blues,all yellows, andall greens. There will be four groups.

Students participate in regrouping.

Teacher distributes flash cards to the four groups. The flash

cards have pictures of a person voting, a picture of a votingbooth, a picture of a man giving speech , a picture of a ballot

box, a picture of registration form , etc

Students match pictures with new

vocabulary.

Teacher explains students that each group has a color and

this color represents each Party, Students should imagine that

the school director will give a 1000 laris to the party with the

best program that would help the most students. Students

make party campaign program on the topic, If your party had

1000 laris, how would you spent it to improve education

opportunities, the school buildings or programs of students of

your school? Ss should write the program on a large paper.

Students work in groups and create

their Platform Program. Each group will

present their own Program.

Teacher asks Ss about making choices about their favoritedifferent seasons. What season they like and why.

Students give examples and supporttheir choice.

Teacher speaks about voting rights in different countries and

how people make their choice for candidates in a freeenvironment. Teacher introduces vocabulary about elections:

election, vote, booth, ballot box

Teacher and Ss pronounce the words

together. Students say the Georgian

word for new vocabulary


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Original Lesson plan

Objectives: Students will be able to develop knowledge of how to vote in an election. Students

will be able to identify steps in voting and conduct an election in class.Time/Activity Teacher activity Students activity

Warm up 3

min.

Teacher asks Ss about making choices about their favorite

different seasons. What season they like and why.

Students give examples and

support their choice.

Act.1

3min.

Teacher speaks about voting rights in different countries and

how people make their choice for candidates in a free

environment. Teacher introduces vocabulary about elections:

election, vote, booth, ballot box

Teacher and Ss pronounce

the words together.

Students say the Georgian

word for new vocabulary

Act.2

2 min.Teacher distributes color paper to the students and regroups

them. All reds sit and work together, all blues , all yellows, and

all greens. There will be four groups.

Students participate in

regrouping.

Act.3

4min.Teacher distributes flash cards to the four groups. The flash

cards have pictures of a person voting, a picture of a voting

booth, a picture of a man giving speech , a picture of a ballot

box, a picture of registration form , etc

Students match pictures

with new vocabulary.

Act.4

10 min.Teacher explains to the students that each group has a color

and this color represents each Party, and students should

imagine that the school director will give a 1000 laris to the

party with the best program that would help the most

students. Students make party campaign program on the topic,

If your party had 1000 laris, how would you spent it to

improve education opportunities, the school buildings or

program of students of your school. Ss should write the

program on a large paper.

Students work in groups

and create their Platform

Program. Each group will

present their own Program.

Act.5

10 min.

Teacher puts a rubric on the board to help students judge the

candidates;The items in the rubric: how many students will benefit by the

program, is the program realistic. How long will it take to

achieve the program, how can you tell if the candidates are

truthful.

Candidates have 3 minutes for their speech

Each candidates makes a

presentation

Act.6

12 min.Teacher and her assistants are poll workers. They take the

registration form from the students, hand them the ballot.

When voting finishes, observers count ballots votes and

announce the results.

Students go in

voting booth to vote.

Several students write

down the results as the

ballots are counted on the

board under theappropriate Party color

Act.7 Teacher declares the winner. Students are happy aboutthe team that won.


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PowerPoint slides

Learning Outcomes = Objectives Learning outcomes or objectives describe what the

teacher wants the students to know or achieve by theend of the lesson.

Effective learning outcomes should be measurableand demonstrable. You should be able to count orsee/hear what the student has learned.

3

Examples of vague objectives

which can not measured or

demonstrated: SWBAT increase their awareness of the American

culture.

SWBAT learn more easily from an illustrated book.

SWBAT compare cultures.

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Examples of more specific

measurable objectives: SWBAT describe orallycustoms in different cultures

using the present simple and vocabulary such as

chopsticks and prepare.

SWBAT read an illustrated book andwrite two

sentences explaining what the illustrations tell about

the story.

SWBAT list four festivals from different countries and

say a least one fact about that festival.

5

Select and organize content

Identify the content to cover the learning outcomes.

Content must be structured in a logical sequence, be

at the right level for the students

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Criteria for an effective lesson plan

Lesson plan should be appropriate to the age.

Lesson plan should use pair or group work

Lesson plan should employ communicative strategies

Culminating activity should demonstrate what the

students have learned and relate to the main learning

outcome that was stated.

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Select appropriate teaching

strategiesProvide the variety of teaching strategies in order to

cover the content in different ways.

For example: The voting lesson plan in ELCE was

teaching students about the importance of developing

a campaign platform and learning the steps of the

voting process.

So the teacher had to develop to divide students into

groups and help them express an opinion.

Then , the teacher had to teach the steps of the voting

process by guiding students through the process itself.

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Select and develop teaching and

learning resources

Identify the equipment [tape recorders, laptops] andresources you need in order to deliver a session /lesson. For examples:

Handouts , tactile puzzles ,quizzes, questionnaires,revision activities, ballots, ballot boxes, poster paper,

flash cards, markers, colored paper, paper to writesentences

9

Design lessons so that all the

students can be successful Include activities where students can participate in

some way.

Consider learning styles. Some students are moreverbal than others. Some students are more successfulat writing or performing or miming activity.

Vary activities so that students can demonstrate theseskills.

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Why is assessment at the end of

the lesson important?

If the teacher has written specific objectives, theseobjectives guide the assessment.

If the objective says: write two sentences aboutillustrations that tell the story, then each studentshould write two sentences.

The teacher should think what the culminatingactivity will be and if it is achievable and yetchallenging. This culminating activity is theassessment.

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Learning Styles

Aims:By the end of the session, teachers will be able to identify different learning styles,articulate why they are an important consideration for the language classroom and implement anumber of activities which address various learning styles.

Timing: 60 minutesMaterials: Audio and video equipment, PowerPoint on learning styles

If we can identify which learning styles most appeal to our learners, we will be better able to create

lessons that they find engaging. This interactive workshop will allow participants to experience activities

that take advantage of kinesthetic, auditory and visual modalities.

Procedure

1. Trainees work in pairs to answer the following questions, sharing and then presentingtheir ideas in front of the whole group. As they do this activity, use their ideas to make a

mind map on the whiteboard/flip-chart/computer:

What do I mean by learning style?

Why is this topic important?

What learning styles can you name?

2. Inform the participants that they will now have the opportunity to participate in a numberof activities as language students (not as teachers). When the activities have finished,

they will have a chance to talk, as teachers, about what they have just done and how these

ideas might apply to their own students.

Activity 1: Action Mimes. Participants stand in a circle. The first student says a sentence in

present continuous (e.g., Shes reading a book) and the student next in the circle has to silently

perform it. When she has finished, it is her turn to think up a new present continuous sentence to

say to the next student.

Activity 2: Sentence Building. Participants are each given a piece of paper with one word from a

sentence, in mixed order. They must arrange themselves into a line so that the sentence makes

sense. Once this is done, the teacher can add modals, negatives, and question words to force the

students to rearrange themselves again.

Activity 3: Listening to music. Prepare the lyrics to a song on a worksheet or on the board.

Change 5-10 of the words and put them in bold print. Play the song for your class. As the

participants listen to the song, they correct the words in bold. They can listen a few times to

check their answers and also begin to sing along.


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Analysis and Reflection

3. Have your trainees take a deep breath. Tell them they are no longer students and nowthey will have a chance to analyze these activities for use with their own classes. Put the

following questions on the board and have the trainees discuss in pairs and then share

with the whole group: What learning style does the activity Action Mime match? What learning style does the activity Sentence Building match? What learning style does the activity Listening to Music match?

4. Trainees will watch a video of students who have been asked the question, How do youlearn best? The trainees will then identify the learning styles of each student and explain

why they came to that conclusion.

5. Working in small groups participants will design an activity for use in their classroomsand which addresses a particular learning style (Auditory, Visual, etc). Small groups willshare these activities with the full workshop.

6. As a final wrap-up, ask the participants to discussthese questions, first in small groupsand then with the whole workshop.1. Will some of these activities work in your classes?

2. How will your students react to your using activities that suit different learning

styles?

3. What suggestions do you have for modifying these activities to suit your students

level? Why?

4. Say two things you like the most about what you heard today.

Elene Burchuladze is a teacher and trainer in the Ozurgeti district.


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Techniques for Making Groups

Aims:By the end of the session, teachers will be able to analyze different methods of groupingstudents and the skills needed to do it efficiently.

Timing: 35 minutesMaterials: Handouts with grouping techniques

Being able to divide students into groups efficiently is a skill that takes both practice and options. This

workshop intends to give you both of those things.

Procedure

1. Instruct the participants to line up according to alphabetical order but without speaking.

They may do this through miming the first letters of their names with their bodies or their

fingers, drawing the letter in the air or by some other means. Divide the participants intogroups of 4 or 5 by simply taking that number of people from the front of the line.

2. When the participants have sat with their new groups, ask:

How did I group you? What did you notice about this process?

Why is it important to know grouping techniques?Trainees think about the questions individually, and then share the whole group.

3. Divide the trainees into groups again; this time, participants take a slip of paper from a

box held high enough that they cannot see inside. There are 3 different texts (handouts 1,

2 and 3) and signs on the tables: I, II, III. Participants who drew handout 1 sit around

table I, etc. Trainees read the texts individually

4. Have them discuss the texts in their groups. Give them the task: Choose one groupingtechnique on the handout and plan to demonstrate it for the whole group. Think aboutwhat language you will need to use, who will lead the grouping, what challenges youmight anticipate.

5. One participant from each group demonstrates the grouping techniques on the wholegroup.

6. When all the groups have finished, ask the questions:

Why did you choose this grouping?

What was easy about it? What was difficult?

How did you feel as you were being grouped? Which group did it most effectively and

why?

What purpose would this serve in the language classroom?

What rules can we form about making groups in our classes?


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Allow the participants quiet time to think to themselves. When they are ready, have them talk to

a partner about what they decided. Ask for volunteers to share what struck them the most. Be

prepared to board some of their ideas.

7. Each participant is invited to describe, explain, or model to the group a way of dividing

students into groups that s/he uses in her/his classroom. In this way, participants willleave the training session with a large number of ideas.

Reference:

Scrivener, J. (2012). Classroom Management Techniques. Cambridge: Cambridge University

Press.

Nino Sarauli is a teacher and trainer at Mejvriskhevi Public School.


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Handout 1

1. Making a group with people who have the same color bag as you / were born in the same

month as you / like the same TV show as you / enjoy the same style of hot drink as you;

( Instructions like this may require students to talk briefly with others before they can start on

the main task.)2. Get all students to write their names on a slip of paper and put them in a bag. Pull out names to

form groups.

3. Tell each student to write down their favorite animal (or a dessert /shop/ song etc) from a short

list you show them (e.g. ice-cream, chocolate, cake, fruit). When students reveal their words,

from groups of people with the same items.

Handout 2

1) Instead of using group letters, choose a set of words the class has recently studied (e.g. types of

fruit). Allocated a different word to each student. When everyone has a fruit, you can ask all the

oranges to make a group, all the apples and so on.

Tiger, dragon, cow etc.: Wild animals meet up by the window. Imaginary animals meet

up at this table.

Renault, McLaren, Ferrari, etc.; Ok all Ferraris drive over here and meet up. All Renaults

race over there.

Eiffel tower, Big Ben, Uluru, Tower Bridge, The Louvre, etc: Find partners from the same

country.

Handout 3

1) Make sets of cards. Each card should have one item a lexical set (e.g. books: dictionary,encyclopedia, coursebook, novel, atlas). Shuffle the cards and distribute one to each learner.

Students should mingle, compare words and make a group that has one complete set of words.

Orange, purple, crimson, turquoise, etc: Make a group with five different colors in it.

Eggs coffee, bacon, etc; Get together and make a complete breakfast.

Make sets of cards, but mix up lots of different sets of words (e.g. computer words,

seaside words, food items, etc.) so that student must find others who have words that

seem to be from the same set as their own word (e.g. mouse, monitor and keyboard

will get together but not in the same group as beach, waves, and pebble). The group

forming will take longer.

2) Prepare a meet-and-match task (e.g. different pictures, each cut up jigsaw style into five pieces).Students mingle and try to find the other students who also have pieces from their picture.


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Working in Groups

Aims:By the end of the session, teachers will be able to analyze several grouping techniques anddescribe how they might be used in their own classrooms.

Timing: 60 minutesMaterials: PowerPoint with key points and discussion questions, short texts on e-books andpaper books

Setting up and managing group work activities in language classes remains both essential and a

challenge. Teachers are often hesitant to do group work in fear that the class will descend into chaos and

that learning will be lost in the fray. This workshop is full of practical ideas to help teachers make the

most of group work with specific strategies for making it more efficient.

Procedure

1. Introduce yourself and speak about the topic generally. Share the reason why you havechosen this topic, i.e. because many teachers have problems with using group work in

class and they avoid it because of the chaos and noise.

2. Have the participants count off (one, two, three) and then have the ones sit next toeach other, the twos next to each other, and so on so that there are new groups of 4.

Give them the following questions:

What challenges do you face when you have your students do group work?

What do you find difficult or easy?

What skills does group work help to develop? How often should the teacher use group work?

Teachers first share their answers with a partner and then with the whole group. After

eliciting some answers, show a PowerPoint presentation that summarizes why group

work is important and what skills it develops:

Benefits of Group Work (PowerPoint slide)

Develop strong communicative skills

Students plan and manage time

Break complex tasks into parts

Delegate roles and responsibilities

Share diverse perspectives

Receive social support and encouragement to take risks

Develop students voices and perspectives in relation to peers

Shy students can have a chance to shine


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3. To re-group, hand small pieces of paper to the participants; on each piece of paper areeither verb (get, make, give, have) and their collocations (getmatches withpaid, laid off,

and depressed). Have the participants mingle to find their 3 partners and then have them

sit down together. Write Challenges Teachers Have on the board and elicit ideas from

the trainees. Then have the participants discuss to find out the solutions in groups,

speaking about the benefits of group work and tips for keeping it interesting.

4. Ask the teachers if they noticed how they have been grouped in the previous twoexercises. Ask for a brief reaction on how it has felt so far.

Now have them think of a time when they used group work in their classes. Guide them

using these questions:

What was the topic?

How did they organize groups?

How did they distribute roles? How did they encourage the students to participate?

What was teacher's role?

What did students do?

How did they present the work?

Teachers think for a moment, share with a partner and then with the whole group.

Sample Activity

5. Give the topic for the participants to think about, in this case,E-books versus books.Which do they prefer and why? They will work in groups of five, with assigned roles:

presenter, observer, scribe, time manager, and leader. Give each participant 3 coins and

ask them to drop each coin in the box after they express their ideas or take part in

designing the poster that shows their discussion results.

Reflection

6. To consolidate all of the ideas that have emerged, ask the participants to think about,discuss and then volunteer to share their answers to the following questions:

1. What can group work be useful for in my classroom?

2. What are some different ways of making groups?

3. Which of todays activities did you like and why?

Lana Chakhaia is a teacher and trainer at Zugdidi Public School #4.


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Using a Variety of Question Types Effectively

Aims:By the end of the session, teachers will be able to create low and high cognitive questiontypes for a text and articulate when to use them with their students.

Timing: 60 minutesMaterials: PowerPoint presentation, handout with text on Rosa Parks, LCQ & HCQ examples

This workshop explores ways of using questions more effectively in the classroom, by introducing the idea

of different question types that will challenge and motivate students by forcing them to dig deeper.

Procedure

1. Ask the participants to discuss in pairs the purposes of using questions in the classroom.

Show the PowerPoint slide and ask participants to compare their answers to those on the

slide.

Slide 1:The Purposes of Asking Questions

To actively involve students in the lesson.

To increase motivation and interest.

To check or test understanding, knowledge or skill.

To check on completion of work

To review previous lessons

To assess achievement or mastery of goals and objectives

To develop critical-thinking skills

To stimulate independent learning

To probe more deeply into issues

2. Ask the participants if they can name the types of questions they usually use in the

classroom. Show the picture of the Blooms Taxonomy to find the connection:


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Slide 2:

http://morethanenglish.edublogs.org/for-teachers/blooms-revised-taxonomy/

3. Distribute the text about Rosa Parks (see below) and ask the participants to read it. Ask

the participants to form one lower cognitive question (LCQ) about the text. Show the

slide of LCQs and give some examples.

Low er cognitive questions:

/Remember, Understand /

Fact questions

Close-ended questions

Direct questions

Recall questions

Knowledge questions

Ex amples of LCQs:

What is...?

"How would you describe...?

"Why did...?

"How would you show?

"What facts or ideas show...?

"How would you compare...?

"How would your classify?

(slides 3 & 4)

4. Participants check their questions.

5. Ask the participants to read Rosa Parks story once more and to form at least one high

cognitive question (HCQ). Show the slide with types of HCQs and gives examples. Let

the participants check their questions in pairs or small groups. Have the participants find

a new partner and ask the new pairs to ask and answer the questions they formed.


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Higher Cognitive Questions:

/Apply, Analyze, Evaluate, Create/

Interpretive questions-with more

than one correct answer, supported

with evidence from the text.

Evaluative questions-with answers

based on what a reader already

knows.

Higher Cognitive Questions:

/Apply, Analyze, Evaluate, Create/

Inferring questions- deduction/ withlogical answers.

Synthesis questions- with answersgeneralized from the given facts.

Open-ended questions-with answers that

lead to another question, like eliciting

(slides 4 & 5)

Slide 6

Examples of HCQs What facts would you select to show...?

What approach would you use to...?

How would you use/do...?

What inference can you make...?

What is the relationship between...?

What evidence can you find...?

What things justify...?

What outcome would you predict for...?

How could you select...?

How could you prove...?

How would you prioritize...?

6. Distribute Handout 2 with both question groups and ask the participants to find out which

questions fall under the title of LCQ and which are under HCQ. Write the correct

answers on the board and have the participants discuss in small groups.

7. Ask the participants to reflect individually on the following questions;

LCQs are appropriate for building what skills?

What skills do HCQs help develop?

Thinking of your own teaching, has one type has been overrepresented? What types of questions do our textbooks generally use?

How will the information you received at this session impact your teaching?Participants talk in groups and then volunteers share their ideas.


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References:

Ur, P. (2012).A course in English Language Teaching. Cambridge: Cambridge University Press.

Scrivener, J. (2012). Classroom Management Techniques. Cambridge: Cambridge University

Press. http://tccl.rit.albany.edu/knilt/index.php/Higher_and_Lower_Cognitive_Questi

onshttp://education.stateuniversity.com/pages/1836/Classroom-Questions.htmlhttp://www.phy.ilstu.edu/pte/311content/questioning/techniques.htmlhttp://beyo

ndpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioning-techniques-

research-based-strategies-for-teachers

Tamar Tabukashvili is a teacher and trainer in School #18 in Rustavi.

Handout 1
http://tccl.rit.albany.edu/knilt/index.php/Higher_and_Lower_Cognitive_Questionshttp://tccl.rit.albany.edu/knilt/index.php/Higher_and_Lower_Cognitive_Questionshttp://education.stateuniversity.com/pages/1836/Classroom-Questions.htmlhttp://education.stateuniversity.com/pages/1836/Classroom-Questions.htmlhttp://education.stateuniversity.com/pages/1836/Classroom-Questions.htmlhttp://www.phy.ilstu.edu/pte/311content/questioning/techniques.htmlhttp://www.phy.ilstu.edu/pte/311content/questioning/techniques.htmlhttp://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioning-techniques-research-based-strategies-for-teachershttp://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioning-techniques-research-based-strategies-for-teachershttp://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioning-techniques-research-based-strategies-for-teachershttp://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioning-techniques-research-based-strategies-for-teachershttp://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioning-techniques-research-based-strategies-for-teachershttp://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioning-techniques-research-based-strategies-for-teachershttp://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioning-techniques-research-based-strategies-for-teachershttp://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioning-techniques-research-based-strategies-for-teachershttp://www.phy.ilstu.edu/pte/311content/questioning/techniques.htmlhttp://education.stateuniversity.com/pages/1836/Classroom-Questions.htmlhttp://education.stateuniversity.com/pages/1836/Classroom-Questions.htmlhttp://tccl.rit.albany.edu/knilt/index.php/Higher_and_Lower_Cognitive_Questionshttp://tccl.rit.albany.edu/knilt/index.php/Higher_and_Lower_Cognitive_Questions


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It all started on a bus

Rosa Parks, 42, was on her way home from her job in a department store in Montgomery,

Alabama, USA on 1stDecember 1955. At 6pm she got on a bus for Cleveland Avenue, paid her

fare, and sat down in the first row of black seats.

In Alabama, as in most states in the USA at that time, there were laws to keep white and black

people separate. For example, they could not eat in the same restaurants, sit in the same railway

carriage or play pool together. White and black men couldnt even use the same toilets. And on

the buses in Montgomery, the front four rows of seats were for whites and the seats behind them

were for blacks.

After the third stop, all the white seats on the Cleveland Avenue bus were full and a white man

was standing. The bus driver told Rosa and three other black people to stand up so that the white

man could sit down. The others did what they were told. Rosa moved- but only to the window

seat in the same row.

In her autobiography Rosa wrote, People always say that I didnt give up my seat because I was

tired, but that isnt true. I wasnt tired physically; I was only tired of giving in.

The police arrested Rosa Parks and she later had to pay a $10 fine. As a result of her arrest, black

people refused to use buses in Montgomery for 381days. The boycott ended when the US

Supreme Court decided that it was illegal to separate whites and blacks on buses.

Many historians believe that American Civil Rights Movement began with Rosa Parkss action

on the Cleveland Avenue bus.

Handout 2


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Higher and Lower ognitive Questions

Read the following list of questions. As you read them, decide which questions

fall under the category of Higher Cognitive Questions (HCQ) and which fall

under the title of Lower Cognitive Questions (LCQ). Next to each question write

either HCQ or LCQ.

1. When did Rosa Parks get on a Cleveland Avenue bus?

2. Can you decide on what is the main idea of the text?

3. Can you explain why was Rosa Parks told to stand up from her seat?

4. What if Mrs. Parks had given up her seat to a white man, what do you

believe the consequences would have been for the Civil Rights Movement?

5. How do you think maybe Mrs. Parks didnt give up her seat because shewas tired? Justify your answer.

6. Can you recall what kind of laws were there in most states of the USA at

that time?

7. Was the US Supreme Courts decision right or not? Why do you think so?

8. What happened as a result of her arrest?

9. Can you outline what did Rosas action help to start?

10. Imagine you were Rosa Parks, how would you act?


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Reviewing, Re-encountering and Practicing Vocabulary

Aims:By the end of the session the teachers will be able to elaborate on their experience asstudents in three different vocabulary recycling activities, analysing them for effectiveness intheir own teaching contexts.

Timing: 60 minutesMaterials: PowerPoint with tasks, poster paper, handout with diamante structure

It has been proven that a single encounter with a new vocabulary item will usually not be enoughfor the language to be acquired. Research has shown that it takes at least ten to twelveencounters with a lexical item in order for it to become the part of the learners activevocabulary. During this workshop, you will experience several vocabulary practice activitiesthat youll be able to bring directly back to your classroom to help your students acquire thelanguage they need in to accomplish their goals.

Procedure

Introduction1. Introduce the topic and explain the learning outcomes of the session to the participants.2. Ask the participants which techniques they use when reviewing vocabulary. Give them

thinking time and then ask them to share their opinions with a partner. After this, havethe participants express their point of views openly and write some of their ideas on theboard. This should help disseminate some of the lexis teaching techniques already in usein the local schools.

Demonstration TasksInform the participants that you will now be doing a demonstration lesson, to give them theexperience of being language students in a vocabulary lesson. They will have the chance toanalyze the lesson as teachers later.

3. Diamante Poemsi. Elicit two antonyms from the participants, like dayand night(nouns or

adjectives). Write the first antonym at the top of the board and the second at thebottom.

ii. Then ask for two adjectives associated with the first word and two with thesecond. Write these in below and above the original words.

iii. Next, ask for the gerunds associated with the first two antonyms and writes thembelow and above the adjectives.

iv. Finally, ask for two nouns, each associated with one of the antonyms, and writethem in the single line in the middle.

v. Show the participants how the whole poem looks like a diamond. Ask avolunteer to read it.


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vi. Distribute the pattern of the poem (see below) and ask the participants in groupsof 4-5 to compose their own poems. Monitor and help the participants in casethey need it. When they have finished, volunteers can read out their poems.

4. Disappearing Texti. Show an extract of about 50 words from the text on a poster or PowerPoint slide(for students it would be from a recently studied text), including items to review.

Ask participants to look through it.ii. Show a second slide in which two or three phrases have been deleted from the

text, each phrase being between three and five words. Ask the participants to tryto read the whole text aloud, including the bits that are missing.

iii. Continue deleting words from the text and each time the participants have toread from memory, until the slide is empty and participants have memorisedthe entire extract.

iv. Ask them to work in pairs to write down the whole text from memory.v. Show the first slide with the whole text to let the pairs check their work

(including the spelling of the target vocabulary items).

5. Hot Seati. Ask one of the participants to come and stand with her back to the board. Write a

word you are trying to review on the board. The rest of the participants saysentences which provide contexts for the word. But instead of the word, whichcan be any part of speech, they use the word Cuckoo. Participants keep sayingthe sentences until the listener guesses the word. If she guesses correctly, shechooses the next candidate; if she cannot, then youll have to choose.

Description, Analysis and Reflection6. Either after finishing all of the tasks or after each activity, ask the participants to

reconstruct the steps and instructions of how to do the activities. Write them on theboard or on a poster so the teachers can refer to them later when they want to try theseactivities with their own students.

7. Ask the participants how they felt about the newly introduced activities, using questionslike:

Was the session interesting? Why?

How will the activities help you? Why do you think so?

What level are they appropriate for and why?

Will you adapt them? How?Let them discuss the questions in pairs and then ask for a few volunteers to share their

thoughts.

References:

Ur, P. (2012). Vocabulary Activities. Cambridge: Cambridge University Press.

Tamar Tabukashvili is a teacher and trainer at School #18 in Rustavi.


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Handout:

Pattern for Diamante poem

Noun

Adjective, adjective

Gerund, gerund, gerund

Noun, noun, noun, nounGerund, gerund, gerund,

Adjective, adjective

noun


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Presenting Vocabulary through Visual, Auditory and

Kinesthetic Styles for Lower Grades

Aims:By the end of the workshop, participants will be able to create a chart showing different

Visual, Auditory and Kinesthetic (VAK) methods for presenting vocabulary to young learnersand analyze vocabulary presentation techniques for their effectiveness when using VAK.

Timing: 60 minutesMaterials: Poster with colorful flowers, PowerPoint on learning styles, short lists of vocabulary ashandouts

In this workshop, participants will experience learning vocabulary in a variety of methods in the hopesthey will find new ideas but also realize that different methods will be motivating to their young learners,especially those who seem unmotivated by simply hearing or seeing new words.

Procedure

Demonstration

1. Participants imagine themselves as second graders at the beginning of the school year.We begin by reviewing colors. Present the colors by pointing to flowers of different

colors. Participants will repeat the colors after you.

2. Play the Color Song. Participants listen quietly the first time to catch the tune. Thesecond time they will listen and sing or chant

along.http://www.youtube.com/watch?v=xPWZu4LDmQM

3. Distribute the worksheet with smiley faces and participants color each one as you say thename of the color.


4. Participants now return to having a teachers role. Lead a whole group discussion onwhat happened in the previous steps. Ask the following questions:

What was the aim of each part of the lesson? What did I want to achieve in each part?
http://www.youtube.com/watch?v=xPWZu4LDmQMhttp://www.youtube.com/watch?v=xPWZu4LDmQMhttp://www.youtube.com/watch?v=xPWZu4LDmQMhttp://www.youtube.com/watch?v=xPWZu4LDmQMhttp://www.youtube.com/watch?v=xPWZu4LDmQMhttp://www.youtube.com/watch?v=xPWZu4LDmQM


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How did I present the vocabulary?

Why did I use different ways to present vocabulary?

Now, talk briefly about the theory that in our classes we have different kinds of learners. Explain

the Visual, Auditory, Kinesthetic styles. (You can use PowerPoint to give them definitions of

each style.)

5. Draw this chart on flip chart paper:Visual Auditory Kinesthetic

Ask the following questions and take notes on their answers:

What visual support did I use?

What auditory support did I use?

What kinesthetic support did I use?

Fill in the chart. Participants do the same in their notebooks.

6. Divide participants into small groups and give each group a piece of paper with somedifferent kinds of vocabulary and instructions to match the vocabulary item to a suitable

learning modality that you would use to teach them and a brief explanation of how.

Practice teaching the items and then have one group member volunteer to present for the

whole group.

Group As handout:

Lexical items you needto teach

Which learning modality(ies), VAK,makes the most sense to use whenteaching the lexical items?

Briefly explain how you would teach it.

e.g. To surf theinternet

e.g. V, A e.g. I would show a picture of a girl onthe internet and say how she is readingarticles about strange customs aroundthe world.

Abstract painting

Internet meme

Knead dough

Tuba


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7. As they present their vocabulary, the other participants fill in the chart with how thevocabulary was presented according to VAK.

8. As they finish their presentation, consolidate their ideas by filling in the VAK chart onthe flip chart.

Reflection Questions:

Have your participants think about and discuss the following questions:

What might be some advantages of the approach we used today rather than the one you

currently use?

Did you find these methods tiresome or more conducive to your learning style?

How can you use this, modified if necessary, in your classroom?

Name one potential problem (other than time) in applying this approach in yourclassroom.

Natia Surguladze is a teacher/trainer from Ozurgeti.


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Kinesthetic Activities for Young Learners

Aims:By the end of the session participants will be able to do 2-3 kinesthetic activities for young learnersaimed at increasing student motivation while learning vocabulary and developing listening skills.

Timing: 60 minutesMaterials: Handouts with the song and the chant, flyswatters, letter cards.

Kinesthetic activities are very useful to teachers of young children, particularly before they begin to read

and write. In our country, we have to teach English to first graders. They learn the Georgian and English

alphabets at the same time! Kinesthetic activities will make teaching and the learning process fun, as the

teacher exploits all opportunities to include a physical dimension in learning.

Procedure

Introduction

1. In order to create teachers interest for the session and generate ideas for later, introducethe title and the objectives of the session. Then ask the participants what activities they

use in primary classes in order to teach vocabulary and develop their students skills.

Participants share their ideas in a whole-group discussion.

DemonstrationActivity 1: Song. Tell the trainers that from this point, they will be primary students ina language lesson and will have the opportunity to experience several activities. Show thetrainees some pictures (head, knees, toes, etc.) and elicit the vocabulary. Model thepronunciation with choral and then individual drilling. Introduce the name of the song,

Head and Shoulders. Play the CD and as the participants listen to the song they have totouch the parts of the body which they hear. Play it again and encourage them to singalong as they touch their body parts.

Activity 2: Miming words. Distribute handouts with the rhyme:

Here come the clowns!

Here come the clowns!

They are big and they are small.

They are short and they are tall.

Happy and sad we love them all!

Funny, funny clowns!


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Mime the adjectives as the participants read. Next, read the rhyme while the participantslisten and mime. Finally, mime it again and the trainees have to say the right adjective.

Activity 3: FLYSWATTERS. Divide the participants into groups and then sticksomeletters on the board, for example Zz, Aa, Tt. Call out a word and the trainees have to hit the

letter which starts that word (zebra, apple, taxi). This is a competition so the fastest group isthe winner.


2. Tell the participants that the demonstration lesson is over and now they are teachersagain. Put the trainees into small groups and then ask them to jot down some activitiesthat could be done using kinesthetics. Each group chooses one activity to share withthe whole group, presenting their activities with a demonstration.

3. Have the participants stay in their small groups and then work to reconstruct each of theearlier activities that they participated in so they can have a written record of the thingsthey learned today.

4. Teachers talk about the advantages and disadvantages of using TPR activities in primaryclasses. Lead the discussion so that your points are covered and that new ideas arevalidated and clear to the whole group.

5. Ask the participants to write down one new thing they see themselves doing with theirstudents and one challenge that they may have trouble implementing. Share these ideaswith a final, whole-class discussion.

Ann Chachkhiani is a teacher and trainer at Kutaisi St. Nino Public school #3


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Teaching Grammar Rules in Context

Aims:By the end of the session, the teachers will be able to de-construct a lesson in which thegrammar rules are generated from a context and then analyze the lessons key aspects forpossible use or adaptation in the teachers own classrooms.

Timing: 60 minutesMaterials: Handout of boy, crazy story, key

The majority of Georgian public school teachers still tend to provide students with grammar

knowledge through purely theoretical material, which often appears rather boring and

inaccessible for students. Our teachers often lack a wide or varied repertoire of modern

approaches for presenting grammar in ways that students would find motivating to learn. This

workshop is one solid step towards remedying that.

Procedure

Introduction

1. Write on the board, Introducing grammatical material in contextcan be beneficialbecause and ask individuals to write two reasons why it can be beneficial.

Ask the participants to compare their answers in groups and come up with the two

common reasons. Put the trainees ideas on the board and highlight the great importance

of using modern, practical approaches in order to deal with the boredom of providing

grammar during our lessons. Show a few key moments from the TEFL online tutorial:

Teaching Grammar in Context (http://www.youtube.com/watch?v=bnw3l21pWIc).

Lead a brief whole-class discussion, eliciting opinions and asking clarifying questions.

Revisit the sentence head, Introducing grammatical material in context can be

beneficial because and see if any other ideas emerge.

Demonstration

Tell the participants that they need to remove their teaching hats and put on their student hats.

They will experience a grammar-from-context lesson and they can relax and take part in the

lesson as students.

2. Show the participants a poster with the picture of a boy and tell them to work in pairs andanswer the question: What kind of a boy does he seem to be?

Then to write the adjectives of quality next to the lines that surround him in order to

characterize him (see handout below).

3. Instruct the participants to pair the adjectives they produced with the word boy(naughty+boy, etc.).
http://www.youtube.com/watch?v=bnw3l21pWIchttp://www.youtube.com/watch?v=bnw3l21pWIchttp://www.youtube.com/watch?v=bnw3l21pWIchttp://www.youtube.com/watch?v=bnw3l21pWIc


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4. Hint that the boy is going to be a character in a story and their task is to make predictionsabout what the text will be about.

5. Put the trainees into groups and have them read the story, A Child and his Mother (seebelow). Participants have to:

Underline all of the noun-adjective pairs

Identify which of them are crazy adjectives and which are normal.6. Ask the groups to clarify what other adjectives they could use instead of the inappropriate

ones. After letting them briefly discuss, put up the correct version of the text (see below)

and have the participants check their answers and see how many of their adjectives

appeared in the text.

Reflection

7. Tell the participants that they are teachers again and now they have a chance to analyzewhat they just did. Together with the trainees, reconstruct the session on the board,

noting the logical ordering of events. Discuss ways of adapting it for the trainees own

situations. What advantages and disadvantages can the participants predict in teachinggrammar in this way? Put these ideas on the board.

Sopio Khvadagiani is a teacher and trainer inKutasai Public School #3


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Handout 1:

What kindof a boydoes he seem to be?

naughty


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Handout 2:

A Child and his Mother

A huge childasked his mother: Mommy, why are some of your hairs

turning green?

The mother tried to use thispractical occasionto teach her hard-working child:

It is because of you, dear. Every excellent actionof yours will turn one of my

hairs grey!

The smart childreplied innocently: Now I know why grandmother has

only clever hairson her head!

Key:

A Child and his Mother

Key

A curious childasked his mother: Mommy, why are some of your hairs

turning grey?

The mother tried to use thispractical occasionto teach her naughty child:

It is because of you, dear. Every bad actionof yours will turn one of my

hairs grey!

The smart childreplied innocently: Now I know why grandmother has

only grey hairson her head!


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Teaching Grammar in Context

Aims:By the end of the session, after taking part in a context-driven, PPU-style demonstration lesson onthe 2ndconditional, participants will be able to elaborate on several techniques used for teaching grammarthat create student interest and engagement.

Timing: 60 minutes

Materials: Hand-drawn pictures, handout for freer practice

I have chosen this topic as I think that most teachers find the topic quite new, essential and

interesting. I suppose that most teachers in Georgia teach grammar traditionally and this topic

will develop their creativity about how to teach grammar using hand-made materials and simple

but engaging contexts.

Procedure

Introduction

1. Introduce yourself and ask trainees about the main problems they face while teaching

grammar. Participants share them. Write their ideas on the board. Tell the participants

that today they will become aware of a different and creative method of teaching

grammar.

Demonstration

Ask the participants to suspend their teaching judgments and to participate in the lesson as

language students.

2. Show a hand-made picture of your friend and ask a question about him: Why is he sad?

(he has no money) Then show a lottery ticket and ask what is it?Participants answer: a

ticket, lottery ticket.

3. Ask: What happens if you win lottery? Participants: You are rich.

4. Say: So, my friend dreams of being rich and the things he can buy. Show a picture of a

car and elicit or say the sentence, If he was rich, he would/hed buy a car. Stick the

picture on the wall. Ask the participants to repeat the sentences and short forms of he

would/ hed. Show several pictures (a boat, an apartment, champagne, a diamond ring, a

racehorse) and ask the participants to practice the sentences.

5. Ask some concept checking questions (CCQs):

Is it likely/possible that my friend will win the lottery? No.

Is it unlikely/impossible? Yes.

Sum up that this situation is unreal or dream.


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6. Have a participant assist you by modeling the next activity, asking you the question

What would you do if you were rich? Answer using the 2ndconditional. Now have the

participants speak in pairs about what would they buy/do if they were rich. Monitor and

offer suggestions when participants are stuck or making mistakes with the target

language.

7. Post another picture on the wall. Its a picture of your friends girlfriend. Say that his

girlfriend doesnt want to save money, but she wants to give money to charity. Show the

first picture of a car and ask: Would she buy a car if she was rich? No. Use a marker and

make a red X across the picture of the car. Have the participants reconstruct sentence: If

she was rich, she wouldnt buy a car.Do a brief round of choral pronunciation drilling

and then check one or two individuals.Shows more pictures and get the participants to

practice saying them.

8. Sum up the forms of the sentences in the Second Conditional and write the summaryon the board like a rule:

If + simple past, would + infinitive (positive form)

If + simple past, wouldnt + infinitive (negative form)

Would + infinitive + if + simple past? (question form)

9. Give the participants split sentences to put in the correct order. (Controlled practice)

10.Give the participants a piece of paper with some interesting situations for discussion. For

example: What would you do if you found $1000?Ask them to write their own sentences

and when theyre ready, share with a partner. The partner can then volunteer the most

interesting sentences she heard. (Freer practice) (Handout 1, see below)


11.Ask the participants to put on their teaching hats again. Revisit the participants earlier

comments about their negative feelings towards grammar and go through point by point,

emphasizing that they did not feel this way during todays demonstration. Have the

participants discuss various elements, such as the pictures, the steps in the activities, the

funny sentences, and the PPU structure. How did these things help your learning?Ask

them: What methods do you use to teach grammar that lead to student engagement? Board some of their ideas: visual aids, authentic materials, roleplays.

Elena Petrova is a teacher and trainer in School #3 in Rustavi.


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Handout

1) What would you do if you saw the president in the street?

__________________________________________________________

2) What would you if you saw your husbands wallet full of money?

__________________________________________________________

3) What would you do if you won a lot of money in the lottery?

__________________________________________________________

4) What would you do if had a supercar?

__________________________________________________________

5) What would you do if you saw your boyfriends diary left open?

__________________________________________________________

Resources:Ur, P. (2012). A Course in English Language Teaching. Cambridge: Cambridge UniversityPress.

Internet resource:https://www.youtube.com/watch?v=FKvn0TY4_lA
https://www.youtube.com/watch?v=FKvn0TY4_lAhttps://www.youtube.com/watch?v=FKvn0TY4_lAhttps://www.youtube.com/watch?v=FKvn0TY4_lAhttps://www.youtube.com/watch?v=FKvn0TY4_lA


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Practicing Grammar in Context

Aims: By the end of the session participants will be able to describe the advantages anddisadvantages of practicing grammar in context through the analysis of a demonstration lessonon used to.

Timing: 60 minutesMaterials: Gateway B1+ copies, blank strips of paper

This interactive workshop allows participants to feel what it is like to take part in a context-driven,

communicative grammar lesson in which the rules are discovered rather than simply explained.

Procedure

Introduction

1. Tell your personal attitude to grammar (perhaps that you used to consider it too difficultto explain the rules, you found grammar tedious, boring for students) and give the reasonswhy you have chosen this topic today.

2. Write Grammar is on the board and ask participants to write the ending of thissentence on a sheet of paper.

3. Put participants into groups of five. They arrange the sentences they have come up withany way they like and then write the last line which they feel makes the writing more like

a poem. For example:

o Grammar is a set of rules,o Grammar is boring,

o Grammar is important,

o Grammar is interesting,

o So, why not make it fun?

Each group writes a poem and one of the participants reads it aloud. Stick the poems on

the wall.

4. Reflection: Invite participants to comment on problems with teaching grammar and thensum up the ideas presented.

Demonstration

Tell the participants that they will now be taking part in demonstration and that they should

think and act like students, not teachers.

5. Give participants a handout from Gateway B1+:


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Spencer, D. (2011) Gateway B1+ Student Book. Oxford: Macmillan Education

The participants look at the sentences and then match the correct halves of the rules.

Participants first do the activity individually and then in pairs and after that they read the

sentences aloud to the whole class.

6. Participants will be able to decide if the sentences describe a past habit, a single action inthe past or a present habit. Then they will complete the sentences with the correct form ofused to,the past simple or the present simple.

7. Show the participants the picture of a scene from the life of Marco Polo (see below).They will find eight historical mistakes in the picture and write affirmative or negative

sentences.

Example: They used to drink tea. They didnt use to drink Cola.

8. Use your own personal story and tell the participants what you used to do in differentstages of your life. Then participants write their own stories individually and share them

with the whole class.

9. Have participants work in pairs. They make notes about how life was different in ourcountry fifty years ago. Participants should use these topics:

1. Transport

2. Food and drink

3. Entertainment

4. Work

5. Health

6. Education


10. Ask participants to remember the steps of the session. Elicit and write them on the board.11.Participants discuss these questions and then share their ideas with the entire group: How did you feel as a student?

Did the teacher engage you in language production? How?

What did you learn? How do you know you learned it?

Tamar Tskhomelidze is a teacher/trainer in Ozurgeti Public School #2.


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Spencer, D. (2011) Gateway B1+ Student Book. Oxford: Macmillan Education


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Grammar in Communicative Activities

Aims:By the end of the session participants will be able to

distinguish between speaking activities which practice grammatical accuracy and activities

which practice fluency.

create and demonstrate activities which help learners to develop effective communicative skills.

Timing: 60 minutesMaterials: Handouts (information gap pictures, menus)

Teachers in Georgia indicated that they have difficulties with using communicative tasks to improve

students speaking skills; students make lots of grammatical mistakes while doing communicative tasks

and teachers find it difficult to help learners to communicate effectively incorporating grammatical

accuracy and at the same time allowing the students space for self-expression. In this workshop, teachers

will be given opportunities to discuss how they can help learners to use grammar in spoken activities.

Procedure

1. Introduce yourself and thank the teachers for taking time to attend the workshop.2. Ask the participants to discuss the following questions: What speaking activities do you use in class?

What problems relating to grammar arise when you do communicative activities?

What are the reasons for these problems?Each group shares one problem. Write their ideas on the board.

3. Tell the participants that they will forget about being teachers for the next 20 minutes asthey will take part in some sample activities as language students. Demonstrate the

following two activities:

Activity 1:Information gap

Learners work in pairs. They both have a picture of a town that is incomplete; each picture is

missing things that are drawn on their partners picture. Participants have to ask each other

questions to complete their pictures.

Example language is given:

Where is the cinema? Its next to the supermarket.

Where is the school? Its across the park.

Activity 2: Role play

The role play is set in a restaurant. Participants are divided into waiters, restaurant managers and

customers. They have a menu to choose from and some of them are instructed to complain about

the food. (see handout 1 below)


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4. Give the participants these questions to discuss: What is the objective of each activity? To practice fluency? Accuracy? Or both?

Would the activities help your learners to improve their use of grammar incommunication? How?

What opportunities do the activities provide for practicing communicative skills?

Allow them some brief time to think about these quietly before sharing with a partner. Thenopen the discussion for the whole class, calling on volunteers to share their ideas.

5. Give the participants an exercise from a student textbook and ask them to create acommunicative activity incorporating grammar accuracy but allowing students to express

themselves.

Give each group a time limit to present their modified activity. While presenting they have to

mention:

What have you changed? Why? How have you made it more effective to help learners develop their grammar skills?

Communicative skills?

After each groups presentation, the other groups can ask one question. Spend up to 20 minuteson this activity.

6. Ask the participants to reflect individually on the following questions; What new information have I learned?

How will this information impact my teaching?

What will I do in the classroom that I havent done before?

Participants share their ideas. Finally, lead a whole discussion to consolidate the groups ideas.

References:

Hedge, T. (2011). Teaching and learning in the Language classroom. Oxford: Oxford

University Press.

Batstone, R. (1994). Grammar. Oxford: Oxford University Press.

Ur, P. (2012) ACourse in English Language Teaching. Cambridge: Cambridge University Press.

Harmer, J. (2012).Essential Teacher Knowledge. Essex:Pearson Longman.

Harmer, J. (2007).How to Teach English. Essex: Pearson Longman.

http://www.teachingenglish.org.uk/activities/speaking-activitieshttp://www.nclrc.org/essentials/speaking/developspeak.htm

Inga Gelashvili is a teacher and trainer in School #4 in Rustavi.
http://www.teachingenglish.org.uk/activities/speaking-activitieshttp://www.teachingenglish.org.uk/activities/speaking-activitieshttp://www.nclrc.org/essentials/speaking/developspeak.htmhttp://www.nclrc.org/essentials/speaking/developspeak.htmhttp://www.nclrc.org/essentials/speaking/developspeak.htmhttp://www.teachingenglish.org.uk/activities/speaking-activities


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Handout 1


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Teaching Grammar with Limited Resources

Aims:By the end of the session, participants will be able to articulate the strengths andchallenges of teaching grammar with limited resources in response to the demonstration lessonand they will be able to adapt and demonstrate one student-centered activity that they co-create

in groups.

Timing: 60 minutesMaterials: Handout (personal story)

Unreliable internet connection? Frequent power outages? Fear of audio and visual equipment? Great!

This workshop will show you practical ways of teaching grammar in engaging lessons that require very

little in the way of resourcesthe teachers imagination and a blackboard are enough!

Procedure

Introduction

1. Try to find a creative way to let the trainees discover the topic, perhaps by playingHangman with the entire group in which the hidden word is present perfect, or through

some other means.

2. Facilitate as the participants brainstorm what methods and activities they use to teachstudents grammar. Do a round of Think-Pair-Share (TPS) to discover their ideas.

3. In order to demonstrate how to teach grammar with limited resources, prepare theparticipants by telling them they will be students in a demonstration lesson. Exit and re-

enter the room as if class were just beginning.

Demonstration

4. Tell a short personal story, such as this:Present perfect story

My friends Katie, Misha and I have decided to have a winter vacation together. We havenever taken a holiday together. We have wanted to do that for a long time, but have neverhad the same holiday schedule. This year we all have two weeks off in December, sowere trying to plan a vacation. I wanted to go to Svaneti, but Katie has already beenthere. Misha wants to go skiing in Gudauri. He has never skied before. I dont like skiing.Ive skied three times in my life, but I dont think I want to do it again. Katie wants to goto Kazbegi, but Misha has been there twice this year. So as you see we havent made adecision yet. We are looking forward to your suggestions!


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When finished, discuss the tense with the group and highlight the language structure on the

board. Be prepared to read the story more than once. The group tries to sum up by creating a

rule in pairs that they consolidate with the whole group. The teacher can then try to draw out

some of the nuances of the present perfect by asking simple yes/no questions:Did Misha go

to Kazbegi in the past or is she there right now? Do we know exactly when she went there?

Etc.

5. Arrange the participants into pairs. Give them sentences in present perfect tense, eitherwritten on strips of paper or tell them secretly. After 3 minutes, they need to show the

sentence to the audience (e.g. two friends have just met). The only restriction is the

participants cannot to move or speak. They are st

ICTE I Program Teacher Training Manual 2013-14

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