Aspects of Teaching Skills PDF

Aspects of Teaching Skills
Teacher Training Plans by Alex Tilbury

Teacher Training Plans Aspects of Teaching Skills
Aspects of Teaching Skills

This group of plans have been created around the theme of Teaching Skills, and cover the four areas
outlined below. Each plan is designed to be used as part of an in-service training programme in an
institution. Such a programme may consist of trainer-led face-to-face sessions or may be a mix of trainer-led
sessions combined with additional individual study, on Cambridge English Teacher (CET), on the topic. The
plans are designed to be used as stand-alone or along with any of the other plans. They may be used in any
order, according to what is appropriate for the particular programme.
These plans are based on articles, videos and discussions from CET. They are suitable for use with teachers
who can be considered Proficient according to the Cambridge English Teaching Framework
www.cambridgeenglish.org/teaching-framework). These teachers will have a CELTA plus at least two years
experience.
Please note: There are hyperlinks (e.g. Conversation Strategies, or Worksheet 1) within this document
which will help you to find the information or plan that you require easily. Just click on the hyperlink to be
taken to the correct place.
Conversation Strategies (Proficient: a CELTA or equivalent qualification plus at least

two years experience)
Real life conversation often varies from what may be found in the traditional coursebook speaking exercises
we use when teaching learners. Features such as speakers using false starts or repetition are evident in the
conversations we hear in our everyday lives. This session, based on articles by Michael McCarthy and
Jeanne McCarten, focuses on the aspects of real-life conversation and asks participants to identify and
consider those features which are evident in the conversation strategies which exist in actual everyday
speech. The tasks also show when and how to prepare learners for identifying and using these strategies.
Helping Learners with Top-down Listening (Proficient: a CELTA or equivalent

qualification plus at least two years experience)
Listening is essential for all learners but it can also be one of the most challenging skills to acquire when
learning a language. Using this session, based on a teaching task by Alex Tilbury, participants identify why
listening comprehension can be difficult and how it poses many problems for learners. Overcoming these
problems is essential to becoming an effective listener and the session draws on the use of bottom-up and
top-down processing skills to provide an understanding of the various aspects of how we create meaning
when we listen.
Helping Learners to Write Cohesively (Proficient: a CELTA or equivalent

qualification plus at least two years experience)
The importance of cohesion is particularly key to written discourse as authors are rarely present to explain to
their readers any issues which arise through ambiguity or clumsy phrasing within the text. This session,
based on a teaching task by Verity Cole, describes for participants the types of cohesive device evident
within writing and the appropriate use of such devices when creating a written text. The tasks help to
spotlight and raise awareness of cohesive devices whilst also providing ideas of how to teach their use to
learners.
Reading Aloud: Why and How? (Proficient: a CELTA or equivalent qualification plus at
least two years experience)
This session, based on a teaching task by Silvana Richardson, focuses on the practice of reading out loud
and how it can be effectively used within the classroom. Whilst initially, learners may feel that reading aloud
Cambridge English Teacher Cambridge University Press and Cambridge English Language Assessment 2015 1
Teacher Training Plans Aspects of Teaching Skills
is unnatural or makes them feel self-conscious, the tasks show participants the importance of developing this
skill and how reading aloud benefits learners through aiding their comprehension of a written text.
Developing confidence of reading aloud enables learners to feel more able to engage in this skill when
required outside of the classroom.
CET courses of interest for further development:

Skills
Teaching Pronunciation
http://www.cambridgeenglishteacher.org/courses/details/500893/teaching-pronunciation
Teaching Speaking
http://www.cambridgeenglishteacher.org/courses/details/54144
Teaching Writing
General
English for the Teacher
http://www.cambridgeenglishteacher.org/courses/details/18776/english-teacher
Evaluating and Correcting Learners

http://www.cambridgeenglishteacher.org/courses/details/500892/evaluating-correcting-learners
Teaching Primary Learners Communicatively

http://www.cambridgeenglishteacher.org/courses/details/18777/teaching-primary-learners-communicatively
Teaching with Technology: Internet and Tools

http://www.cambridgeenglishteacher.org/courses/details/18607/teaching-with-technology-internet-tools
Exams
How to teach IELTS
http://www.cambridgeenglishteacher.org/courses/details/18601/teach-ielts
How to teach Cambridge English: Key (KET)

http://www.cambridgeenglishteacher.org/courses/details/18602/teach-cambridge-english-ket
How to teach Cambridge English: Preliminary (PET)

http://www.cambridgeenglishteacher.org/courses/details/18603/teach-cambridge-english-preliminary-pet
How to teach Cambridge English: First (FCE)

http://www.cambridgeenglishteacher.org/courses/details/500492/teach-cambridge-english-first-fce
How to teach Cambridge English: Advanced (CAE)

http://www.cambridgeenglishteacher.org/courses/details/500686/teach-cambridge-english-advanced-cae
How to teach Cambridge English: Young Learners

http://www.cambridgeenglishteacher.org/courses/details/18604/teach-cambridge-english-young-learners
Conversation Strategies
Teacher Training Plans by Alex Tilbury
Conversation Strategies
Background
Real life conversation often varies from what may be found in the traditional coursebook speaking exercises
we use when teaching learners. Features such as speakers using false starts or repetition are evident in the
conversations we hear in our everyday lives. This session, based on articles by Michael McCarthy and
Jeanne McCarten, focuses on the aspects of real-life conversation and asks participants to identify and
consider those features which are evident in the conversation strategies which exist in actual everyday
speech. The tasks also show when and how to prepare learners for identifying and using these strategies.
Aims:
To raise awareness of the ways in which natural conversations differ from traditional coursebook
recordings.
To learn about a range of conversation strategies and how these are realised using particular
expressions in English.
To start thinking about whether/how conversation strategies can be focused on in the classroom.
Materials:
Session plan
IWB or board and pens
Worksheet 1 Lead-in and discussion: A real-life conversation (the text is from Michael McCarthy,
Corpora, speaking and listening available at http://www.cambridgeenglishteacher.org/resource-
details/1846)
Worksheet 2 Task: Four kinds of strategy
Worksheet 2 Key Task: Four kinds of strategy
Worksheet 3 Reading: Important conversation strategies (adapted from Jeanne McCarten and Michael
McCarthy, Conversation Strategies: What Are They and Can We Teach Them? available at
http://www.cambridgeenglishteacher.org/resource-details/1673)
Worksheet 4 Discussion: Teaching conversation strategies
Access to Self-study follow-up reading and tasks (see list after Session Plan)
PowerPoint presentation for use in session (referred to as PPT with the relevant slide number
throughout the session plan). You may want to look at the presentation before using it in session as it
contains animations
Appropriate for:
Teachers with a CELTA or equivalent qualification plus more than two years experience Proficient
according to the Cambridge English Teaching Framework
www.cambridgeenglish.org/teaching-framework
Time:
One hour
Teacher Training Plans Conversation Strategies
Session Plan
*T = Tutor, P = Participant, PS = Participants
Stage and aim Procedure Interaction* Timing
Lead-in A real-life conversation: focus on meaning 10 min

Worksheet 1 T-PS
Tell participants that theyre going to start by looking at a
PPT slides 24 transcript of a recording of a real-life conversation.
To engage the Working alone, participants read the transcript on Worksheet P

1 and answer the four questions on the sheet:
interest of the
group and 1. How many speakers are there in the conversation?
introduce the 2. Whats the topic of the conversation?
topic of the 3. What can you deduce (or guess) about Tina?
4. How well do the speakers know Tina? Do they all know her
session
equally well?
Use PPT2 and 3 to display the transcript and the questions.
Participants compare their ideas in pairs / small groups. P-P / P-P-P
Feedback: T-PS
Discuss as a class
1. There are four speakers.
2. Theyre talking about a girl / woman called Tina who has come
from abroad to visit England.
3. Possible answers: shes been in England for a week. She
comes from somewhere where theres a lot of space and not
many people around (a rural area of Australia / New Zealand /
Canada?). She hasnt said much about England. Shes tired
(possibly as a result of her journey, or her work / studies?). Her
mother spent some time in England (or was born there?).
4. Speaker 1 knows who Tina is but speakers 2, 3 and 4 seem to
have spent more time with her (as her flatmates / a host
family?).
Use PPT4 to display the answers as given above.
Reading and A real-life conversation: focus on strategies, language 10 min

discussion (contrast with coursebook recordings)
Worksheet 1
PPT slides 57 Now that theyre familiar with the content of the conversation, P-P / P-P-P
ask participants to look at the transcript again and discuss
how it differs from transcripts of traditional coursebook
To analyse the
recordings (i.e. recordings which are scripted in advance and
features of real- performed by actors). How does the behaviour of the
life conversation speakers differ? What about the kinds of language they use?
in contrast to
coursebook Use PPT5 to display the two questions regarding the
transcripts differences between the real-life conversation and traditional
coursebook recordings.
Reading and Classroom discussion of the questions. Highlight features of T-PS 10 min
discussion conversation which we see in the transcript, but which we (contd)
dont often come across in many traditional coursebook
Worksheet 1
recordings, include:
PPT slides 57 use of expressions like I mean to clarify a point
use of expressions like well, you know to buy a bit of thinking
time
To analyse the repetition using different forms of words to emphasise key
features of real- points, e.g. its good. Its all right
life conversation speakers starting again to make sure that what theyre saying
in contrast to is clear, e.g. And she got she looks You know shes
obviously really tired
coursebook use of vague expressions like and all that to avoid going into
transcripts unnecessary detail
use of expressions like yeah, mm, right while other people are
speaking to show interest and attention
Use PPT6 to display the features seen in the real-life

conversation.
Round off this stage by making the point that the above are
all naturally occurring features of spontaneous conversation.
In fact, things like clarification, buying thinking time, repetition,
showing interest and so on, are all examples of strategies
which are used by competent speakers (of any language) in
conversation. The rest of this session will examine these
strategies in more depth and look at how theyre realised in
English. Towards the end of the session, well think about
whether/how we might teach some of these strategies in the
classroom.
Use PPT7 to display this information for participants.
Task Conversation strategies: test 5

Worksheet 1 + P-P / P-P-P
Working together, participants look at Worksheet 2, which
Worksheet 2
lists a number of key conversation strategies divided under
four broad categories. Some examples of language which
To familiarise can be used to realise these strategies taken from the
participants with transcript on Worksheet 1 have already been added to the
the categories of sheet. Participants work together to try to add more examples
and familiarise themselves with the categories.
different
conversation Note: this is a challenging task, so dont let it drag on too
strategies long. The real aim is for participants to get familiar with the
different kinds of strategy in the left-hand column and provide
them with a task for the reading to come; they are not
expected to come up with lots of possible expressions off the
top of their heads. In fact, the difficulty of this task can be
used to make the point that, in order to find out what kinds of
language speakers use to operationalise strategies, we really
need to look at examples of real conversation from a corpus
rather than rely on our intuitions!
No feedback at this stage.
Option 1 Conversation strategies: teach 15-20

Worksheet 2 + T-PS min
Working alone, participants read Worksheet 3, which
Worksheet 3
describes and gives examples of the various conversation
Worksheet 2 strategies, and use it to complete the right-hand column of
Key the table on Worksheet 2. Point out that some expressions
can occur in two or three different categories.
To find
Participants compare their findings in pairs / small groups. P-P / P-P-P
examples of
conversation
Round off this stage by inviting participants to give some T-PS
strategies
examples of their findings and dealing with any problems or
queries in open class. An answer key to Worksheet 2 is
provided at the end of this document (Worksheet 2 Key).
Option 2 Jigsaw Divide participants into two groups, A and B. Group A reads P-P 15 min
reading about areas 1 and 2 on Worksheet 3, while Group B reads
about areas 3 and 4. (You may wish to fold the worksheet
Worksheet 3
between areas 2 and 3.) Then participants get into pairs, A +
Worksheet 2 B, to help each other complete their tables.
Key
As with option 1, round off this stage by inviting participants to T-PS
give some examples of their findings and dealing with any
To find
problems or queries in open class. An answer key to
examples of Worksheet 2 is provided at the end of this document
conversation (Worksheet 2 Key).
strategies
Reading and Conversation strategies in the classroom 15-20

discussion P-P / P-P-P min
Participants discuss the questions on Worksheet 4 in pairs /
Worksheet 4
small groups.
PPT slides 810
Use PPT8 to display the questions.
To identify and
discuss how to Feedback: T-PS
include the Discuss the answers in class
1. Open answers.
teaching of 2. Open answers.
conversation 3. Possibilities for awareness raising include:
strategies in listening to and comparing conversations with good and
bad examples of strategies (e.g. with/without back-
lessons
channelling expressions)
finding examples of expressions in a suitable transcript
(e.g. vague language). This could be something published
or home made
listen and fill in the gaps (e.g. self-correction expressions)
Use PPT9 to display the possibilities for awareness raising.

3. Possibilities for practice include:
performing scripted conversations
writing conversations to include particular strategic
expressions
improvising from partial scripts / frames / topics
Use PPT10 to display the possibilities for practice.
Self-study follow-up reading and tasks

Refer participants to the following Cambridge English Teacher resources
Articles/Videos which expand upon the topic:

Corpora, Speaking and Listening by Michael McCarthy - Article
http://www.cambridgeenglishteacher.org/resource-details/1846
Conversation Strategies: What are they and can we teach them? by Jeanne McCarten and Michael
McCarthy - Article
Developing Conversation with Young Learners by Herbert Puchta - Article

Spoken Discourse (Overview) by Jack Richards - Video

Teaching Spoken English: From Communicative Competence to Pragmatic Competence by Jack Richards -
Webinar
http://www.cambridgeenglishteacher.org/eventdetail/1144
(This touches on many of the issues raised in this session and looks at some practical ideas for teaching
conversation skills and strategies.)
Cambridge University Press publications of interest:

Conversation: From Description to Pedagogy by Scott Thornbury and Diana Slade
http://www.cambridge.org/gb/cambridgeenglish/catalog/teacher-training-development-and-
research/conversation?format=HB&isbn=9780521814263
CET courses of interest:

Teaching Speaking
Worksheet 1
Lead-in and discussion: A real-life conversation
Read the transcript of the conversation and answer these questions as best you can.
1. How many speakers are there in the conversation?
2. Whats the topic of the conversation?
3. What can you deduce (or guess) about Tina?
4. How well do the speakers know Tina? Do they all know her equally well?
Line 1 Speaker 1 What does Tina make of England? Cos I mean she must be so
Line 2 used to wide open spaces
Line 3 Speaker 2 Yeah.
Line 4 Speaker 1 and very few people around.
Line 5 Speaker 3 Well, she doesnt, she doesnt say much. She hasnt said much all
Line 6 week.
Line 7 Speaker 2 Just says
Line 8 Speaker 3 Mm.
Line 9 Speaker 2 its good. Its all right.
Line 10 Speaker 1 Right.
Line 11 Speaker 3 You know.
Line 12 Speaker 4 And she got, she looks, you know shes obviously really tired.
Line 13 Speaker 3 Mm.
Line 14 Speaker 4 Cos I thought what Id do is erm ...
Line 15 Speaker 2 She was very interested in all those places where her mum, her
Line 16 mum had lived and all that.

[Transcript from Michael McCarthy, Corpora, speaking and listening at
http://www.cambridgeenglishteacher.org/resource-details/1846]
Cambridge English Teacher Cambridge University Press and Cambridge English Language Assessment 2015
Worksheet 2
Task: Four kinds of strategy
We can divide conversational strategies into four areas:
1. Managing your own talk
This includes: Example expressions:
Buying thinking time Well, You know
Self-correction
Reiterating / highlighting key points Its good, its all right
Adding details for clarification / elaboration I mean
Signalling your attitude to what you say
Organising your turn (e.g. linking or contrasting points)
2. Taking account of others
Being polite (e.g. avoiding saying no)
Signalling that information is new
Signalling that information is shared or understood You know
Using vague language to avoid unnecessary detail and all that
3. Showing listenership (back-channelling)
Showing that youre listening and engaged Yeah, Mm, Right
Showing agreement with whats being said
Evaluative comments (e.g. to congratulate,

commiserate)
[continued]
4. Managing the conversation as a whole
Opening and closing conversations
Starting new topics
Going back to earlier topics
Interrupting and restarting conversations
Worksheet 2 Key
Task: Four kinds of strategy
Buying thinking time Well, You know
Self-correction Well, actually, I mean
Reiterating / highlighting key points Its good, its all right

The thing is
Adding details for clarification / elaboration I mean
Signalling your attitude to what you say The good / great / funny thing is
Organising your turn (e.g. linking or contrasting points) On the other hand,
Being polite (e.g. avoiding saying no) Not really.
Signalling that information is new Actually, You see
Signalling that information is shared or understood You know
Using vague language to avoid unnecessary detail And all that, Or something like that,
That sort of thing, Or whatever, And
things like that, Or something
Showing that youre listening and engaged Yeah, Mm, Right, Huh, Uh-huh, Really?
Showing agreement with whats being said Absolutely! Definitely!
Evaluative comments (e.g. to congratulate, Thats wonderful! Thats great!

commiserate)
[continued]
Opening and closing conversations So, Anyway, All right
Starting new topics So, Now
Going back to earlier topics As I was saying, Going back to what

you were saying
Interrupting and restarting conversations Hold on a sec, where were we?
Worksheet 3
Reading: Important conversation strategies

One of the most obvious concerns of speakers is to manage their own contributions to the conversation. This
involves, among other things, answering questions, organising your turn, self-correcting, keeping the floor by
elaborating or reiterating, clarifying, highlighting key points, signalling your attitude to what you say, and so
on.
Items that can help learners acquire such skills in English include the discourse markers well, actually, I
mean, the thing is, on the other hand. In answers to questions, well gives speakers thinking time a valuable
commodity for elementary learners and allows yes-no questions to be answered with neither yes or no (A:
Do you live in London? B: Well, just outside). It also teams up with actually as a self-correction strategy (We
went to high school together. Well, actually it was middle school).
Reiteration, elaboration and clarification are often realised with I mean (Oh its a good job. I mean its super
easy) a simple expression that even elementary learners can use. The thing is is useful to signal a key
point or issue and can be expanded with adjectives (e.g. The great/funny thing is ) to include the speakers
attitude (The good thing is theyre all direct flights).

This includes politeness strategies (e.g. not really as a reply to a question, as an alternative to the potentially
more abrupt no).
Also, speakers constantly judge the degree of shared knowledge between themselves and their
interlocutors. Actually and you see are often used to introduce new information, whereas you know signals
an assumption that the information is shared or understood (Airport security is so strict these days, you
know).
An extremely frequent set of items are vague expressions such as or something like that, that sort of thing,
or whatever, and things like that, which speakers use rather than specify every example or detail (e.g. Ill
have a sandwich or something) they can take it for granted that the listener will understand.

Listenership means that you show your understanding by making an appropriate response. Responses can
range from simple acknowledgements that you are listening and engaged (huh, uh-huh, really?, etc.) through
agreement (absolutely! definitely!) to more contentful responses (thats wonderful, great, etc.), which can
easily be taught and practised from elementary level.

Example strategies here include opening and closing conversations (so, anyway, all right), starting new
topics (so, now), going back to earlier topics (as I was saying, going back to what you were saying)
interrupting and restarting conversations (hold on a sec, where were we?).
The responsibility for managing the conversation often defaults to the native or more competent speaker.
However, many of these conversational functions can be realised with vocabulary that learners up to
intermediate level would be comfortable with.
Worksheet 4
Discussion:Teaching conversation strategies
Discuss the following questions with your colleagues.

1. Have you ever focused on any conversation strategies in your lessons? Why?
How did it go?
2. In your opinion, which strategies can be taught?

Would your current learners benefit from work on any particular strategies? Why do you think so?
Are there any which you think would be difficult/impossible to teach explicitly?
3. Pick a strategy which youd like to work on in class. How could you do this?
Think about:
awareness-raising (of the strategy and useful expressions)
practice
www.CambridgeEnglishTeacher.org
Cambridge University Press and Cambridge English Language Assessment 2015
Helping Learners with Top-down Listening
Teaching Training Plan by Alex Tilbury
Helping Learners with Top-down Listening
Background
Listening is essential for all learners but it can also be one of the most challenging skills to acquire when
learning a language. Using this session, based on a teaching task by Alex Tilbury, participants identify why
listening comprehension can be difficult and how it poses many problems for learners. Overcoming these
problems is essential to becoming an effective listener and the session draws on the use of bottom-up and
top-down processing skills to provide an understanding of the various aspects of how we create meaning
when we listen.
Aims
Participants learn about the concepts of bottom-up and top-down processes in listening (also applicable
to reading).
Participants develop awareness of specific kinds of background knowledge involved in top-down
processing.
Participants learn about classroom procedures for helping learners with top-down processing while
listening.
Materials
Session Plan
Worksheet 1 Discussion: What makes listening difficult?
Worksheet 2 Reading and discussion: A closer look at top-down processing
Worksheet 3 Teaching ideas
(Worksheets 2 and 3 are adapted from Alex Tilbury, Listening and Background Knowledge at
http://www.cambridgeenglishteacher.org/resource-details/1198)
contains animations.
Appropriate for
Time
One hour
Teacher Training Plans Helping Learners with Top-down Listening
Session Plan
Stage and aims Procedure Interaction* Timing
Lead-in What makes listening difficult? 10 min

Worksheet 1
PPT slides 2 and Introduce the session as follows: T-PS
3 Listening is an essential skill in a very wide range of
practical and social contexts, e.g. understanding
To engage the instructions at work, following lectures and presentations,
interest of the listening to the radio, watching TV programmes and films,
group and participating in conversation. At the same time, many
introduce the learners regard listening as the most challenging of the
topic of the skills.
session In this session, well think about these questions
o What makes listening difficult?
o How can we help our learners to listen more
effectively?
Use PPT2 to display the questions for the discussion.
Participants discuss in small groups: P-P-P

Imagine that youre listening to a radio news bulletin in a
language you dont know very well. What specific
problems might you have with listening?
Make a list. See if you can come up with six points.
Option: to get the ball rolling, elicit one or two ideas in open
class, e.g. the newsreader talks very quickly, has an
unfamiliar accent.
Use PPT3 to display the question for the discussion.
Feedback: P-P-P
In the same groups, participants spend a few minutes
comparing their ideas with those on Worksheet 1.
Input Bottom-up vs. top-down processing 10 min

Worksheet 1
PPT slides 49 Explain the division of the problems on Worksheet 1 as T-PS
follows (use the relevant PPT slides to provide the
To explain the information to display these points if required):
use of and
issues with When we listen, we use two different kinds of information
bottom-up and to build our understanding of the message.
top-down
processing On the one hand, we understand simply by recognising
words and expressions and putting them together to
decode the message. This is called bottom-up
processing. For example, in order to understand a radio
news story about an election, we would need to know
and recognise language like vote, ballot box and go to
the polls.
Use PPT4 to display this information.
Input So, bottom-up listening problems include things like T-PS 10 min
Worksheet 1 simply not knowing key words and expressions or, even if (contd) (contd)
PPT slides 49 we do know them, not recognising them because of
factors like speed of speech, unfamiliar accent, and
To explain the features of connected speech (weak forms, elision and so
use of and on).
issues with
bottom-up and Use PPT5 to display this information.
top-down
processing On the other hand, we also need to apply our background
knowledge of the topic of the listening, the culture in
which its situated, the context and so on. This is called
top-down processing. For example, in order to
understand a report about a game of American football,
just knowing particular words and expressions would not
be enough to make sense of what we hear: we would
also need to know the rules of the game.
So, top-down listening problems include lack of

knowledge or interest in the topic of the listening, or
having the wrong knowledge because of a different
cultural background.
Whenever we listen, we use both kinds of processing to a

greater or lesser degree; and for learners, both kinds of
processing can present challenges.
Lastly, there are a number of more general affective or

emotional problems which learners often encounter with
listening.
Wrap up this stage by asking participants if they came up with T-PS

any more problems which are not listed on Worksheet 1. If
so, in which group would each problem belong (bottom-up,
top-down or affective)?
Reading and A closer look at top-down processing 20 min

discussion
Worksheet 2 Explain that well now look at top-down processing in more T-PS
detail as this is an aspect of listening which can easily be
To clarify and overlooked. Of course, we need to know and be able to
identify the use recognise lots of words in order to be able to listen
of top-down successfully but top-down factors, although theyre perhaps
processing less obvious, are also vitally important.
Working alone, participants read about the four different kinds P

of background knowledge on Worksheet 2.
Then in pairs, participants re-read the sheet together and P-P

come up with their own alternative examples for the
underlined parts.
Reading and Finally, put participants in different pairs or in larger groups to P-P / 20 min
discussion compare their ideas. P-P-P (contd)
Worksheet 2
To clarify and Round off by eliciting one or two suggestions for each of the T-PS
identify the use underlined parts of the sheet, using the suggestions to
of top-down assess how well the participants have understood the
processing concepts involved and clarifying as necessary.
Discussion Helping learners with top-down processing 20 min

Worksheet 2 and
Worksheet 3 In small groups, participants come up with one or two P-P-P
PPT slide 10 classroom ideas for helping learners with each of the areas
top-down listed on Worksheet 2: topic, discourse, situation
To identify and cohesive devices.
methods by
which Use PPT10 to display the different areas of top-down P-P-P
participants can processing to help remind participants.
aid learners in
top-down Feedback:
processing Ask the groups to compare their ideas with those on P-P-P
Worksheet 3.
To round off this stage and the session, ask each group to T-PS
share any teaching ideas they had which are not listed on the
sheet.

Refer participants to the following Cambridge English Teacher resources:

Joined-Up Listening by Johanna Stirling - Webinar
Joined-Up Listening by Johanna Stirling - Article

Livening up Listening! by Nick Bilbrough - Webinar

Second Language Listening: Where are we? by John Field - Article

Tasks which can aid reflection upon the topic:

An Introduction to Listening Sub-Skills by Alex Tilbury
Listening Sub-Skills and Classroom Tasks by Alex Tilbury

Listening and Background Knowledge by Alex Tilbury

Listening to Connected Speech by Alex Tilbury

Planning a Listening Lesson by Alex Tilbury

Preparing for Cambridge English: Key Listening by Niki Joseph

Preparing for Cambridge English: Preliminary Listening by Niki Joseph


Listening in the Language Classroom by John Field
http://www.cambridge.org/gb/cambridgeenglish/catalog/teacher-training-development-and-research/listening-
language-classroom-1/listening-language-classroom
Worksheet 1
Discussion: What makes listening difficult?
Problems with bottom-up processing

Lack of vocabulary: not knowing key words and expressions
Not recognising words and expressions because of:

o speed of delivery
o unfamiliar accents
o connected speech (contractions, weak forms, linking, elision, etc.)
Confusion caused by use of fillers, e.g. um, er, you know
Difficulties with interpreting the meaning of stress, intonation, tone of voice
Problems with top-down processing

Not being familiar with the topic because of:
o lack of experience
o lack of interest
o different cultural background
Making incorrect assumptions about the topic, possibly for cultural reasons
Lack of paralinguistic features (facial expressions, body language) to help understanding
Affective problems
Panic, negative feelings about listening in general
Expecting to understand every word leading to demotivation
High level of concentration required for too long a time leading to tiredness, switching off
Uninteresting or inappropriate topic
Worksheet 2
Reading and discussion: A closer look at top-down processing
When we listen, we use two kinds of information to work out the meaning of whats being said. We use our
understanding of the words and expressions which we hear (bottom-up processing), but we also use our
background knowledge (top-down processing).
A number of different types of background knowledge are involved in top-down processing, and they can all
present challenges to learners. Here are some examples:
Type of background knowledge Possible learner problems
1. Knowledge of topic The learner may have little or no knowledge

When we listen to talk about a particular of the topic because it doesnt interest them
topic, we use our existing knowledge of the or because its not familiar in their culture
topic to help us understand (e.g. when (e.g. understanding a conversation about
listening to talk about football, we already cricket would be difficult for learners in many
know that there are two teams, that the aim parts of the world).
is to score goals, that handling the ball is
against the rules, and so on). They may make assumptions about the
topic which are incorrect, possibly because
of cultural differences (e.g. in some cultures,
weddings last for several days and its
assumed that the hosts will pay for their
guests transport and accommodation).
2. Knowledge of discourse Learners may have no experience of the

When we listen to certain types of text, we text type.
have expectations about how the text will be
organised. This knowledge helps us to Learners may expect the text type to be
understand the summary (e.g. a radio news organised in a different way (e.g. in some
summary in the UK will often start with very countries, perhaps radio news summaries
short headlines. We then hear about each follow a different structure).
story (in the same order as the headlines) in
more detail. There may be a light-hearted or
Learners sometimes have the necessary
funny story at the end).
knowledge of discourse but they may not
use it because theyre too focused on trying
to understand every word, or because
listening causes feelings of panic. The same
problem can also apply to knowledge of
topic (above).
[continued]
Type of background knowledge Possible learner problems
3. Knowledge of situation In the classroom, learners often practise by

This refers to knowledge about the physical listening to recordings. They may not have
space (where are we? what can we see?) and enough knowledge of the context of the
people (who are they? whats their recording (who the people are, where they
relationship?) in the listening situation. This are) to make sense of what they hear.
knowledge helps us to understand particular
words and expressions (e.g. I, you, this
table, that book).
4. Knowledge of cohesive devices Learners may not know the meanings of

Good listeners are able to use certain words cohesive devices, and so will not be able to
and expressions (cohesive devices) to use the clues which they give to predict the
predict whats going to come next. e.g.: next part of the message.
I usually finish work at six. Unfortunately,
(we expect to hear some bad news)
I agree, Mikes a good candidate for the
job. However, (we expect to hear a
reservation or an alternative suggestion)
On the one hand, living in the centre is
very convenient. (we expect to hear on
the other hand and then a contrasting
point)
Worksheet 3
Teaching ideas
1. Knowledge of topic.
In groups, learners tell each other all they know / discuss questions about the topic before they
listen.
Tell learners the topic of the listening, put them in groups, and ask them to come up with questions
they expect to be answered in the recording.
Learners listen to the beginning of a recording and make predictions about the rest.
2. Knowledge of discourse.
Before learners listen to a radio news summary, show them a diagram with the structure of a news
summary, e.g. headlines 1, 2, 3 > story 1 > story 2 > story 3 > funny story > weather.
After listening to a formal presentation, learners look at the recording script and label the different
parts (e.g. introduction, outline, topic 1, topic 2, topic 3, summary, questions).
Before listening to a recording of a traveller buying a ticket at a railway station, learners work in pairs
and act out the conversation as they imagine it will happen. This can be done in English or in the
learners first language.
3. Knowledge of situation.
Before listening, tell learners who the speakers are, how theyre related and where they are. Use
pictures of the people and place to interest the learners.
If using a video, play it first with the sound off and ask learners to predict whats happening and what
the people are saying.
4. Knowledge of cohesive devices.

Stop the recording after cohesive devices and put learners in pairs to predict what kind of information
will come next. Discuss their suggestions as a class and ask them how they were able to make their
predictions. Discuss the meanings of the cohesive devices.
After listening, give learners the recording script with gaps in place of the cohesive devices. Learners
try to predict or remember the cohesive devices, then listen to check. Go through the answers as a
class and discuss the meaning of the cohesive devices.
Helping Learners to Write Cohesively
Teacher Training Plans Helping Learners to Write Cohesively
Helping Learners to Write Cohesively

Background
The importance of cohesion is particularly key to written discourse as authors are rarely present to explain to
their readers any issues which arise through ambiguity or clumsy phrasing within the text. This session,
based on a teaching task by Verity Cole, describes for participants the types of cohesive device evident
within writing and the appropriate use of such devices when creating a written text. The tasks help to
spotlight and raise awareness of cohesive devices whilst also providing ideas of how to teach their use to
learners.
Aims:
Participants learn about the importance of cohesion in written (in particular, formal or academic) texts, and
different kinds of cohesive devices.
Participants practise diagnosing issues with use of cohesive devices in learners written work.
Participants learn about some classroom activities for improving learners ability to recognise, understand
and use cohesive devices.
Materials:
Session plan
Worksheet 1 Lead-in: Dictogloss text
Worksheet 2 Task and discussion: Diagnosing learner problems
Worksheet 3 Task and discussion: Diagnosing learner problems suggested answers
Worksheet 4 Discussion: Classroom activities
(All worksheets are adapted from Verity Cole, Making It Fit Together: Helping Students to Write Cohesive
Essays at http://www.cambridgeenglishteacher.org/resource-details/1470)
PowerPoint presentation (referred to as PPT with the relevant slide number throughout the session plan).
You may want to look at the presentation before using it in session as it contains animations
Appropriate for:
Time:
One hour
Session Plan
Stage and aim Procedure Interaction Timing
Lead-in Start the session by using the introductory text on T-PS 10 min
Worksheet 1. Read the text aloud at natural speed. Ask
Option 1 participants simply to sit back and listen.
Worksheet 1
In small groups, participants tell each other what they can P-P-P
remember of the text.
To engage the
Read the text aloud for a second time, again at natural T-PS
interest of the
speed, pausing only briefly between sentences. This time,
group and participants note down key words as they listen.
introduce the
topic of the In small groups, participants work together and use their P-P-P
session notes to recreate the paragraph (about 150 words). It
doesnt need to be identical to the original, but it should
have the same meaning and be written in good English!
Once participants have completed their texts, give out T-PS

copies of Worksheet 1, folded so that the task on the
bottom half is not visible, so they can compare it with the
original.
Lead-in Sentence ordering T-PS 10 min

Option 2 Give each group the set of 12 phrases below, each on a
separate slip of paper.
Worksheet 1
Tell the participants put the sentences in order to make a P-P-P
coherent text.
To engage the A cohesive text is a text in which ideas are clearly linked together
interest of the within and between paragraphs,
and then to refer forwards and backwards to these
group and
as learners are required to use complex structures
introduce the Coursebooks and self-study materials favour these for good
topic of the reason:
session for example using pronouns like this and that and words like
therefore and although.
However, learners ability to complete a gap-fill task isnt a
guarantee of their ability to write a cohesive extended text.
rather than to single, concrete nouns.
such as embedded clauses and extended noun phrases,
The more academic the style of writing,
the more difficult writing cohesively becomes,
they provide practice of manipulation of form, collocation and
connotation in context; they are relatively quick to complete; they
are straightforward to mark; and they often provide a model of a
written genre for learners to follow.
Throughout their English education, learners become adept at
gap-fill exercises.
Then compare with the original on Worksheet 1, folded so

that the task on the bottom half is not visible.
Round up of Having either completed option 1 or 2, round off this stage by T-PS 5 min
lead-in stage quickly establishing the answers to these questions:
PPT slides 25 1. What do we mean by cohesion / a text being cohesive?

Answer: The use of words / expressions / structures to
link together the ideas in a text and show to the reader
To identify the how theyre related.
use of cohesion
Use PPT2 to display the above information.
and cohesive
devices in
2. What are some examples of cohesive devices?
written Answer: this, that, therefore, although. Sometimes a
discourse text can still make sense without cohesive devices, but
this can mean that the reader has to do more work in
order to understand the relationships between the ideas
in a text. To use an example from our paragraph:
Throughout their English education, learners become

adept at gap-fill exercises However, learners ability to
complete a gap-fill task isnt a guarantee of their ability to
write a cohesive extended text.
Use PPT3 and 4 to display the above information and help

with the discussion below.
We could in fact leave out the word however, but its use
makes it easier for the reader to understand right away
that a contrast is being made.
Explain that the rest of this session will consider the

questions:
1. What kinds of cohesive device are particularly important in
writing?
2. What problems can learners have with these?
3. How can we help our learners to write more cohesively?
Task and Kinds of cohesive device 15 min

discussion
Participants unfold Worksheet 1 so they can see the task in P
Worksheet 1 the bottom half, and attempt the task on their own.
PPT slides 610 After a few minutes, they compare their ideas in pairs or small P-P / P-P-P
groups.
To clarify the Feedback: T-PS

types of Elicit and check answers as a class. Example answers:
1. Pronouns
cohesive device
these, they = gap-fill exercises
and provide in which = in a cohesive text
examples these= complex structures
Use PPT6 to display the list of pronouns.
Task and 2. Linking words and expressions T-PS 15 min

discussion however, for example, like, as (= because), such as
(contd) (contd)
Worksheet 1 Use PPT7 to display the list of linking words and
PPT slides 610 expressions.
3. Complex noun phrases
learners ability to complete a gap-fill task
To clarify the a guarantee of their ability to write a cohesive
types of extended text
cohesive device complex structures such as embedded clauses and
extended noun phrases
and provide
examples
Use PPT8 to display the complex noun phrases.
4. Subject-verb agreement
learners become
learners ability to complete a gap-fill task isnt
Use PPT9 to display the examples of subject-verb

agreement.
5. Punctuation
The use of colon and semi-colons to introduce and
separate reasons in Coursebooks and self-study
materials favour these for good reason: they provide
practice of manipulation of form, collocation and
connotation in context; they are relatively quick to
complete; they are straightforward to mark; and they
often provide a model of a written genre for learners to
follow.
Use PPT10 to display the punctuation examples.
Task and Learner problems 15 min

discussion
Participants attempt the task on Worksheet 2 alone, then P then
Worksheet 2 and compare their ideas in pairs or small groups.
P-P / P-P-P
Worksheet 3
PPT slides 11 Feedback:
and 12 For feedback, participants study the suggested answers on
Worksheet 3.
To raise Use PPT11 and 12 to display the suggested answers. T-PS

awareness of
the types of
problems faced
by learners
when using
cohesive
devices
Discussion and Classroom activities 15

summary
Participants attempt the task on Worksheet 4 alone, then P then
Worksheet 4 compare their ideas in pairs or small groups. Emphasise that
there are different possible answers to this task. P-P / P-P-P
PPT slide 13
Feedback: T-PS
For feedback, suggest one possible order for the activities:
To identify
classroom c)> e) > a) > b) > d)
activities which
aid the process Use PPT13 to display the possible order for the activities.
of teaching
learners about
This order moves from general awareness raising (c) to
cohesive
practice in recognising cohesive devices (e) and then a series
devices of increasingly challenging activities in using cohesive
devices (a, b, d).
Find out of participants came up with any different answers

for this task and ask them to explain their reasoning.

Refer participants to the following Cambridge English Teacher resources

Writing and Language Accuracy by Craig Thaine - Article
Teaching Grammar for Academic Writing: The Neglected Noun Phrase by Martin Hewings - Article

Reflective Learning Journals with Blogs by Graham Stanley
Evaluating and Structuring Arguments for an Essay by Carolyn Westbrook


Skills for Effective Writing 1 by Blass, L., Brown, K. et al
http://www.cambridge.org/gb/cambridgeenglish/catalog/skills/skills-effective-writing
Academic Writing Skills 1 by Peter Chin, Yusa Koizumi, Samuel Reid, Sean Wray, and Yoko Yamazaki
http://www.cambridge.org/gb/cambridgeenglish/catalog/skills/academic-writing-skills
Real Writing by Graham Palmer

http://www.cambridge.org/gb/cambridgeenglish/catalog/skills/cambridge-english-skills-real-writing
CET courses of interest:

Teaching Writing
Worksheet 1
Lead-in: Dictogloss text
Throughout their English education, learners become adept at gap-fill exercises. Coursebooks and self-study
materials favour these for good reason: they provide practice of manipulation of form, collocation and
connotation in context; they are relatively quick to complete; they are straightforward to mark; and they often
provide a model of a written genre for learners to follow. However, learners ability to complete a gap-fill task
isnt a guarantee of their ability to write a cohesive extended text. A cohesive text is a text in which ideas are
clearly linked together within and between paragraphs, for example using pronouns like this and that and
words like therefore and although. The more academic the style of writing, the more difficult writing
cohesively becomes, as learners are required to use complex structures such as embedded clauses and
extended noun phrases, and then to refer forwards and backwards to these rather than to single, concrete
nouns.
----------------------------------------------------------------------------------------------------------------------------- ---------
Here are some kinds of cohesive device which are important particularly in more formal or academic writing.
Can you find some examples of each in the text above?
1. Use of pronouns to refer backwards and forwards in the text
2. Use of linking words and expressions (often adverbs and prepositions) to show logical relations between
phrases, clauses and sentences
3. Use of long and complex noun phrases to pack lots of ideas into a small space
4. Agreement between subjects of sentences and verbs
5. Use of punctuation to show logical relations
Worksheet 2
Task and discussion: Diagnosing learner problems
Read these extracts from learners essays and identify the cohesion problem(s) they contain. Use the list of
cohesive devices from Worksheet 1 to help you.
1. Essay question: Throughout the play, the world of Egypt and the Egyptians is presented as nothing
more than a world of foolishness. By exploring Shakespeares dramatic presentation of Egypt and its
people in Antony and Cleopatra, evaluate this view.
Start of learners answer: Indeed, Egypt is described as a place where he fishes, drinks and
wastes, a place of losing control and pleasure.
2. Despite the diversified contexts, women from the three texts have two features in common, the feeling
of being inwardly bound to the man they love and to allow themselves to experience abandonment
and rejection.
3. Besides the two settings of the play, Egypt and Rome, Shakespeare has also included many
references to little geographic details such as Tiber and Nile in Antony and Cleopatras speeches.
The two rivers act as a link between them, showing how the thoughts of the couple connect.
4. The difference in popularity between the first age group and the third age group is particularly marked.
The attendance rate of the third age group is four times the first age group.
5. For the age group of 2544, they are more likely to enjoy the theatre performance as 37 of them chose
it.
Worksheet 3
Task and discussion: Diagnosing learner problems suggested answers
1. Indeed, Egypt is described as a place where he fishes, drinks and wastes, a place of losing control
and pleasure.
Its not clear what the adverb indeed refers back to, particularly as the essay asks the writer to evaluate
the view that Egypt is a land of pleasure. The misuse of the pronoun he compounds the confusion.
2. Despite the diversified contexts, women from the three texts have two features in common, the feeling
of being inwardly bound to the man they love and to allow themselves to experience abandonment
and rejection.
This is a mistake with a complex noun phrase. Suggested correction: Despite the diversified contexts,
women from the three texts have two features in common, the feeling of being inwardly bound to the
man they love and a willingness to experience abandonment and rejection.
3. Besides the two settings of the play, Egypt and Rome, Shakespeare has also included many
references to little geographic details such as Tiber and Nile in Antony and Cleopatras speeches.
The two rivers act as a link between them, showing how the thoughts of the couple connect.
Its not clear what the pronoun them refers back to. The writer intended it to refer to the couple, but it
could refer back to the two rivers or the speeches.
4. The difference in popularity between the first age group and the third age group is particularly marked.
The attendance rate of the third age group is four times the first age group.
There is a general avoidance of cohesive devices here, making the text overly repetitive. Suggested
correction: The difference in popularity between the first age group and the third age group is particularly
marked. The attendance rate of the former is four times that of the latter.
5. For the age group of 2544, they are more likely to enjoy the theatre performance as 37 of them chose
it.
The (plural) pronoun they is erroneously used to refer back to an age group (singular), when it was
intended to refer back to the people in that age group.
Worksheet 4
Discussion: Classroom activities
Put the following activities in the order that you might use them to help your learners improve the
cohesiveness of their writing.
a) Give learners a list of sentences containing repetition. Learners underline the repetition and then
replace the words they have underlined with selected cohesive devices.
b) Give learners two separate sentences which they have to join together using the appropriate cohesive
device.
c) Give learners two paragraphs, one which contains a lot of repetition and one which doesnt. Ask which
paragraph learners think reads best. Go through the preferred paragraph, identifying different cohesive
devices.
d) Give learners a paragraph or set of sentences with cohesive devices missing. Learners have to read
the paragraph and insert the missing devices.
e) Give learners a paragraph with noun phrases in bold. Learners have to find the pronouns and other
devices which refer forwards and backwards to these phrases and underline them.
Reading Aloud: Why and How?
Reading Aloud: Why and How?
Background
This session, based on a teaching task by Silvana Richardson, focuses on the practice of reading out loud
and how it can be effectively used within the classroom. Whilst initially, learners may feel that reading aloud
is unnatural or makes them feel self-conscious, the tasks show participants the importance of developing this
skill and how reading aloud benefits learners through aiding their comprehension of a written text.
Developing confidence of reading aloud enables learners to feel more able to engage in this skill when
required outside of the classroom.
Aims
Participants consider the benefits of reading aloud in real life and in the language classroom.
Participants learn about a basic procedure for developing learners ability to read aloud.
Participants practise adapting reading procedures in coursebooks to add a focus on reading aloud.
Materials
Session plan
Worksheet: Lead-in and discussion Reading aloud: why and how? adapted from Cambridge English
Teacher teaching task Reading Aloud at http://www.cambridgeenglishteacher.org/resource-
details/1387/reading-aloud, page 1
Access to Cambridge English Teacher teaching task Reading Aloud
http://www.cambridgeenglishteacher.org/resource-details/1387/reading-aloud
A selection of coursebooks: ask each teacher to bring to the session one or two of the coursebooks
he/she is using at present
contains animations
Appropriate for
according to the Cambridge English Teaching Framework available at
Time
One hour
Teacher Training Plans Reading Aloud: Why and How?
Session Plan
Lead-in Why reading aloud? 10 min

Worksheet P-P-P
Teachers discuss in small groups:
PPT slides 2 + 3 1. EFL coursebooks dont often include activities with a
focus on reading aloud. Why might this be?
To engage the 2. Do you include much work on reading aloud in your own
interest of the teaching? Why? / Why not?
3. In what ways could work on reading aloud be of benefit to
group and
learners?
introduce the
topic of the Write or display these questions on the board, or give out
session copies of Worksheet folded so that only the questions at the
top are visible.
Feedback:
Elicit and discuss participants ideas. Possible answers: T-PS
1. - Coursebooks tend to focus on comprehension of
reading texts and development of sub-skills like
skimming, scanning, etc.
- Its probably true to say that most reading in real life
happens silently, so reading aloud can seem artificial or
childish.
- Reading aloud is regarded as something distinct from
real reading, e.g. its arguably more about pronunciation
than anything else.
- Practically speaking, it can be difficult to have a whole
group of learners reading aloud at once.
Use PPT3 to display the possible answers above.

2. Open answers.
3. Give out / have participants unfold Worksheet and read
the text about possible uses of reading aloud. Ask
participants if they can add any ideas of their own.
Reading and Example lesson: material 5 min

discussion T-PS
Explain:
Online article
For the rest of the session, were going to look at an example
PPT slide 4 lesson which includes work on reading aloud. The lesson is
based on a fairly traditional piece of coursebook material to
To identify how which a reading aloud element is added in a principled
manner.
reading aloud
can benefit
learners
Reading and Example lesson: stage aims 5 min

discussion P-P (contd)
In pairs:
Online article
Teachers look at the coursebook material, pages 23 from
PPT slide 4 http://www.cambridgeenglishteacher.org/resource-
details/1387/reading-aloud, and identify the aims of each
To identify how exercise 14.
reading aloud Feedback:
can benefit Elicit and discuss participants ideas. Possible answers: T-PS
learners 1. To clarify/check the meaning of ten vocabulary items for
different kinds of TV programme.
2. To provide personalised practice of the vocabulary in 1.
3. To engage the learners with the reading and listening to
come, to help them understand the context.
4. To practice reading and listening for specific information.
Use PPT4 to display the answers given above.
Practical task Example lesson: procedure 10 min

Online article
Working alone:
PPT slides 57 Participants attempt the task on page 4 from P
http://www.cambridgeenglishteacher.org/resource-
To identify in details/1387/reading-aloud, placing the lesson stages a) - i) in
detail the stages the correct order and writing them at the bottom of the sheet.
of a lesson Use PPT5 to display the lesson stages.
whereby reading
aloud is the Feedback:
focus Participants compare their answers in small groups. P-P-P
Then establish the answers as a class:
T-PS
Stage 1 f) Stage 6 e)
Stage 2 d) Stage 7 i)
Stage 3 h) Stage 8 g)
Stage 4 c) Stage 9 b)
Stage 5 a)
Use PPT6 + 7 to display the correct order of lesson stages.
Discussion and In the same groups as in the previous stage: P-P-P 15 min
summary
Participants discuss the aims of the stages 19 of the lesson.
Online article
Encourage participants to consider the aims of the stages in
PPT slides 810 three sets: stages 12, then stages 34, then stages 59.
P
To consider the Feedback:
lesson stages Participants compare their ideas with pages 56 from
http://www.cambridgeenglishteacher.org/resource-
identified details/1387/reading-aloud.
previously and
establish shape
of the lesson
Discussion and For the final five minutes, round off this stage by summarising T-PS 15 min
summary the basic shape of the lesson which can be used (contd)
whenever we want to adapt the coursebook so as to add a
Online article
focus on reading aloud:
PPT slides 810 First (stages 12) we follow a typical reading/listening
procedure, engaging the learners and then having them
To consider the read/listen with a definite purpose in mind. In other
lesson stages words, we make sure that learners understand the text
and practise reading/listening comprehension before
identified
doing work on reading aloud.
previously and
establish shape Use PPT8 to display the summary of stages 1 to 2.
of the lesson Then (stages 34) we provide learners with a good
example of reading aloud, focusing on relevant features
of pronunciation like pausing and stress. We dont just
throw them in the deep end!
Use PPT9 to display the summary of stages 3 to 4.

Finally (stages 59) the learners get to practise reading
aloud, but we provide a carefully ordered series of stages
which gets progressively more challenging. Learners
arent asked to read aloud in public until theyve had
plenty of time to rehearse with the text.
Use PPT10 to display the summary of stages 5 to 9.
Extension task Extension: planning practice 20 min

Coursebooks P-P
In pairs, participants:
Choose a reading text from one of their current
To show how to coursebooks which would lend itself well to some work on
use coursebook reading aloud.
material in Make a rough map of the stages of the lesson, using the
lessons with a model lesson theyve just looked at as a guide.
focus on
As participants work, monitor closely and provide assistance
reading aloud and suggestions as required. Notes:
Many coursebook reading texts are too long for reading
aloud so, once the more traditional reading tasks are out
of the way, its fine to focus the reading aloud part of the
lesson on a short extract of the text, e.g. a dialogue in a
narrative, the opening or closing paragraphs of an article.
Coursebooks will usually already include the more
traditional reading tasks which would start the lesson. Its
fine to use these as they are, though participants can of
course adapt them if they wish.
On the other hand, coursebooks wont usually include
recordings of reading texts, so participants will have to
provide models by reading aloud themselves or making a
recording.
Feedback:
Put participants in new pairs or groups to show one P-P /P-P-P
another the texts theyve chosen and describe the lesson
outlines theyve come up with.
T-PS
To round off the session, ask one or two pairs to outline
their plans for discussion in open class.

Refer participants to the following Cambridge English Teacher resources:

What Is Guided Oral Reading? By Partnership for Reading for Reading Rockets, WETA Television and
Classic
http://www.readingrockets.org/article/67/
Teaching a Text - Ten Tips (Consultant) by Penny Ur - Article

http://www.cambridgeenglishteacher.org/resource-details/1750/teaching-text-tips-consultant
Teaching a Text - Ten Tips (Consultant) by Penny Ur - Video

http://www.cambridgeenglishteacher.org/resource-details/1749/teaching-text-overview-consultant

Adapting Authentic Reading Texts for Low-Level Students by Silvana Richardson
Reading to Understand Texts: Teachers and Students Beliefs and Practices by Silvana Richardson
Encouraging Independent Reading Strategies with EAP Learners by Craig Thaine


Developing Reading Skills by Franoise Grellet
http://www.cambridge.org/gb/cambridgeenglish/catalog/teacher-training-development-and-
research/developing-reading-skills
Worksheet
Lead-in and discussion - Reading aloud: why and how?
1. EFL coursebooks dont often include activities with a focus on reading aloud. Why might this be?
2. Do you include much work on reading aloud in your own teaching? Why? / Why not?
3. In what ways could work on reading aloud be of benefit to learners?
----------------------------------------------------------------------------------------------------------------------------- ---------
Have you noticed that EFL course books do not often include activities for students to practise reading
aloud? Perhaps this is because most materials usually focus on reading comprehension (reading to
understand texts). However, reading aloud is a necessary reading skill and prosodic reading the ability to
read with expression is a very important part of reading fluently in a foreign language.
People frequently read aloud both in their private lives and in public settings. People read aloud when they
are doing things together and want another person to do something, e.g. at the supermarket, when we read
our shopping list aloud for another person to get the items from the shelves or when we read aloud recipes
or instructions so that others follow the steps. People also read aloud to share what they are reading with
others because they find it amusing, interesting or shocking, or to make decisions together, e.g. when we
read the menu aloud at the restaurant, or the whats on section to choose a film. Reading aloud is also often
done in public, e.g. at ceremonies like weddings and funerals, in lectures and presentations, speeches, etc.
If students need to do these things in English, then they need opportunities to practise reading aloud.
In EFL classrooms, reading aloud has many advantages. For example, it helps students learn the form of
English words by making spelling-pronunciation links and helps them practise pronunciation, stress and
intonation. First-sight reading, where students read a text aloud without previous preparation is a useful
technique to help teachers identify pronunciation problems. Learners who cannot read or read fluently in
their first language need to develop the ability to read and write in English (literacy skills). Many basic
techniques for literacy development e.g. guided oral reading and peer reading include reading aloud.
Silvana Richardson, Reading Aloud Teaching Task available at http://www.cambridgeenglishteacher.org/resource-
details/1387/reading

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Teacher Training Plans by Alex Tilbury

Aspects of Teaching Skills

Conversation Strategies (Proficient: a CELTA or equivalent qualification plus at least

Helping Learners with Top-down Listening (Proficient: a CELTA or equivalent

Helping Learners to Write Cohesively (Proficient: a CELTA or equivalent

CET courses of interest for further development:

Evaluating and Correcting Learners

Teaching Primary Learners Communicatively

Teaching with Technology: Internet and Tools

How to teach Cambridge English: Key (KET)

How to teach Cambridge English: Preliminary (PET)

How to teach Cambridge English: First (FCE)

How to teach Cambridge English: Advanced (CAE)

How to teach Cambridge English: Young Learners

Stage and aim Procedure Interaction* Timing

Lead-in A real-life conversation: focus on meaning 10 min

To engage the Working alone, participants read the transcript on Worksheet P

Use PPT2 and 3 to display the transcript and the questions.

Participants compare their ideas in pairs / small groups. P-P / P-P-P

Use PPT4 to display the answers as given above.

Reading and A real-life conversation: focus on strategies, language 10 min

Stage and aim Procedure Interaction* Timing

Use PPT6 to display the features seen in the real-life

Use PPT7 to display this information for participants.

Task Conversation strategies: test 5

No feedback at this stage.

Stage and aim Procedure Interaction* Timing

Option 1 Conversation strategies: teach 15-20

Reading and Conversation strategies in the classroom 15-20

Use PPT9 to display the possibilities for awareness raising.

Use PPT10 to display the possibilities for practice.

Self-study follow-up reading and tasks

Articles/Videos which expand upon the topic:

Developing Conversation with Young Learners by Herbert Puchta - Article

Spoken Discourse (Overview) by Jack Richards - Video

Cambridge University Press publications of interest:

CET courses of interest:

Line 2 used to wide open spaces

Line 3 Speaker 2 Yeah.

Line 4 Speaker 1 and very few people around.

Line 7 Speaker 2 Just says

Line 8 Speaker 3 Mm.

Line 9 Speaker 2 its good. Its all right.

Line 10 Speaker 1 Right.

Line 11 Speaker 3 You know.

Line 13 Speaker 3 Mm.

Line 14 Speaker 4 Cos I thought what Id do is erm ...

Line 16 mum had lived and all that.

We can divide conversational strategies into four areas:

1. Managing your own talk

This includes: Example expressions:

Buying thinking time Well, You know

Reiterating / highlighting key points Its good, its all right

Adding details for clarification / elaboration I mean

Signalling your attitude to what you say

Organising your turn (e.g. linking or contrasting points)

2. Taking account of others

This includes: Example expressions:

Being polite (e.g. avoiding saying no)

Signalling that information is new

Signalling that information is shared or understood You know

Using vague language to avoid unnecessary detail and all that