Cascade Master Trainer Notes Days 1-4

Workshops: Materials evaluation, adaptation and
design
Master Trainer Notes
April-May 2017
Course overview
Day 1
Session Timing Content
1 90  Welcome/ Orientation
minutes  Input: Principles of materials evaluation (with
framework)
2 90  Input: Applying the principles to speaking activities
minutes
3 90  Analysis and Application: Apply the framework in sector

minutes groups
4 90  Application: Continued
minutes  Feedback and Reflection
Day 2
1 90  Review
minutes  Input: Principles of differentiation
2 90  Input: Applying the principles to listening activities

minutes

minutes groups
Day 3
1 90  Review
minutes  Principles of materials adaptation
2 90  Input: Applying the principles to reading activities

minutes

minutes groups
2
Day 4
1 120  Review
minutes  Input: Principles of materials design. Applying the
principles to writing activities
2 90  Digital resources as a teaching resource
minutes

minutes groups
4 90  Application: Continued Feedback and Reflection

minutes
Materials
• Workshop PowerPoint slides
• Master Trainer Notes
• Copies of participants’ handouts and slides
Equipment
• PowerPoint equipment and/or overhead projector with capacity to play video
• Screen
• Whiteboard / flipchart / poster paper (optional)
• Coloured pens for whiteboard / flipchart / poster paper
• Coloured sticky notes / paper
• Adhesive for hanging flipchart paper / poster paper: tape / pins
Aims
• To raise awareness how to integrate the design and adaptation of materials
• To induct participants into the key concepts of materials design and
adaptation when working with productive and receptive skills (speaking,
listening, reading, writing)
• To encourage participants to reflect on how design and adaptation of
materials can enhance classroom practice
• To encourage participants to reflect on how to incorporate materials design
and adaptation.
Seminar delivery
The material is intended to be used as a workshop rather than a presentation. Some

trainer-talking time is unavoidable, but aim for maximum audience participation.
General note for all slides and handouts:

If you foresee any difficulties because some of your trainees may have low levels of
English, please be prepared to support your groups in a variety of ways. Here are
some suggestions:
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Type of support
 Use of the common L1 (Bahasa) as needed.
 For activities, create groups with mixed English language ability.
Encourage stronger members of the group to explain what weaker
members may not fully understand.
 Doing the task together at the beginning.
 Doing the first few questions together.
 Going through the handouts for things that are not clear.
 Splitting the task up and asking different groups to do different parts of the
task.
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Day 1
Session 1
Rationale The aim of this section is to review and better understand

 principles of materials evaluation
 the communicative classroom context
 criteria and frameworks for materials evaluation
Timing 90 minutes
Materials Slides: 1-32 Handouts: 1-3 Sticky (post-it) notes plus one pre-
prepared post-it note; poster paper; marker pens
Overview for Session 1

Slides Focus Handouts Timing
Slides 1-7 Introduction: Welcome and set up for 5 minutes
sessions; introduce the programme and
aims including for the day.
Slide 8 Ice breaker and introduction to speaking 14 minutes
Slides 9- Establishing the principles of evaluation 8 minutes
11 against agreed standards
Slides 12- Reviewing the principles and standards of 1, 2 34 minutes
20 the communicative classroom
Slides 21- Criteria and frameworks for evaluation 3 26 minutes
28
Slides 29- Final round up / summary 3 minutes
32
90 minutes
Slide 1 Slide 1 1 minute
Ensure this slide is up on the screen, visible
as trainees arrive. If you have a big group
as they come in you could invite them to
write a name card on a piece of cardboard,
fold it and place it on the desk in front of
them.
Welcome them and give your name. If you

wish you can give them a little of your
professional background.
Slide 2 Explain to trainees that: 2 minutes
 This is a four day programme and
will cover materials evaluation,
differentiation, adaptation and
design.
 It considers students from pre-
primary to post-secondary contexts.
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 It covers levels leading to A1 up to
C2 on CEFR.
 Each day will focus on one of the
four skills in relation to materials
evaluation, differentiation, adaptation
and design.
Highlight that during the programme we will

also review the communicative classroom
context and remind ourselves of the
pedagogy/classroom practice associated
with this, as these principles underpin
successful materials and their use.
Clarify that during the work shop they will be

expected to participate in workshop style
activities and that they are welcome to ask
questions at any time.
Slide 3 Clarify that on this first day we begin with -
materials evaluation…
Slide 4 …and will be looking at the principles of 1 minute
evaluation and applying them, in particular
to the speaking skill.
Slide 5 Clarify we will begin with principles and -
frameworks…
Slides 6-7 …with the aims of understanding the 1 minute
principles in a communicative classroom
context. We will also consider criteria and
frameworks.
Slide 8 Show everyone a pre-prepared sticky note. 14 minutes
Prepare this before the session. The sticky
note (post it note) should be divided into 4
quarters. In each quadrant write a word or
draw a small basic picture that relates to
your life e.g. name of your child/place that
you love/hobby etc.
Show the trainees these clues, going closer

to each table as necessary so they can see
it. Alternatively you can have a bigger
version up on the board. Encourage them to
ask questions to find out what each element
is. E.g. Look at this name. What could you
ask me to find out more? As they ask
questions give answers and prompt them to
ask follow up questions until they have more
information about you.
Do this for each part of the grid until they

know a little about you.
Now give each trainee a sticky (post it) note.

Tell them to divide the post it note into 4
quarters and in each quarter add a word or
sketch about themselves just as you did.
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Write a list of possible ideas onto the board:
a person, a place, an activity and another bit
of information about themselves. Explain
that these are just prompts but they can
choose to represent anything important
about themselves that they would like to
share.
Give them 2 minutes to do this on their own.

Set them up in pairs. Demonstrate that they
ask / answer questions to each other about
the information they have put on the sticky
(post it) note. Tell them they should find out
as much as they can about their partner.
Give them 5 minutes to do this.
Call a halt to the interaction after 5 minutes.

Now join each pair into small groups of 4 by
indicating which pairs will work together. If
necessary invite them to stand in small
groups as they do the task rather than stay
sitting.
Explain that each person will introduce their

partner (not themselves) to the new pair
using information they have just learned.
Tell them to use their partner’s sticky (post
it) note to help them remember.
Give another 5 minutes for this. After 5

minutes call the activity to a halt. Ask the
participants to sit down. Briefly ask if they
learnt anything unusual or unexpected
about anything. Elicit back a couple of
comments.
This section should allow trainees to settle

in but keep to the timing to avoid running
out of key time later.
Slide 9 Clarify that the trainees now know a bit 5 minutes
more about some of their colleagues.
Explain that this short speaking task is a
useful icebreaker and now they need to
consider it from a teacher’s perspective.
Put them back into pairs and ask them to
discuss the activity. Tell them to discuss
 What they did
 Why they did it
Give one minute then elicit back ideas.

For the ‘what’ question, elicit the rough
stages of what they covered (an example by
the trainer, thinking and planning time to
prepare their sticky note, a pair work
discussion, sharing information in fours).
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For ‘why’ draw out the idea that they are
using natural language and there is a real
communicative purpose in the speaking
because they are genuinely trying to find out
more about each other.
Elicit ideas about why we might think about

that when doing a programme on materials
evaluation and adaptation etc. Explain that
all materials and activity should follow
similar principles. By thinking about what
we want students to do in classroom activity
or via classroom materials it is important to
consider if the tasks work well.
Slide 10 Establish that, with this in mind, if we are 2 minutes
looking at materials we need to consider
they types of activities and tasks we will
use.
Classroom activity must follow the principles

of language learning we follow e.g. be
communicative and learner-centred.
We need to understand those principles and
standards so that we can evaluate our
materials against them- by having a strong
awareness of what we want in an ideal
world we have a set of values and
standards by which we can measure the
success of materials. Ask if they often have
a feeling that some tasks or materials will
work well for their students. As they agree,
clarify that this teacher instinct is often
correct but despite this, we should not make
judgements purely by instinct or the gut
feeling of the teacher. These instincts may
be correct but a principled approach is
important. (If they don’t agree suggest that
often teachers do express strong opinions
about whether some tasks or materials will
work then go on to explain the same thing).
Slide 11 Clarify that as we establish our principles of 1 minute
evaluation we need to bear in mind
 the range of levels and abilities we
are working with
 that we will cover supplementation of
course books including for pre- and
post- tasks and to supplement the
course book
 we also need to select materials for
self-access and for libraries.
Slide 12 Explain we will therefore now remind 5 minutes
ourselves of what we mean by
‘communicative classroom’.
Ask the trainees to look at the words on the
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slide. Explain that the words fit into three
categories:
1. words related to the learners
2. words related to the teacher role
3. words related to the materials and
language used.
Put them into pairs. Tell them to work

together and divide the words into the three
categories. Tell them there are 4 words for
each category.
Let them discuss what they think. Give them

around 3-4 minutes.
After 4 minutes draw the activity to a close.

Slide 13 Show the headings on the slide and elicit 5 minutes
back their ideas briefly on what they think
fits into each category. Then show the
answers (slide reveals answers.)
Look briefly at each category and establish

why each word group fits in the categories
eliciting from trainees as you go:
Learners should be working in pairs and

groups very often to maximise their output.
They should be active participants not just
receptive and listening to the teacher. It is
also important for them to develop their
autonomy.
Teachers as a result will be guiding and

encouraging the learners while they work
rather than holding centre stage e.g.
facilitating. They will need to monitor
activity by moving away from the front of the
class and simply listening. Error correction
will sometimes be delayed – completed
after an activity so the students can work
uninterrupted. This encourages fluency and
prevents them from focusing purely on
correct vocabulary at the expense of fluent
production.
Materials need to be personalised, realistic,

varied and meaningful.
Slide 14 Explain that we will now look at what we 1 1 minute
mean by ‘personalised/realistic/varied and
meaningful’ in more detail. Give out handout
1.
Slide 15 Explain that this is a speaking task also 3 minutes
focused on names and personal information
- just like the icebreaker previously
completed. It is for pre A1/A1 level.
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Put trainees into pairs. Tell them to briefly
do the activity on the handout. They should
look at the questions and answer them in
pairs very quickly. They should only spend
2 minutes on this- it is just to familiarise
them with the activity rather than for them to
complete it.
Slide 16 Draw the activity to a close – tell them not to 8 minutes
worry if they haven’t completed it. If you
wish you can briefly elicit their answers to
the task but if you are short of time reassure
them that they have no doubt found the
correct answers.
Ask the participants to continue working in

their pairs but that this time they should
answer the questions on the slide. They
should consider if the context of the task is
relevant to their learners. They should think
about if the task requires learners to
communicate and exchange information.
They should decide if the questions are
varied and how personalised the discussion
is to the learners and their own lives.
Give 3 minutes.
Draw the activity to a close and elicit back

their ideas. Establish the following:
a. the context is not fully relevant as it
is about children in a completely
different place even though it
includes some elements (hobbies)
that might be relevant. You may
wish to draw attention to the image
and ask if it will seem familiar to the
learners.
b. Because the information is visible to
both people in the pair they don’t
have a real need to communicate. It
is ‘speaking’ but it isn’t
communicative or meaningful.
c. The questions are all quite
repetitive.
d. There is no personalisation – the
information doesn’t require the
students to discuss themselves or
their own lives at all.
Ask trainees how this compares to the ice

breaker completed earlier with post it notes.
Establish that the original activity:
 was about their context entirely
 required meaningful communication
as they didn’t know each other and
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had to speak in order to gain
information so there was a genuine
need to speak
 offered variety in terms of group
interaction / movement into new
groups / kinaesthetic elements-
writing the post it, speaking, listening
 was completely personalised to their
lives
Explain that as a result we could suggest

that the original task was more appropriate
in design. In other words its design
promoted the principles of a communicative
classroom.
Slide 17 Tell participants that, in order to continue 2a/b/c 10 minutes
understanding materials in this way, we will
now summarise and remind ourselves of the
information about communicative
classrooms.
Divide the class into 6 groups. Keep each

group the same size e.g. if you have 4
participants in one group, have four in the
rest- so do a quick count before you split
them up. If all the trainees already have all
the handouts, ask them not to look at the
other handouts. Give 2 of the groups
handout 2a, give 2 groups handout 2b and
give 2 groups handout 2c. (If you have a
small group divide them into 3 groups and
give each group one of the handouts).
Tell the participants to work in pairs within

their group. Tell them to look at the text on
the handout and the missing words that are
in the box. Ask them to work together and
complete the gap fill by putting the words
from the box into the gaps. Early finishers
can check with other pairs from their own
group. Allow 5 minutes.
Monitor to ensure they are on task and

getting the correct answers. After 5 minutes
draw the task to a close. If they finish
quickly end the task sooner.
Regroup the students into 3s- in each group

there should be one student who completed
2a, one who completed 2b, one who
completed 2c. You can do this by giving
each person in the original group a number
1 to 3. Ask those who have a 1 to stand
together and those who have a 2 to stand
together and so on. Ask them to briefly
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discuss what they read in their new groups
and share the information.
Allow them to discuss for 5 minutes.

Draw activity to a close.
Slides 18- Give out or ask them to look at handout 2d 2d 2 minutes
20 as a final record. Briefly show each
summary slide with key terms highlighted.
Tell them to check their answers quickly.
Pick up on any points they feel unclear
about but otherwise keep this brief as the
core content has been covered.
Slide 21 Clarify that now we have reminded 2 minutes
ourselves of the principles and standards
related to the communicative classroom
which we can use when we evaluate
materials.
Suggest that when doing an evaluation we

should:
 be systematic
 use a process that considers the
value of the materials for all the
stakeholders (students, teachers
and administrators).
Identify these factors are suggested by

Tomlinson –a key theorist on materials.
Slide 22 Highlight that often a two stage system is 2 minutes
often used for materials evaluation.
Different labels are used for this but a

commonly recognised one is the two stage
system designed by McDonough and Shaw
and talks about internal and external stages.
Elicit from trainees what they think this
might be.
Slide 23 Establish that external evaluation includes 2 minutes
things like level of material, if it has a
particular focus (e.g. on an exam), how
much material there is for timetable fit and if
is appropriate for syllabus. Explain this
stage is often agreed as part of the national
and local educational policy so it is less
likely trainers and teachers have to do this.
Elicit idea that initially a quick look at the
book and its index and components will tell
us if the book covers the correct level, if it is
the right type of book e.g. general or
specific to an exam.
Slide 24 Establish that internal evaluation is key for 2 minutes
teachers and trainers. It means delving into
the book to look in more detail at the
contents and tasks. Examples of things to
consider might be as follows:
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 do the materials cover the
curriculum and fit the outcomes
required or does this need to be
supplemented?
 Is the approach appropriate e.g. for
communicative activities?
 Is there a good balance of skills?
Emphasise that this stage can be used to

consider additional materials for pre and
post task activities and for self-study
materials too to use alongside core
materials. It can also be used to help make
decisions about adapting materials. (Explain
we will look at these areas later in the
programme.)
Slide 25 Put participants into small groups of 3-4. 6 minutes
Give each group a large piece of paper and
marker pens.
Ask them to brainstorm ideas about the

internal evaluation: say ‘if you were
creating a check list what kinds of questions
might you ask?’ Give examples of each to
start them off: e.g. do the contents include
the correct material for the national
curriculum or do we need to supplement it?
Monitor as participants brainstorm and list
their ideas.
After 5 minutes draw activity to a close. Ask

each group to hold up their list or mind map
and briefly elicit a couple of ideas but don’t
go into detail at this point.
Slide 26 Explain that one common way to evaluate 3a and 3b 5 minutes
involves using a check list. This allows us
to work systematically and ensures we don’t
forget any key aspects.
Give out copies of handout 3a and 3b to

each participant. Tell them one is for
primary and one for secondary.
Guide participants to look at the criteria on
both sets.
Ask them to work in pairs and answer

questions a and b from the slide. They
should check if their own lists were similar
or not. They should also compare the two
check lists and note any differences. Allow 5
minutes.
Draw the activity to a close after 5 minutes.

Keep feedback brief. Point out that the lists
are essentially very similar except for age
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elements. Identify that this doesn’t mean
the approaches for teaching the different
age groups are identical but the overarching
principles of effective material are often
similar.
Slide 27 Summarise that the internal evaluation 2 minutes
section is the part that is most relevant for
their work. Explain that it is used after the
point when course books are selected. But it
is equally important in assessing the
strengths and weaknesses of the books in
order to allow teachers to supplement or
adapt them. The lists will also be helpful in
selecting additional materials to supplement
main course materials.
Slide 28 Guide participants to look at handouts 3 a 5 minutes
and b. Elicit from them some examples that
give evidence of the features of a
communicative classroom previously
discussed. Give an example e.g. 9.2 point 7
asks ‘Do the tasks in the Student Book
match real-life activities?’ This is about
meaningful and realistic communication.
Acknowledge any correct suggestions.
Keep this brief.
Use this point to pick up on and clarify any

terminology that is unclear. Ask if there is
anything listed that they are unsure about.
If anyone has difficulty with a term, elicit
ideas from other trainees and cover the
terms that are unfamiliar quickly.
Slide 29 Tell the participants that the session is 1 minute
nearly complete and you will summarise a
couple of key points before break.
Show them the Rubdy quote and explain
that materials evaluation isn’t just about
deciding if materials are ‘good’ or ‘bad’. It
involves identifying the best materials for a
particular context.
Slide 30 Clarify that materials will never be perfect- -
they might be great as materials but
inappropriate for our students. So we have
to look for the ‘best fit’ of materials to
context rather than materials we personally
like or prefer. If the materials are not
appropriate it doesn’t matter if they are very
good.
Slide 31 Explain that once we know the main course 1 minute
books or materials, we can evaluate which
of it is most effective for our specific groups
or context, selecting from main course book
and also evaluating possible supplementary
materials to use alongside this.
Clarify we can adapt the materials that don’t
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fit all our required criteria and design our
own content if we can’t find anything that fits
what we want.
Slide 32 Highlight that we will apply the principles of 1 minute
evaluation after lunch today and we will look
at the stages of differentiation and
adaptation and designing our own materials
in detail in the next couple of days.
Overall timing 90 minutes
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Day 1
Session 2
Rationale The aim of this session is to better understand

 the principles of evaluating speaking tasks
 the process of applying evaluation criteria to the speaking
skill
Timing 90 minutes
Materials Slides: 33-55 Handouts: 4-7 YouTube video (check internet

connection.)

Slides 33- Establishing how we can evaluate speaking 4 35 minutes
41 for pre-primary learners and the differences
between pre-primary, primary and
secondary contexts for purposes of
evaluation.
Slides 42- Reviewing the characteristics of the spoken 5, 6, 7 28 minutes
45 skill
Slides 46- Evaluating appropriate features for speaking 25 minutes
55 tasks and speaking materials
90 minutes
Slide 33 Have the slide up as participants come back 3 minutes
to the class.
Briefly explain that we have reviewed

communicative approaches and the
principles of evaluation and we now need to
consider applying the evaluation criteria.
Today we will focus on the speaking skill as
we do this but of course the same principles
apply, whichever skill is being considered.
Slide 34 Explain we will watch a video of Preschool 3 minutes
children doing a speaking task. Tell
participants while they watch they should
think about:
a) the level of the material
b) what they think the positives and
negatives of the speaking task were.
Slide 35 Play the video. 6 minutes
Slide 36 Ask participants to work in pairs or small 4 minutes
groups (set this up briefly and clearly) and
discuss the questions together. Give them 4
minutes.
Bring the task to a close.
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Ask what level they think this lesson is.
Remind them that the level and age group
are not the same thing even if they are often
associated. We know they are preschool
but what is the language level?
Slide 37 Confirm that the level is leading to A1/A1. 5 minutes
Elicit what they think is positive and
negative about the materials.
Slide 38 Reveal the positive ideas listed, 3 minutes
acknowledging there may be more. Discuss
briefly if necessary.
Then reveal the negatives- point out that

these may have been dealt with in a
different stage of the lesson (also highlight
that a written record is not always required
for young leaners and that reflection is
unlikely with Preschool) so we are only
judging what we can see.
Some participants may suggest that the

noisy students get the most attention-
however if you watch the film carefully the
teacher elicits answers from the quieter
students too.
Slide 39 Clarify that in this case we have used our 1 minute
experience of the classroom and students in
order to make a decision about the value of
the activity. But ideally we need to be
systematic and apply principles step by step
so that we don’t let personal preferences
influence our decisions unduly.
Slide 40 Explain that in order to do this we need to 4 5 minutes
ensure we have fully considered the context
e.g. level and age of students as well as
communicative principles. In this case we
are applying these to the speaking skill in
particular though the same approach
applies to other skills too.
Give out handout 4.
Ask the participants to work in pairs. Show

them the columns and tell them to discuss
and then choose the correct heading for
each set of characteristics from the box.
They should decide which characteristics
best describe each context. Acknowledge
that some of the characteristics are true for
all the contexts but some tend to be
associated more with one context than
another. Give them 3 minutes to do this.
Slide 41 Elicit then reveal the answers. Ask 4 minutes
participants which elements helped them
decide, briefly looking at the characteristics
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of each.
For secondary, collaborative learning,
independent learning and reflection is often
typical.
For primary, support via examples, creativity

and exploiting prior knowledge is typical.
For preschool a secure environment,
varying high activity with calming activity
and generally using plenty of variation is
typical.
Slide 42 Explain we will now consider speaking skills 1 minute
specifically and what we are looking for.
Slide 43 Show the speaking scale from CEFR for 5 8 minutes
level A2 and elicit from the learners what it
is.
Give out handout 5.

Ask trainees to work in small groups of 3.
Tell them to discuss and answer the
questions. Give them 4 minutes. Monitor as
they do so to support and ensure they are
on task.
Elicit their answers for 1:

a) interactive communication
b) grammar and vocabulary
c) pronunciation
d) interactive communication
Elicit their ideas for 2 without confirming.

Slide 44 Explain we will now try a speaking task 6a / 6b 15 minutes
ourselves.
Put participants into groups of 4 – give a

role to each person: 2 observers and 2
speakers. If numbers don’t work groups of
3 will be fine (2 speakers and 1 observer).
Give the speakers handout 6a (2 sheets)
and the observers handout 6b. If they
already have the handouts ask them to look
at their assigned handout only. Tell the two
speakers to work together for now and the
two observers.
Explain that the speakers will complete a

speaking task. Explain that the observers
will watch them and assess. Tell them they
have a few minutes to prepare before they
begin.
Ask them to read through their handout for a

moment checking their task. Go around
and check each pair understands what they
should do:
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- The speakers will complete the speaking
task: to discuss the pros and cons of risks
using the pictures to help them and to think
of another risk they could add.
- The observers should watch the
conversation and tick any of the features
they observe on their list.
Check all trainees understand what they are
doing.
(For speakers: the pictures show a) a killer

whale near someone who is cage diving b)
scientists working with chemicals c)
someone on high ropes climbing d) people
working on a skyscraper very high up.
For observers: primary social function refers
to the main reason people have for
communicating e.g. to agree something; to
get information; to invite etc.)
Start the task. Tell the speakers they have

4-5 minutes to complete their task. They
should discuss the pictures focusing on
each other and not worrying about anyone
else. Tell the observers they must simply
watch, not speak and concentrate on ticking
off any of the features they observe from
their lists. The speakers then complete the
task –the observers watch and complete the
observation task as they do.
After around 4 minutes draw the activity to a

close. Give an extra copy of handout 6b to
the speakers and a copy of 6a for the
observers so everyone has all the handouts.
If they already have copies ask them briefly
to look at these. Elicit from the observers
which features of speaking they observed in
the activity.
Slide 45 Give an extra copy of handout 6b to the 4 minutes
speakers and a copy of 6a for the observers
so everyone has all the handouts.
Alternatively ask them to look at the
handout if they already have it.
Discuss which features appeared in the

activity. Most of them will probably have
appeared but elicit examples from the
observers.
Identify that if these are the features of

spoken English we need activities and
materials that can provide practice and
support which can help students achieve
these.
Slide 46 Give out or ask the participants to look at 7 5 minutes
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handout 7.
Tell them they will work in pairs and think

about the features of natural fluent spoken
English which they have just seen. Ask
them to now consider what a good speaking
task should achieve –how can a task or
materials produce these features? Tell them
to use the sample activity they have just
seen to help them. In pairs they should
decide if each statement on the handout is
true or false. Give them 3 minutes.
Slide 47 Elicit feedback and show the answers. 4 minutes
True: these items allow students to produce
plenty of language easily; the tasks are
simple and economical to set up – they
don’t take too much time to organise but
produce lots of meaningful language and
can be followed by error correction at the
end of the activity, allowing students to
focus on fluency before considering
corrections.
False: reading aloud does not allow for the

natural production of language so in this
particular case is not useful. It doesn’t have
too many rules making it complex to set up
or run; the teacher doesn’t correct
constantly and doesn’t include too much
new language which will divert learners from
a focus on fluency. The task won’t put
learners on the spot or make them feel shy
about speaking.
Slide 48 Clarify that learners often have challenges 4 minutes
when speaking. Show 3 key problem areas-
briefly highlight what these are.
- inhibition and shyness about speaking
- lacking ideas about what to say or the
content
- use of mother tongue to a point where it
isn’t supportive of learning
Ask participants to discuss with a partner

possible solutions for each problem. Give
them 3 minutes and ask them to find at least
one solution for each problem.
After 3 minutes draw the activity to an end.
Slide 49 Go over potential solutions briefly and 4 minutes
acknowledge any good ideas. Then go on
to show some of the solutions on the slides.
Inhibition can be helped by providing a
motivating topic and ensuring a relaxed and
encouraging atmosphere. Delayed error
correction will stop learners from not
speaking because they are worried about
20
mistakes.
Slide 50 If students find it difficult to come up with
good content we can provide scaffolded
tasks with stages built in to plan and
brainstorm ideas. We can pre-teach any
difficult language or language they might
need to complete the tasks before they
begin so they can focus on speaking and
the task rather than getting side-tracked by
the language. We can also show models of
what is expected to give guidance and
ideas.
Slide 51 Students can be encouraged to use the
target language with prizes for using it and
points e.g. for teams.
Ask trainees to now work with their partners

again for 2-3 minutes. Ask them to think of
tasks that might support the confidence of
students in their speaking production - in
other words, tasks which provide some
scaffolding and are more controlled.
After 2-3 minutes elicit ideas from them.
Slide 52 Ask trainees to look at the suggested tasks 2 minutes
on the slide.
Explain these tasks can work for all levels

and age groups if managed correctly but
some are especially good with primary
learners.
Elicit from them which they think work

especially well at that age.
Slide 53 Show the suggested answers. 2 minutes
Slide 54 Now ask participants to look at tasks which 3 minutes
are useful for developing greater fluency –
in other words tasks that are less controlled
and have less scaffolding. Therefore they
give more chance to work on fluency
features- so these types of task may often
be followed by delayed error correction.
Again emphasise that the tasks work for all
levels if managed correctly but in this case
some might be better higher age groups
(older secondary and tertiary).
Ask them to identify which they think are

better for higher age groups. Elicit their
ideas.
Slide 55 Show the suggested answers. 3 minutes
Round up by summarising: we now know

the kinds of features of speaking we want to
prioritise and the features we hope to see in
good speaking skills materials and tasks.
21
This afternoon we will start to apply the
evaluations.
22
Day 1
Session 3
Rationale The aim of this session is to

 analyse and apply the evaluation criteria to different
sectors
Timing 90 minutes
Materials Slides: 56-65 Handouts: 8-11

Slides 56- Applying the criteria to a single task 8, 9 36 minutes
61
Slides 62- Understanding the criteria in context 11 minutes
63
Slides 64- Doing an evaluation 10, 11 43 minutes
65
90 minutes
Slide 56 Welcome students back after lunch. Elicit 3 minutes
quickly any key points they remember from
the morning. Establish that we are now
moving on to analysing and applying the
criteria for evaluation.
Slide 57 Specify that we will look in particular at the 1 minutes
speaking skill.
Slide 58 Clarify that we will now try out using the 8a/ 8b 12 minutes
criteria. Explain we will sample a speaking
task and then reflect on it and evaluate it
using criteria.
Tell them the task works for learners of B1

and above.
Put the participants into pairs and set up the

task. Explain that they should imagine the
owner of their favourite café has asked
them for their opinion about new pictures to
go on the café wall. Ask them to briefly
discuss in pairs what kind of pictures they
like best. Give them 2 minutes to do this.
After 2 minutes stop them and elicit one or
two ideas.
Give each person in the pair a letter- one is

A and the other is B. Give person A handout
8a and person B handout 8b. Emphasise
that they shouldn’t look at each other’s
23
handouts.
Tell participants not to worry about the text

but just focus on the picture on their
handout. Tell them to discuss their picture
with their partner (without showing them)
and see how many similarities and
differences they can find. Give them 4
minutes to do the task.
End the discussion after 4 minutes and elicit

back some of the differences they found.
Then tell them to show each other their
pictures.
Slide 59 Tell them they will now do questions 3 and 4 5 minutes
of the task on sheet. Give person A a copy
of 8a and person B a copy of 8b so
everyone has both sheets.
Tell them to look at question 3 & 4. They

should pick someone in their picture and
use the prompts in question 3 to come up
with ideas about the person they have
chosen. Give them a minute to do this in
silence.
Tell them to work in pairs again and

describe themselves to their partner. Their
partner will decide which figure they have
chosen. Give them 3-4 minutes to do this. If
they don’t finish it isn’t a problem as this is
just to give a taster of the activity.
Draw the task to an end. Briefly show them

the follow up task in exercise 5 highlighting
how this is more research based and could
include some online tasks.
Ask them to now step out of being students

and back into teacher role.
Slide 60 Explain they will now use checklist criteria to 9 10 minutes
evaluate the task and materials they have
just used. Tell them it doesn’t matter if they
like the task or not. The question is whether
it is effective.
Give them handout 9 which has the list of

criteria. Ask them to work in pairs and apply
the criteria to the materials they have just
used using the system of applying 0 to 2.
Clarify that 0 is applied if they feel the
criteria is not met at all whereas 2 is applied
if it is fully met.
Put them in pairs to do this.
24
Give a one minute warning when they have
been working for about 7 minutes. At 8
minutes draw the task to an end.
Slide 61 Complete feedback, asking participants to 5 minutes
identify what they scored high or low. Don’t
go through every single item on the list but
ask them to highlight those that scored
particularly high or low.
See how similar the results are. Explain that

using the points system helps us to
compare different materials more
systematically and we can use the scores to
help choose what would be ‘best fit’.
Slide 62 Ask if trainees have any questions about the 5 minutes
criteria and how they have used them. Use
this as an opportunity to address any
questions or queries.
Slide 63 Put trainees into small groups and ask them 6 minutes
to consider the questions on the slide. They
discuss the questions together- considering
the materials and resources most Malaysian
teachers have, how confident they are likely
to be in evaluating the materials and what
they are likely to find easy or difficult.
Give them 2-3 minutes to discuss their

ideas, then stop the discussion. Elicit back
their key ideas.
Slide 64 Explain that they will now apply the criteria 1 minute
to two sets of material and use the
evaluation to choose which set of material
they prefer.
Slide 65 Explain that you have two sets of material 10 / 11 4 minutes
for primary students at A1 level and two then
sets for secondary at B1 level. workshop
continues
Give them handouts 10 and 11. till the end
of the
Put them in groups of 3 and 4 and ask them session.
to choose a set of material. Negotiate so
that half are doing one set and half the
other.
Set up the task. Tell them to use the criteria

list (handout 9) to assess the two sets of
materials. They must go through the check
lists and award scores to each set. They
should then add up the scores for each and
see which is higher. In this way they can
decide which they prefer. Tell them they will
share their ideas so should be ready to
explain why they made their decisions and
choices when awarding points. Tell them
they will have the rest of the session and
25
some of the last session to complete this.
Start the group work and monitor to ensure
they are making progress, stepping in as
necessary.
26
Day 1
Session 4

 continue analysing and applying the evaluation criteria to
different sectors
 consolidate the principles of evaluation
Timing 90 minutes
Materials Slides: 66-70

Slides 66- Complete evaluations and share 57 minutes
68
Slides 69 Personal reflection 12 minutes
Slides 70 Group reflection 21 minutes
90 minutes
Slide 66 Invite the trainees to continue to work on 30 minutes
their evaluations. Remind them they will
need to explain their decisions to each
other.
Continue to monitor and support as they

work.
If there are any fast finishers give them the

set of materials they didn’t do and let them
begin work on the same process.
Continue to monitor but give a five minute

warning before the end. Remind them that
they should look at the final total scores for
the criteria and on that basis make a
decision about which materials are stronger.
Slide 67 Draw the activity to an end. Invite the 12 minutes
participants to reflect on what they are doing
and discuss together the main
characteristics of each set of materials
which helped them reach a decision.
Slide 68 Put the trainees into pairs. Each pair should 15 minutes
have one person with primary materials and
one person with secondary materials.
Give out additional materials so each
person can see both primary and
secondary.
Ask the trainees to go over the materials
27
together clarifying to their partner what they
decided and why. They should find out if
their partner feels the same about the
evaluation.
Complete a short feedback nominating a

few pairs to report back. Ask them to
summarise what they discussed. Don’t do
this for every pair as it will take too long; but
open it out and ask all participants if they
had similar conclusions.
Slide 69 Remind students that they have so far 12 minutes
looked at the principles of a communicative
classroom, the principles of evaluation,
considered using frameworks and evaluated
speaking skills.
Ask them to think about what we have

covered and tell them to do the 3,2,1
reflection. Write 3 key things they
remember, 2 things they found useful and 1
question they still have.
Give them 3 minutes to do this. Once they

have finished making notes, put them in
small groups to discuss. Monitor and pick
up on any common questions. Give them 7-
8 minutes.
Do a feedback addressing any key

questions that you have noticed arising.
Slide 70 Session reflection. Finally ask participants 6 minutes
to stay in the same groups and spend 5
minutes discussing the questions on the
final slide. Elicit comments about how easy
it was for them to use the check list, which
elements were easier or more difficult and if
their initial impressions had changed.
If there is sufficient time at the end of the None 15 minutes
session, ask participants to think of one or
two questions they still have.
Ask them to mingle sharing their questions

and offering answers where possible.
Monitor as they do so listening out for any
questions that seem to reoccur.
End the activity with a few minutes left to

spare. Identify some of the key discussions
and elicit back any useful answers that
people offered. Consider and deal with any
questions still remaining.
Bring the session to an end.

28
Day 2
Session 1
Rationale The aim of this section is to

 consider ‘mixed ability’ classes
 identify what differentiation is
 better understand the principles of differentiation
Timing 90 minutes
Materials Slides; 1-19 Handouts; 1-2 Pre-prepared cut up cards from handout 6

Slides 1-5 Introduction and session aims 4 minutes
Slide 6 Warmer – focus on speaking and listening 5 minutes
skill
Slides 7-8 Understanding mixed ability/level classes 13 minutes
Slides 9- Implications for the classroom 20 minutes
11
Slides 12- Differentiation approaches and techniques 1, 2 40 minutes
16
Slides 17- Differentiation in context 8 minutes
19
90 minutes
Slide 1 Welcome the students back for Day 2. 1 minutes
Slide 2 Clarify that on this second day we will be 1 minutes
looking at differentiation.
Slide 3 We will also be considering the listening -
skill.
Slide 4 Explain that we will begin with a focus on 1 minute
the principles of differentiation.
Slide 5 Briefly look at the aims of the session then 1 minute
tell trainees we will begin with a warmer.
Slide 6 Put trainees into pairs and identify that one 5 minutes
is person A and one is person B. Explain
the task. Tell them they will take it in turns to
speak and listen to each other.
Explain that Person A will now speak for

one minute about working on listening with
learners- what they find easy or
difficult/what types of task they use and so
on. Explain that Person B just listens and
doesn’t speak.
Tell person A to get ready. Tell them to

begin speaking. After 1 minute call out
‘stop’. Now tell person B that they must
29
summarise what they heard in 15 seconds
beginning ‘So you said…’ Write the phrase
on the board. Remind them they only have
15 seconds.
Tell person B to get ready and remind them

they will begin ‘so you said’. Tell them to
start. After 15 seconds stop them. Ask all
the person As if the summaries were good.
Now repeat the cycle. This time Person B
speaks for one minute about dealing with
mixed ability classes- what they find easy
and difficult. After one minute person A
then summarises in 15 seconds beginning
‘so you said’.
Slide 7 Introduce the concept of ‘mixed ability’ or 8 minutes
‘mixed level’ classes.
Ask the trainees to read the questions on

the slide.
Divide the trainees into 6 groups and give

them marker pens and large flip chart
paper. Ask each group to create a mind
map:
 2 groups do question 1.
 2 groups do question 2
 2 groups do question 3.
Tell each group to focus on their question
and create a mind map with their ideas.
Allow the groups to work for 5 or 6 minutes.

Monitor and support as they work offering
ideas to start them if necessary.
Stop them after 4-5 minutes.
Ask them to choose a representative to

present their ideas to the rest of the class.
Each group representative should briefly
summarise their ideas to the rest of the
group.
Slide 8 Show the suggested answers and run 5 minutes
through them briefly picking up on any
questions.
Slide 9 Put the trainees into groups. Tell them to 8 minutes
think about the challenges and benefits of
working with a mixed ability/level class.
Assign half the group ‘pro’s’ and half the
group ‘con’s’. Tell each group to come up
with at least 3 ideas to show the benefits if
they are ‘pro’ and the challenges if they are
‘con’. Allow them 5-6 minutes to do this.
Elicit back some ideas acknowledging any
30
useful points.
Go through each element in the list of cons.

Slide 10 Now go through the list of pros. Elicit back 8 minutes
some ideas.
Go through each element (Answer any

questions that arise.
Slide 11 Clarify that this has implications for the 4 minutes
teacher and the classroom. Go over each
element:
- we have to bear in mind the level of the

students in each class and how this can
impact
- asides from proficiency we also need to
bear in mind the aptitude and study skills of
the group; they may be able but lack study
skills for example
- we also need to consider different learning
styles and if this could make the learning
easier or more challenging for learners.
Identify that we need to be aware of
differentiation techniques in order to deal
with such issues.
Slide 12 Put students into small groups of 4 or 5 and 8 minutes
ask them to think of 5 ways they might
differentiate in class. Give them 3 minutes.
Monitor and listen to their ideas as they

discuss. After 3 minutes close the
discussion.
Do a short feedback and elicit their ideas.

Slide 13 Show the different categories on the slide 4 minutes
and ask if anyone has used any of these. If
so ask them to give an example of what
they did.
Explain that we will explore these ideas in

more depth. Tell the participants they will be
doing a dictation to complete a text about
differentiation.
Slide 14 Divide the class into three. Make sure that 1 14 minutes
groups are seated together so they can’t
see what other groups are doing. If they
already have the handouts ask them to look
only at their own.
Give the first group handout 1a. Give the

second group handout 1b. Give the final
group handout 1c. Don’t tell them they are
doing different tasks.
Once they have the handouts tell them to
31
read their task quickly and predict what the
answers that go into the gaps might be.
Give them 3 minutes to predict. End the
activity- don’t check it – and reassure them
it isn’t a problem if they haven’t finished all
of it.
Then tell them you will read the full text

three times at normal speed and they
should use this to help them complete the
task.
Read the text three times. Do this at a

normal relatively quick rate. Once you have
finished asked the trainees to compare their
answers with their nearest partner. As they
are sitting in groups their partner should
have the same sheet as them.
Slide 15 Show the students the completed summary 7 minutes
on the slide and run through the key ideas.
Highlight the role of the teacher to
differentiate (mention the use of teaching
assistants in some contexts is typical).
Highlight that we can also differentiate the

task itself or the expected outcome, making
both of these easier or more difficult
depending on the students. Finally highlight
the use of grouping to add support and the
role of materials to add or reduce challenge.
Regroup the participants into groups of 3 –
one from each table so that in each group
one person has handout 1a, one has 1b and
one has 1c.
Ask them to compare their texts and see a)

if the outcome they are achieving is the
same and b) if there are any differences in
achieving the outcomes. Give them 4
minutes to do this.
Elicit that the texts have been differentiated

and see if the participants can suggest in
what ways.
Elicit that handout 1a is the easiest since

they simply had to receptively recognise the
words and choose one of two options.
Handout 1c is the most difficult as it requires

them to hear the language, write it and spell
everything correctly themselves. Handout
1b was in the middle because the words
were provided so they didn’t have to spell it
themselves.
32
Also point out that the hardest task had
more gaps and was more challenging in
amount.
Finally ask if the outcome was the same in

each and identify that it was.
Slide 16 Explain that this is one way to differentiate 2 7 minutes
materials and we will now look at some mini
summaries of others.
Give out handout 2.
Ask trainees to work in pairs. Tell them they

must match an activity from column A with a
specific type of differentiation in column B.
Give them 5 minutes to do the matching
task, monitoring and supporting as needed
while they work.
After 5 minutes stop the activity. Go over

the answers with them:
1c 2h 3a 4g 5b 6f 7d 8 e
Slide 17 Clarify that it is important to remember that 4 minutes
tasks and materials are not ‘set’ and
complete. We need to remember this when
we evaluate them. They can be adapted
and changed and this is useful for
differentiation.
Materials are not ‘static’ but ‘dynamic’: we

can change their characteristics and value
by what we do with them. For example we
can change a reading task by cutting it up
and getting students to do a running
dictation which engages
reading/writing/listening and speaking skills.
This kind of flexibility makes it easier to
differentiate according to student need.
Point out that this might not always be
necessary but we should consider it if there
a big discrepancies in the performances of
the class members.
Also identify that something we need to

recall when evaluating materials- not just
what they are but how we can utilise them
dynamically.
Slide 18 Highlight that materials have surface value 2 minutes
but also dynamic qualities. We can use this
in order to differentiate.
Slide 19 Remind trainees of yesterday’s concept that 2 minutes
no one set of materials is totally perfect all
the time for all learners and therefore our
key aim is to achieve ‘best fit’. This means
using these criteria are key to helping us
33
evaluate and differentiate.
Ask if they have any questions then break.
34
Day 2
Session 2

 consider the role of listening in the communicative
classroom
 establish the principles of good listening skills and the
challenges this gives learners
 understand how to apply differentiation to listening skills
Timing 90 minutes
Materials Slides: 20-38 Handouts: 3-7 Cut up cards (based on handout 6)

Slides 20- Introduction to listening in a communicative 12 minutes
24 classroom
Slides 25- Establishing the principles of listening 3, 4 32 minutes
30
Slides 31- Challenges for learners 5, 6 14 minutes
33
Slides 34- Differentiating listening – approach and 7 26 minutes
36 example
Slides 37- Summary and round up 6 minutes
38
90 minutes
Slide 20 Explain that this session will consider the 1 minute
application of differentiation to listening
skills.
Slide 21 Tell trainees that before looking at this we 1 minute
will remind ourselves of the features of a
communicative classroom and how this is
evident in our approach to listening. In
order to differentiate successfully we need
to understand what specific tasks hope to
achieve which necessitates us having a
good grasp of the core approaches.
Slide 22 Put trainees in pairs. Tell them to look at the 6 minutes
lists on the slide and:
1) identify how the words in each list link to

the communicative classroom
2) if there is an ‘odd one out’ in each list and
3) if there is, why doesn’t it fit?
Give them 3 minutes to discuss. Monitor as

they do so. After 3 minutes end the task.
Elicit their ideas acknowledging any useful
ones.
35
Slide 23 Show the incorrect elements pointing out 3 minutes
these are highlighted and identify why they
are the odd one out:
- Strict rules are not appropriate for pre-

primary who need to learn through
enjoyment and engagement
- constant error correction won’t support
primary learners who need encouragement
and to build confidence
- at secondary level there should be plenty
of student centred activity and not too much
teacher controlled work
- in general the teacher should monitor by
moving around the class as the students do
their own group work.
Slide 24 Clarify that it is important to understand key 1 minute
approaches to listening in principle before
moving on to differentiation. For this reason
we will review the listening skill and best
practice.
Slide 25 Put trainees into pairs. Ask them to talk for 1 4 minutes
minute and decide how they would define
listening if they were writing a dictionary
definition. After 1 minute stop them and
elicit a couple of ideas. Keep this very brief.
Slide 26 Look at the quote by Vandergrift and ask 4 minutes
the participants to read it through and see if
they had any similar elements in their
definition. Highlight key ideas:
- Listening is not passive

- It involves interpreting sounds,
grammar and pronunciation very
quickly
- It also involves understanding socio-
cultural elements
Explain that in other words it is very

complex and a successful listener is
engaged in many complex simultaneous
processes. We need to support learners in
achieving this.
Slide 27 Ask participants to read the questions on 3 8 minutes
the slides. Put them in small groups of 3.
Tell them to discuss the questions for 3
minutes.
After 3 minutes, draw the task to an end.

Elicit ideas from trainees acknowledging
any useful ones.
Give out handout 3.
Tell the participants to go back into their
36
groups of 3 and answer question 1- they
must think of as many different types of
listening text that they can.
Give them 1 minute and tell them we will

check which group has the most ideas by
the end of the time limit.
End the task and elicit their ideas.

Suggestions: reports, news programmes,
weather forecasts, documentaries,
announcements, meetings etc.
Slide 28 Identify that listening can be interactional or 3 6 minutes
transactional. Elicit from participants what
this means:
- Interactional language is used for social

purposes
- Transactional language is focused on
achieving an outcome i.e. communicating
information.
Give a couple of examples e.g. chatting

over coffee is interactional; asking directions
is transactional.
Tell participants to go back to handout 3

and decide if the items on their list are
transactional or interactional. Give them 2-3
minutes to do this.
After 2-3 minutes elicit back a few

examples. You don’t need to check every
single item.
Slide 29 Explain that as well as the type of listening 4 7 minutes
text, processing skills are also important.
Give out handout 4. Ask participants to
read the text and decide as they read which
of the descriptions they found most
important and if they would disagree with
any. Allow them 4 minutes to read.
After 4 minutes tell them to work in pairs.
They should discuss the information about
listening and decide which is most
important, labelling this 1, 2 or 3. 1 is the
most important, 2 the next and so on. Give
them a time limit of 3 minutes.
Elicit back their ideas and ask them to

explain why. Clarify that there is no right or
wrong but it is based to a large extent on
their own opinion.
Slide 30 Explain that we also need to consider 3 minutes
processing skills as this impacts how we
read. Look at the idea of bottom up and top
37
down. Elicit the concepts from participants
and ask them how this works.
- top down: we apply world knowledge to

text e.g. we have expectations about what
we might hear if we are on a bus for
example. Therefore knowing a context and
thinking about it before we listen can help.
- bottom up processing involves decoding
sounds and words to build up our
understanding. Therefore detailed tasks
asking learners to focus on specific bits of
the text can help.
Highlight that it is now generally accepted

that we do both top down and bottom up
when we listen rather than one or the other.
Slide 31 Give participants Handout 5. 5 6 minutes
Ask them to work in pairs and complete

questions 1 & 2. They should decide in pairs
if the statements are true or false in their
context and add any other problems they
are aware of. Give them a 5 minute time
limit.
After 5 minutes end the task. Elicit their

ideas.
Slide 32 Explain that all the processes and functions (6 as cut 3 minutes
of listening are important because if we up cards)
understand them we can also understand
how and why a good listening task is
effective.
Ask them to look at question 3 on handout

5.
Elicit their ideas about how we might deal

with some of the problems. Explain that
each element of the material should be
designed with a clear outcome in order to
support learners facing these difficulties.
Explain that we will now look at how
different activities are able to support
different outcomes.
Slide 33 Show the possible solutions on the slide. 6 5 minutes
Explain that each area of activity links to the
outcome you are trying to achieve. For
example we know that top down processing
works by us applying our world knowledge.
So by using pictures to set context we are
also engaging top down skills.
Tell trainees they are going to do a

matching task. They need to match an
38
activity with the outcome you are trying to
achieve.
Get the cut up made from handout 6. (Copy

the table onto coloured paper or card; cut
up each part of the table so that it is on a
card. Create one set per 3 participants).
Put the participants into groups of 3. Give
out the cards and explain they must match
up the cards showing an activity 1-7 with an
the cards showing an aim a-g. Give them 4
minutes.
Allow them to do the matching. Monitor as

necessary giving them a minute or two to
finish. Once they have finished give them
(or show them) handout 6 so that they can
write their answers down as you check the
correct matches:
Answer key: 1 c 2 g 3 a 4 b 5d 6 e 7f
Slide 34 Explain that we will now consider listening 1 minute
skills and do a sample task. This is a B1 to
B2 level listening for secondary students.
Slide 35 Explain that the listening task is a short 7 a/b /c/d 20 minutes
piece about ‘fake news’. Elicit some
examples of this. A simple example might
be the stories about the death of a celebrity
who is not dead.
Tell participants they will complete a

listening task and you will play the video
three times. Before that they will have a
look at some vocabulary.
Give the participants a handout. Some

should get 7a, some 7b and some 7c. Ask
them to look at the first vocabulary task and
complete it briefly but don’t check this- just
ask if there are any vocabulary items they
would like to double check with you and
deal with any they ask about.
Ask the participants to read the listening

tasks and explain that you will play the
video three times so they can complete the
tasks.
Play the video and replay two more times.

Once the listening is finished tell
participants check their own answers using
the answer key on Handout 7d.
Now ask the participants to look at the three

handouts 7a to 7c giving out the additional
handouts if necessary so each participant
39
has a copy of each. Elicit what differences
they can see. Ask the trainees to decide
which tasks were for the weakest students
and which were for the strongest. Highlight
how we can differentiate listening by
managing the task rather than changing the
listening itself. In this case the tasks have
been differentiated by reducing the number
of questions and adding in additional
support for the weaker students.
Slide 36 Identify that there are many different ways 5 minutes
to differentiate and look at the different
options on the slide.
Clarify any points that are unclear.

Slide 37 Summarise the session- explain that when 1 minute
working on listening we need to consider
the text itself, the skills we are trying to
develop and how the materials can be
differentiated or managed best.
Slide 38 Elicit any questions trainees still have and 5 minutes
resolve.
40
Day 2
Session 3

 apply differentiation techniques to materials
Timing 90 minutes
Materials Slides: 39-41 Handouts: 8 Listening materials

Slides 39- Review of differentiation and listening 20 minutes
40
Slide 41 Applying the approach: differentiating 8 70 minutes
materials
90 minutes
Slide 39 Welcome the students back. Explain that 8 minutes
they will go on to apply differentiation to a
listening task.
Ask the participants to stand up and arrange

them into 2 circles. Half should stand in a
circle facing outwards. The other half should
form a larger circle around the first one
facing inwards. This will mean each person
will be facing another person. Ask them to
speak for one minute. What can they
remember about the skills needed to listen?
End the discussion after a minute. Ask the

trainees in the outer circle to move round a
bit till they are in front of a new partner. If
you wish you could play music and ask
them to keep moving until the music stops.
Give them one minute to discuss some of
the challenges of listening with their new
partner.
After one minute end the discussion and

ask the participants in the outer circle to
move round once more to another new
partner. This time they discuss some
techniques for differentiation. Ask
participants to sit down.
Slide 40 Ask trainees to look at the questions on the 12 minutes
slide.
Put them into small groups of 4 or 5 and ask

them to discuss the questions together
sharing their ideas on what teachers in
41
Malaysia generally do to differentiate and
what about this is easy or challenging.
After 5 minutes choose 1 representative for
each group and send them to sit with a new
group. The representative summarises the
ideas of their group to the new group. The
rest of the group explain if they discussed
similar areas or had similar ideas.
After 5 minutes do a quick group feedback

eliciting the key things they all discussed.
Slide 41 Tell participants they will now work on 8 70 minutes
differentiating materials. They should work
in the same groups as session 3 in the day
before.
Explain that they will get some material with

a listening element. One set is primary and
A1 level. One is secondary and B1 level.
They need to imagine that they are using
the material with a mixed ability group that
has very strong students and very weak
students. Therefore they need to
differentiate the materials producing at least
one variation – either making the material
more or less challenging.
Tell participants they should use materials

they didn’t use on day one e.g. if they did
primary yesterday, they should work on
secondary material this time. Give out the
materials including transcripts. Alternatively
allow them to use their own course book
material. Ensure that you have a primary
and secondary set from local text books and
that the material is focused on listening
skills.
Tell participants to work on the material and

design some differentiated tasks. Tell them
that they should be ready to present their
work to the rest of the group and explain
their ideas and approach.
As the task is focused on listening tell them

that they will need to use the transcript to
check the listening but they can take it in
turns to listen quietly to their material once.
Give the participants 5 minutes to look at
the material then encourage the first group
to come and listen to their material. Once
they have done so get the next group to
listen and so on so all groups have had a
chance to look at and listen to the material.
Monitor and support as the participants
work.
42
Give a 5 minute warning before the end of
the session.
43
Day 2
Session 4

 apply approaches to differentiation
 review the listening skill and approaches to differentiation
Timing 90 minutes
Materials Slides: 42-46 Paper and materials that might be needed for planning

Slides 42- Reflecting on application of differentiation 15 minutes
43
Slide 44 Exchanging ideas for differentiation 35 minutes
Slides 45- Final reflection and round up 25 minutes
46
Cascade training reflection 15 minutes
90 minutes
Slide 42 Welcome the students back to the session. 14 minutes
Ask them to continue to prepare their
materials to share. Remind them they need
to be ready to share their ideas.
Any fast finishers can add differentiation

tasks as options so there is more than one
option for teachers to use.
Slide 43 Explain that they will now reflect on what 1 minute
they have done.
Slide 44 Regroup the participants to share their 35 minutes
ideas. Give each person in each group a
letter A, B, C and so on. Ask them to move
into a new group with a participant who has
the same letter as them e.g. all As together,
all Bs together and so on. Remind them to
take their notes with them. This means
each group with have one person from each
of the original groups.
Tell the trainees to take it in turns to present

the differentiated materials their groups
have created. They should show the
material and how they have changed it.
Remind them to clarify:
 The aims of the material

 Why they decided to differentiate it
 Which methods of differentiation
they used e.g. by task/ outcome etc.
44
 How they did it i.e. what do the
materials now look like
Monitor as they present.

Slide 45 Explain that we are moving into the 15 minutes
reflection stage of the lesson.
Tell participants to think about one thing

they have seen today that they would like to
try, one thing they have seen that they feel
less confident about.
Ask the participants to stand up. Explain

that they will mingle for 10 minutes and
should speak to at least 5 other people in
that time. They should discuss the thing
they are going to try and the thing that they
feel less confident about and discuss why
with each person they speak to. Tell them
they should offer ideas to their partner about
how to feel more confident on the area they
find more challenging.
Monitor to pick up the areas that

participants generally find easy or
challenging. After 10 minutes end the task.
Do a feedback eliciting what they discussed
to share the ideas at whole group level. Pick
up on their suggested advice to each other
but also deal with any unresolved issues.
Slide 46 Ask participants to work in pairs. They 10 minutes
should do a final reflection and discuss the
questions on the slide summarising what
they found easy or difficult about the
differentiation of materials.
Clarify that we have so far looked at

evaluating materials and differentiating
them. We have also focused on speaking
and listening. Explain that in the next two
days they will look at adapting and
designing materials. They will also consider
reading and writing skills.
If there is any extra time, participants could None 15 minutes
work in small groups of 3 or 4 and test each
other on the information they have covered
over the last 2 days. Each participant can
take it in turns to use their handouts and act
as quiz master, asking 4 questions to the
others in the group to see what they can
remember.
45
Day 3
Session 1

 the needs of learners
 the principles of adaptation
 areas for adaptation
Timing 90 minutes
Materials Slides: 1-17 Handouts: 1-3 Card and blu-tak

Slides1-4 Brief review 7 minutes
Introduction to adaptation
Slide 5 Identifying key elements of adaptation 5 minutes
Slide 6 Think about what adaptation implies 5 minutes
Slide 7 Analyse material for internal and external 1 10 minutes
considerations
Slides 8- Consider needs of learners at different 9 minutes
11 levels and ages
Slide 12 Consolidate key elements of a 4 minutes
communicative classroom
Slide 13 Think about the reasons for adaptation 7 minutes
Slide 14 Consider main aspects of material 2 6 minutes
adaptation
Slide 15 Consider how to adapt material 12 minutes
Slide 16 Identify areas for adaptation 3a/3b 15 minutes
Analyse areas for adaptation
Slide 17 Session reflection –implications for your 10 minutes
own classroom and context
90 minutes
Slide 1 Show slide so it is visible when they come 4 minutes
into the room.
Welcome the trainees back from day 2.

Briefly review Day 2 by asking trainees to
think of two memorable things about the
input in the morning and two about the
application in the afternoon.
Trainees share their choices in small

groups. Monitor closely to offer support or
suggestions.
Do open class feedback by asking several

volunteers to explain what they remember.
46
Use this opportunity to clarify anything you
think needs further explanation from the
previous days’ input or you feel the trainees
are not clear about.
Slide 2 Clarify they will be looking at adaptation and 1 minute
Reading skills.
Ask them to say what they understand

adapting materials to be and if they often
adapt materials. Encourage one or two of
them to state why but don’t go into too much
detail at this point.
Slide 3 Clarify the aims of each morning session 1 minute
and the times.
You could also clarify that in the afternoon

the trainees will be working in groups to
apply the theory learnt from the morning
sessions as in day 1 and 2.
Point out that they should ask for

clarification if they feel they need further
explanations during the sessions.
Slide 4 Tell trainees you are going to begin session 1 minute
1.
Explain that the main reason why teachers

adapt materials is to make the material
more effective for language learning
especially if our focus is on developing a
communicative classroom and the focus on
Day 3 will be to look at ways to achieve this
through adapting material, especially ones
related to Reading skills.
Slide 5 Trainees read the slide then small groups 5 minutes
brainstorm what they think the external and
internal criteria for adaptation are.
Provide an example if necessary e.g. class

size (external) and proficiency level
(internal) then elicit their ideas when ready.
If you see any groups are having problems
coming up with ideas as you monitor feed in
suggestions for them or guidance for
example, remind them that internal criteria
refers to things the choices the materials
offer whereas external refers to elements
which are the areas we work with and
teachers focus more on making decisions
about internal considerations.
Ask volunteers from groups to provide

suggestions.
Slide 6 Explain they have to put the categories 5 minutes
47
under the corresponding heading. Ask them
to do this individually then compare in pairs
or groups.
Give them about three minutes to decide

which areas go under which category then
elicit the answers.
External: learners’ characteristics, class

sizes, technology, other resources, physical
environment.
Internal: proficiency level, choice of topics,
skills covered, sequential order of exercises,
methodology.
Slide 7 Explain that they are going to look at an 1 10 minutes
extract from a coursebook and answer
some questions related to internal and
external elements of the material.
Distribute Handout 1. Trainees read the text

then say the level.
Put trainees into small groups. Show slide

and ask them to consider the questions.
Conduct feedback by randomly asking

different groups to provide suggestions.
Elicit if they think the material follows a

communicative approach to teaching and
learning and if so why.
Add the following information if it doesn’t

come up in discussion:
It provides guidance through a step by step
approach to checking understanding i.e. first
a prediction task then more specific check
of understanding through true/ false. Tasks
are success oriented by providing choice
i.e. three different headlines. This also
encourages thinking and analysis.
If trainees ask for clarification of the CEFR

level the material refers to A2 (review).
Move onto Activity 1. You will need the

following:
Two cards for posters. Each with the

corresponding levels written at the top.
(preschool, primary / secondary, post-
secondary). Scissors to cut up the
statements and blu-tak to stick them on the
posters.
If the group is large cut up two or three sets
48
so at least one point per trainee can be
allocated.
Place the posters around the classroom

walls. Show one of the slips of paper and
read the information (e.g. Collaborative
problem solving).
Elicit the level for which it is more relevant

then stick it on the corresponding poster.
(Secondary or Post-secondary).
Distribute the statements and blu-tak to

trainees.
Ask trainees to stand up and place their

information where more relevant. Explain
that some can be in both categories but
they need to think about where each
statement is more relevant.
Alternative:
If it is not possible to make photocopies and
cut up the statements ask trainees to write
the headings in their notebooks then dictate
the statements in random order. As trainees
write the sentences ask them to place each
one under the corresponding heading then
compare in pairs or groups. If necessary
incorporate an example by dictating one of
the statements then asking for their
feedback on its position.
When they have completed the task ask

trainees to think of one more statement they
feel is relevant for each poster. Tell them
they can write it directly onto the poster.
(instead of on a slip of paper)
Do open class feedback.
Slide 8 Conduct feedback by showing the slide with 2 minutes
the corresponding answers for Preschool
and Primary. Ask trainees to compare the
answers with their posters.
Slide 9 Highlight the quote and emphasise the 3 minutes
importance of learners getting opportunities
through the materials we use to focus on
the key elements which provide a
communicative methodology.
Add the following:

- Children need to feel comfortable and safe
in their learning environment. Teachers
need to listen to their contributions and
encourage participation.
- Learning needs to enjoyable, memorable
and interesting with activity types like
49
games or puzzles that they enjoy doing in
their own language.
- They need a sense of achievement, in
other words, give them activity types they
can do well.
- When they learn something new it is
important to build around the things they
already know or are familiar to them.
- Children also need opportunities to say
what they want to say. A communicative
focus encourages real talk in the classroom.
Slide 10 Provide feedback on the areas related to 2 minutes
Secondary.
Volunteers go to the posters to move any
areas what were not in the corresponding
place.
Slide 11 Consolidate and emphasise the importance 2 minutes
of integrating challenging tasks for higher
levels through focusing on key concepts
such as the ones on the slide.
Slide 12 Volunteers come up and cross out the areas 4 minutes
which do not relate to a communicative
classroom.
The ones they should cross out are:

-Teacher controls
-The classroom is always quiet
-Lots of correction
-Passive learners
-Dependent on teacher
Highlight the points below to consolidate the

key areas of a communicative approach and
explain that these points relate to all levels
and all learners.
-Teaching learners communicatively means

creating a classroom where the focus is on
a meaningful context and the learners are
active in their learning.
-Teachers who use communicative activity
types or tasks provide a learning
environment where the learners get lots of
opportunities to use the language in realistic
and natural ways as when they use their
own language.
-Teachers use variation of interaction
patterns like group or pair work so the
learners can become more independent and
creative in their learning and are
encouraged to be autonomous.
-The role of the teacher is very important to
promote a communicative classroom, you
may find you have to move away from the
front of the class and use more time
50
/monitoring to see how the learners are
coping or guiding and helping them
complete the activity when they need it.
To finalise ask trainees to state which they
think they already do in their classroom and
which they would like to do more of. This
could be in open class or first in pairs and
then open class discussion.
Slide 13 Before showing the slide, ask trainees to 7 minutes
form pairs. Write the following question on
the board.
Why do we adapt? Pairs brainstorm three or

four ideas then ask volunteers to provide
suggestions. Encourage them to state which
they think are the most important reasons
for their teaching context.
Show the slide and ask them how many of

their ideas were similar to the ones on the
slide. Encourage further discussion through
questioning for example:
- What kind of learning styles are important?

(visual, kinaesthetic, auditory)
-How can we include more autonomy for
learners? e.g. (group pair work)
-How can we modernize through
technology? (e.g. show a short video to
introduce topic)
Slide 14 Clarify the four key areas for adaptation. 2 6 minutes
Give out Handout 2.
Trainees work individually to match the

examples then compare in pairs or groups.
Do feedback.
Answer key:
Language (example), Process, Language,
Language, Process, Content, Process,
Level, Content, Level.
Slide 15 Explain they are now going to focus on how 12 minutes
to adapt and they are going to do an activity
to find out key reasons for adaptation.
Activity 2
You will need photocopies of text A and text
B. Blu-tak to place the texts on the walls.
Trainees will need paper and pen.
Put the participants into groups of two.
Divide each group into pairs and name each

pair A and B.
51
Place the reading texts around the room. It’s
a good idea to have several copies of each
in different places so not all the readers go
to the same place to get their information.
Explain that A’s will read part of the text and

B’s a different part. Allocate the
corresponding text for each pair.
Explain that one member of the pair will be

the reader and the other the writer. The
reader has to go to the text, read and try to
remember as much as possible then go
back to his / her partner and dictate the
information. Their partner writes it down.
They continue until they have finished.
Ask them to decide who does what in their

pairs. Pairs do the activity.
Trainees then form group of 4 again and tell

each other about the information they have
collected and make a list of the five key
areas.
Alternative:
If you cannot make photocopies for the
reading race divide pairs into A and B. Ask
them to read their corresponding
information (male sure they cover the other
text so they do not read all the information).
Give them a short time limit for example, 1

minute to read the information then ask
them to tell their partner everything they can
remember about it. When finished ask them
to identify the five key areas for adaptation.
Conduct feedback by comparing their text

with the original text in their packs.
Show slide and ask volunteers to provide a
definition for each area and say which
aspect of materials adaptation they use
more with their learners.
Slide 16 Show the slide and set up the task. Give out 3a/3b 15 minutes
Handout 3a. Ask trainees to complete in
pairs. Give them about 5 minutes to do this.
Mingle with participants to hear and
comment on their suggestions.
When ready, briefly do open class feedback

on their ideas then give out Handout 3b.
Draw their attention to the example which

has been done to clarify the task better.
Trainees complete the grid in their groups.
52
Elicit the answers. 1G, 2E, 3A, 4F, 5D, 6B,
7C.
Slide 17 Plenary feedback to end the session. Give 10 minutes
trainees a few minutes to come up with
ideas through discussion in groups of three
before doing open class discussion.
During discussion encourage trainees to

state which kind of adaptation they do more
for primary learners and which they do more
for secondary.
This may be an opportunity to focus on the

importance of providing challenge especially
for secondary learners if teachers want
them to maintain motivation and increase
their communicative level.
53
Day 3
Session 2

 consider how to apply the principles of adaptation to
reading
Timing 90 minutes

Slide 18 Introduction to principles of adaptation and 5 minutes
reading
Slide 19 Focus on reading for a communicative 4 minutes
reason
Slides 20- Elements of reading 8 minutes
21
Slides 22- Reading purposes, strategies and support 10 minutes
24
Slide 25 Consider adapting text 4 10 minutes
Slide 26 Consider adapting tasks 4, 5 10 minutes
Slides 27- Weaker and stronger learners 15 minutes
28
Slide 29 Review key areas 6 15 minutes
Slide 30 Session reflection: implications for your 8 minutes
classroom
Slide 31 Queries 5 minutes
90 minutes
Slide 18 Explain this session will focus on reading 5 minutes
skills and consider how to adapt texts and
tasks.
Ask trainees to say what kind of reading

texts they use with their learners and what
the learners’ responses are - e.g. Do the
learners enjoy reading? What difficulties do
they have?
Extend this to asking them to identify areas

they would like to integrate into their reading
lessons and why.
Slide 19 Read slide and add the following and elicit 4 minutes
their opinions about the information. Add the
following if it doesn’t come up in discussion.
One of the main aims of a communicative

approach to language teaching is to reflect
as much as possible what a learner would
54
do in real life and to transfer this natural use
of the skill into classroom tasks and
activities.
The importance of providing opportunities

for learners to work with these skills on a
communicative level rather than in silence
and alone.
Slide 20 Show slide and ask volunteers to define 6 minutes
each area. If they are reluctant to do this
provide a definition and ask them to say
which area you are referring to. For
example, the reason why learners read
(purposes), the different skills learners use
to read (strategies) the things we ask them
to do with a text. (activities)
Trainees then brainstorm ideas for each

category for two minutes in small groups.
Monitor to see what ideas they come up
with.
After a few minutes ask them to copy the

three headings into their notebooks.
Explain you are going to say an example

from one of the categories and you want
them to write it under the correct heading.
(e.g. pleasure – reading purposes).
Dictate about three words for each area in

random order.
Invite trainees to compare their ideas.

Slide 21 Use the slide to provide feedback and 2 minutes
extend suggestions for each heading.
Slide 22 Ask trainees about the purpose each person 4 minutes
has for reading in each case, the kind of
reading activity and the strategy being used.
Feed-in; scanning is reading the paper to
see what’s on TV; skimming is reading the
back of a book quickly to see if it sounds
good.
Explain that we need to provide learners

with opportunities to use the same
strategies as a native speaker in order to
improve their reading skills and use reading
for communicative purposes.
Write the following questions on the board:

a. What reading strategies do we need our
learners to use at secondary levels?
b. What reading support do we need to give
our learners at preschool and primary
55
levels?
Trainees brainstorm ideas. Monitor and
point out that for the second question they
need to think about areas such as having
story books available for learners, using
posters which contain written words they
can see to encourage reading.
Slide 23 Use the slide for feedback and comparing 3 minutes
ideas for question a. Make sure they
understand each area by randomly asking
for definitions or examples of some of them.
Additional information you could provide if

trainees are unsure of the following areas:
-previewing: reviewing titles, section

headings, and photo captions to get a sense
of the structure and content of a reading
selection about discourse structure;
-using knowledge about the author to make
predictions about writing style, vocabulary,
and content.
-guessing from context: using prior
knowledge of the subject and the ideas in
the text as clues to the meanings of
unknown words, instead of stopping to look
them up.
-paraphrasing: stopping at the end of a
section to check comprehension by
restating the information and ideas in the
text.
Slide 24 Ask trainees to provide feedback on the 3 minutes
second question then show the slide to
compare their ideas.
Additional information you may want to add

to provide some practical examples:
Labels: labelling children’s trays, desks,

coat hooks, as well as furniture and objects
around the classroom and school.
Posters: colourful posters are especially

eye-catching which could include a rhyme
that is being learnt, advertising something,
e.g. reading, cleaning teeth.
Messages: for homework or ‘Don’t forget to

bring …’
Reading aloud: by teacher or older child.

Focusing on reading fluency may include
timed repeated reading (Nation, 2009) - The
learners read the same passage for 1
minute multiple times (3-5). The teacher or
partner counts how words the learners read
56
in 1 minute.
Running dictation: (in pairs, so all learners

are involved in reading).
Learners making their own story books (or

comics) to share with each other.
Creating backstories: for character in a

puppet family and creating a class binder to
refer back to when reading peers stories.
Slide 25 Set up task with slide. 4 10 minutes
Give out Handout 4. In small groups

trainees look at the text and think of how
they could adapt it for a B1 level.
Conduct feedback by asking a

spokesperson from each group to change
groups and share and tell.
Slide 26 Introduce how tasks can be adapted the 4, 5 10 minutes
rather than the text (highlight that if we
make the tasks easier the learners can deal
with the text – or if the text is easy we can
create more sophisticated tasks).
Show slide and elicit further ideas.
Clarify the benefits of using post and pre-

tasks.
Pre: motivate learners to want to know

more, help them deal with vocabulary in the
text, incorporate a short focus on a different
skill, be fun.
Post: extend to other skills, allows for

extending the topic and including further
research, for younger learners it can be an
opportunity to do some craft work.
Give out Handout 5. Trainees work in pairs

and decide which tasks would be
appropriate for the text in Handout 4.
Conduct feedback.
Ask participants to divide the tasks

appropriate for levels (Preschool, Primary,
Secondary, Post-Secondary).
Conduct plenary feedback so they can

share their opinions.
Slide 27 Explain they are going to look at ways to 12 minutes
help weaker learners and stronger learners
57
deal with texts.
Put trainees into pairs to do activity 3 in

groups of 3.
Materials:
Enough copies of the text for each group to
read and questions on card.
Cut up the questions and number each from

1-5 on the back.
Place the questions on chairs.
Place the copies of the text around the walls

of the classroom and allocate a text to each
group.
Ask groups to write the numbers 1-5 in their

notebooks.
Allocate a chair to share per two groups.
Place the chairs at the front of the class.
Tell groups they will take turns running to

get a question, look at the number on it then
find the answer in the text and write it next
to the corresponding number in their
notebooks.
They place the question back on the chair

and take another one until they have
answered all the questions.
When finished, do feedback on the answers

then invite trainees to consider if the activity
would work with their learners and if so why,
if not, why not?
Ask pairs to think of a way to help weaker or

stronger learners complete the activity.
Alternative:
If you do not have the facilities to make
photocopies put the cut-up question on card
and the trainees into groups of 4. Trainees
read the text in their folders and do the
reading race.
Slide 28 Use this slide to extend information on 3 minutes
weaker learners.
Continue encouraging discussion.

Slide 29 Put trainees into groups to review key 6 10 minutes
areas. Distribute Handout 6.
Monitor closely to provide suggestions or
58
guidance.
Possible answers for the questions are:

1. This could be internal or external
considerations e.g. wanting to use
technology, the resources you have,
learner level or interest, skills
covered, etc.
2. We can adapt the content of the text
by shortening it or adding
information, the process by re-
ordering activities, the language by
making it simpler or more complex
and the level to create more
challenge or simplify the text.
3. By dividing up the text for weaker
learners or extending the tasks
around the reading for stronger
learners.
4. Pre tasks provide scaffolding for
weaker learners and help to prepare
the learners for the reading through
a focus on topic or vocabulary,
stronger learners can be further
challenged through post tasks and
they also give the teacher an provide
an opportunity to integrate different
skills work.
5. External are e.g. physical
environment, class size. Internal are
e.g. level of learners, methodology.
6. Pre-teaching vocabulary, providing a
choice of answers for them to
choose from, putting them in groups
to support each other, dividing up
the tasks to lessen task difficulty e.g.
allocating different questions to
different pairs or groups to answer.
7. Through surrounding them with
support, e.g. labelling classroom
items, having posters around the
walls, doing timed reading exercises.
8. To create interest or to check learner
understanding of vocabulary related
to the theme, to stimulate ideas.
9. It reflects real life and provides an
opportunity for integrating 21st
century skills.
10. Though incorporating different levels
of tasks (some for weaker learners
others for stronger). Including a
relevant cultural focus.
11. Include visuals, provide
opportunities for kinaesthetic tasks
through make and do activity types
and include a story or listening focus
59
for auditory learners
12. Reading activities are the things you
ask learners to do, strategies are
how the learners do the activities
and purposes are why the learners
do them.
Slide 30 Conclude with plenary feedback based on 6 minutes
the question on the slide.
Slide 31 Clarify any queries the trainees may have. 6 minutes
60
Day 3
Session 3
Rationale The aim of this session is to:

 apply the principles of adaptation to Reading skills
Timing 90 minutes

Slide 32 Introduction 2 minutes
Slide 33 Review key areas for sector groups 7 13 minutes
Slide 34 Apply the framework in sector groups: 8 15 minutes
analysing the text
Slide 35 Apply the framework in sector groups: 60 minutes
adaptation
90 minutes
Slide 32 Welcome the trainees. 2 minutes
Introduce the session and the aims.
Clarify they will be doing the adaptations in

sector groups of their choice.
Encourage them to change sector group so

they get opportunities to focus on a different
level but allow them to stay in the most
useful level for their teaching
circumstances.
Slide 33 Explain they are going to look at a list of 7 13 minutes
considerations for learners at different
levels.
Set up the task with the slide. Distribute

Handout 7.
Trainees look through the list to review

which ones are more relevant for their
learners then add three more areas for
consideration.
Monitor closely to check their ideas or feed

in suggestions.
Slide 34 Distribute the corresponding text from 8 15 minutes
Handout 8.
Sector groups look at the text and answer

the questions on the slide.
61
Ask trainees to complete the analysis on the
Handout about the text.
Monitor closely to check their ideas or offer

support.
Alternative:
You may decide to ask trainees to use their
own textbooks to do the adaptation instead
of the materials available for the session.
The advantage of doing this is the textbooks
may be more relevant to the teachers
teaching and learning context. The
advantage of using the materials available
is that they are good exponents of the levels
in CEFR for reading texts.
Slide 35 Set up the adaptation task with the slide. 60 minutes
Trainees then begin their adaptation using

the text from Handout 8 to base their
adaptations on. Monitor closely to ensure
everyone has understood what is expected
of them.
Clarify any queries before taking a break.

62
Day 3
Session 4

 apply approaches to adaptation and discuss
conclusions
Timing 90 minutes
Materials Slides: 36-39 Handouts: 9

Slide 36 Apply the framework continued 9 20 minutes
Considerations for putting the framework
into practice
Slide 37 Show and share adaptations 30 minutes

Reflect on adaptations
Slide 38 Final reflection: implications for your 15 minutes
classroom
Slide 39 Final reflection: evaluating the adaptation 5 minutes
Cascade training reflection 20 minutes
90 minutes
Slide 36 Welcome the trainees back to the session. 9 20 minutes
Review any areas the trainees are unsure
of.
Ask them to continue in their groups

adapting the material.
If you find some groups are nearly finished

take some time with them to go through
their ideas and if necessary offer
suggestions for improvement or areas they
need to think about in more detail.
When they have made decisions about their

adaptation give out Handout 9 and ask them
to answer the questions.
Point out that it’s important they have an

individual copy of the adaptation notes as
they will share with other groups and may
need the information.
Monitor as they work.

Slide 37 Regroup the trainees. Give each person in 30 minutes
each group a letter A, B, C, D and so on.
63
Ask them to move into a new group with a
trainee who has the same letter as them.
This means each group with have one

person from each of the original groups.
Tell the trainees to take it in turns to present

their adaptations. They should show the
material and how they have changed it.
Encourage them to reflect on each one and

provide feedback to each other.
Slide 38 Ask trainees to work in pairs. They should 15 minutes
do a final reflection and discuss the
questions on the following slide.
Slide 39 Trainees evaluate their adaptations based 5 minutes
on the questions on slide.
Invite the trainees to form pairs and to think

of one thing they have each learnt from the
adaptation and teach each other about it.
Monitor and offer further suggestions as you
listen to their comments.
Cascade training reflection. 20 minutes
Put trainees into groups or pairs and ask

them to look through Day 3 notes and slides
and to make notes on any areas they feel
need further clarification. When ready, invite
trainees to talk in open class about their
queries and encourage the group to provide
suggestions. Make sure all queries are
covered by adding information or
suggestions when you feel necessary.
Point out any relevant points that do not

come up, especially related to managing the
cascading such as showing confidence in
the content when providing the cascading
so teachers can see the Master Trainer
looks in charge, the importance of back-
tracking to make sure everyone has
understood, being patient with participants
and encouraging teacher to teacher
clarification when appropriate.
64
Day 4
Session 1

 materials design principles
 the benefits of technology in materials design
Timing 120 minutes
Materials Slides:1-21 Handouts: 1-4

Slides 1- Review 5 minutes
3 Introduction
Slide 4 Focus on materials design 3 minutes
Slide 5 Think about teacher resources 3 minutes
Slide 6 Think about advantages and disadvantages 5 minutes
Slide 7 Key advantages of designing materials 5 minutes
Slide 8 Key disadvantages of designing materials 1 8 minutes
Slides 9- Identify objectives 5 minutes
10
Slides Considerations for adapting material: a 2 18 minutes
11-12 practical activity analysis
Slides Consider younger age groups: a practical 2 14 minutes
13-14 activity analysis
Slide 15 Consider the use of technology 3 5 minutes
Slide 16 Consider the use of technology with young 5 minutes

learners
Slide 17 Discuss the use of digital tools for learning 5 minutes
purposes
Slide 18 Analyse examples 4 8 minutes
Slide 19 Consider classroom usage 4 minutes
Slide 20 Identify useful resources: websites 15 minutes
classroom
120
minutes
Slides 1- Display Slide 1 as the trainees come in then 3 minutes
2 show Slide 2 and briefly review Day 3 by
asking trainees to summarise what they
focused on during the workshops.
Encourage trainees to state if they now feel

more confident with the content or would like
to voice any queries.
Slide 3 Clarify the aims of the day and explain they 2 minutes
will focus on the theory in the first two
65
sessions then move onto the application in
the following sessions. Explain that the main
aim today is for them to design a short writing
activity based on the principles of materials
design.
Explain how the day is divided up and the

timetable and that at the end they will get a
chance to discuss in more depth any queries
they may have.
Add that they will also be looking at digital

tools for teaching and learning.
Slide 4 Introduce Session 1 content. 3 minutes
Ask trainees to say if they have ever

designed any material for their classroom and
if so what and why.
If they do not come up with any ideas you

could provide an example yourself of when
you designed some materials for a class.
Make sure you include information on the

level of learners, the reasons for adapting the
material and the response from the learners.
Slide 5 Show slide, give them a few seconds to read 3 minutes
the information.
Elicit other resources the trainees use to

teach English and how they feel about them,
e.g. why do they use those resources and
how.
If they do not come up with any ideas on

resources feed-in suggestions such as
supplementary books, pictures, YouTube,
readers.
Slide 6 Trainees discuss the questions in pairs. 5 minutes
Do open class feedback.
Point out if not discussed in feedback the

following:
- learning materials can assist teachers in an

important professional duty: the differentiation
of instruction - the tailoring of lessons and
instruction to the different learning styles and
capacities within your classroom.
- resources; some teachers’ contexts will be

rich in resources such as textbooks,
supplementary material, readers, computers,
whereas other contexts may only have a
blackboard and a few pieces of chalk. Lack of
66
commercial materials means the teacher has
to fall back on their own resources.
- cost of commercially produced materials; for

many schools teacher designed materials will
be the best option for the school and the
budget.
Slide 7 Introduce key points. Ask trainees if they 5 minutes
mentioned any of these areas in their
discussion.
You may need to clarify Timeliness.

(designing tasks which do not date, for
example a reading and writing task about
Donald Trump and the elections – the event
is over as he is now President of the USA so
the material is now dated and not relevant)
Add the additional information below if they

do not come up in discussion:
- Contextualisation: many coursebooks do

not draw on local context as aimed at global
audiences and often not aimed at any
particular culture or educational context.
- Learner needs: teachers can make

decisions about the most appropriate
organising principle or focus of the materials
or activities.
- Personalisation: teacher designed materials

add a personal touch that learners
appreciate.
- Timeliness: own material allows teacher to

respond to local and international events.
Slide 8 Discuss the disadvantages. 1 8 minutes
Add the following information to clarify the

points further.
Organisation: coursebooks follow a pattern

and are usually organised around an
identifiable principle.
In contrast teacher materials may lack overall
coherence and a clear progression.
Quality: teacher made materials can look

unprofessional or contain errors, lack clarify
or durability.
Lack of experience: may also result in

elements being left out.
Give out Handout 1. Put trainees into pairs to
67
complete the task.
Give them a couple of minutes to complete it.

Monitor to provide suggestions or guidance
when necessary. Ask pairs to form groups
and compare which are the most popular
reasons.
Conduct feedback. Elicit their two points. If

trainees do not provide many examples add
such areas as:
- Integrate a focus on mixed ability

- Provide variation
- Add more cultural input
Slide 9 Read through the information and clarify any 2 minutes
areas the trainees are not sure about.
Highlight the importance of having clear

objectives to provide the teacher with a clear
path when designing material.
Point out that the most important factor when

designing materials is the learner because
teachers design material to increase
motivation, interest, relevance and to meet
specific needs of their learners.
Slide 10 Consolidate the other key considerations on 3 minutes
the slide. Highlight the importance of using
sites which provide free images (Creative
Commons) such as Pixaby.com and
encourage trainees to give their opinions on
each area through questioning for example:
Do you feel confident about designing your

own materials? Why, why not? How long
does it take you? Where do / could you find
images for your designs?
Slide 11 Trainees discuss the points on the slide in 6 minutes
groups of three.
Tell them to imagine they are preparing a list

for a new teacher who doesn’t’ know the
Malaysian context or learners and he or she
needs some advice on what is appropriate for
the areas on the slide.
Plenary feedback. What advice would you

give the teacher?
Slide 12 Write the word ‘Dictogloss’ on the board and 2 12 minutes
explain or elicit what kind of activity it is.
Dictogloss is a classroom dictation activity

where learners are required to reconstruct a
short text by listening and noting down key
68
words, which are then used as a base for
reconstruction. It is often regarded as a
multiple skills and systems activity. Learners
practise listening, writing and speaking (by
working in groups) and use vocabulary,
grammar and discourse systems in order to
complete the task.
Most importantly, a Dictogloss can highlight

strengths and weaknesses in language
ability. Using a Dictogloss activity in class is
beneficial for learners as it combines group
and individual work, improving cooperation
and communicative competence. It also
engages the participants in authentic
communication and ensures that learners are
actively involved in the learning process.)
Do the Dictogloss with trainees using the

following text:
A man comes up to the border of a country
on his motorbike. He has three large sacks of
sand on his bike.
A week later the man arrives at the border
again. Once more he is carrying three sacks
of sand.
The customs officer at the border crossing
stops him and asks, “What is in the sacks?”
This time the customs officer detains the man
overnight and has the sand analysed, but it
really is just sand. This happens every week
for three years until one day the custom’s
officer realises what the man was smuggling.
(he was smuggling motorbikes)
Procedure:
Ask trainees to listen. Read the text at normal
speed.
Repeat the text a little slower and ask

trainees to note down key vocabulary words
then compare in pairs or small groups.
Repeat the text again, this time a little faster

and ask trainees to note down key phrases.
Trainees compare and then reconstruct the

information from the Dictogloss.
Show the text on the slide and ask trainees to

compare their reconstruction.
Use Slide 12 to provide feedback on the text.

Give out Handout 2. Trainees analyse the
Dictogloss activity in pairs. Monitor to offer
support and suggestions. Pairs form groups
69
of four to compare.
Conduct feedback if necessary. There are no

right or wrong answers but in general the
trainees should include that the text is aimed
at around end of A2 or B1 level and it doesn’t
need a lot of preparation or resources, it is
relevant and contextualised and also
provides an opportunity for autonomy as they
work out the reconstruction together.
Slide 13 Ask trainees to comment on what 2 minutes
considerations teachers may need to take
into account when designing materials for
younger learners.
Show the slide to compare their ideas.

Slide 14 Explain you are going to show the 2 12 minutes
participants an activity designed for
Preschool or Primary learners.
Do the activity as in the instructions below:
Show slide. Groups choose a colour and

shape, e.g. red triangle) and think of things
around them that colour and make a list then
take turns saying the list. Do feedback on
their ideas.
Extend by asking them to think of things

around them that shape, do feedback on their
ideas again.
Ask groups to draw a picture and tell them

they must include the three shapes and they
can include other items (e.g. a house, an ice
cream cone, etc.)
Finally, groups write one sentence about their

picture then share with everyone.
Trainees then analyse the activity as they did
with the Dictogloss.
Trainees compare their answers in groups.

Monitor.
Do feedback if necessary. There is no right or

wrong answer but trainees should have
answers as in the Dictogloss as the activity
has the same components but for lower age
groups.
Slide 15 Talk through the information and elicit the 3 5 minutes
trainees’ opinion about the use of technology
with learners.
Give out Handout 3 to complete in pairs.
70
Elicit the answers and their opinions about
the points.
(Positive effects on a class and materials,

Good for the teacher, Meeting students’
needs and giving them autonomy, Time
Saving)
Slide 16 Put trainees into new pairs. 5 minutes
Allocate a sentence or two to complete to

each pair from the slide.
Do feedback by saying the part sentence and

asking trainees to complete it.
Possible answers:
- teachers can set up activities that allow
learners to discuss this kind of topic.
- teachers can use touch-screen tablet apps
to help develop hand writing.
- teachers could teach them how to search
for information and use multimedia to present
their work.
- teachers can devise activities to improve
their critical thinking.
- teachers should recognise how it can be
used to support language aims.
Slide 17 Trainees decide individually which two they 5 minutes
think would be the most beneficial for their
teaching context then compare in small
groups.
Plenary feedback to see which are the most

popular.
Slide 18 Set up the task then distribute Handout 4 4, 11 8 minutes
according to sector groups.
Put trainees into pairs to read the activities

and analyse their use.
Ask what kind of technology is needed for

each.
There is an example of guidelines for mobile
phone use in the classroom (Handout 11) for
this session if needed.
Slide 19 Trainees discuss questions in pairs. 4 minutes
Conduct feedback on their opinions.

Slide 20 Discuss the questions in open class to find 15 minutes
out what sites the trainees use then spend
some time showing trainees sites for ideas
when designing materials for classroom use.
You could do this in open class format or

provide the information below to trainees and
71
ask them to research the websites and
decide which would be the most useful for
their teaching context and why then do open
class plenary on their results.
Possible sites to look at:

General
MoE -http://spp.moe.edu.my/
Preschool and Primary
Sparkle Box: http://sparklebox.co.uk/
Communication4all:
http://communication4all.co.uk/
Enchanted Learning:
http://www.enchantedlearning.com/Home.htm
l
Secondary and post
BBC schools:
http://www.bbc.co.uk/education/highlights/sec
tions/secondary
National Geographic:
http://www.nationalgeographic.org/education/
NASA:
https://www.nasa.gov/audience/forstudents/in
dex.html
Interactive tools
https://bookvcreator.com
https://writeandimprove.com
https://fodey.com/generatedraw.10
https://grantrobinson.nz/p/montage-maker
Slide 21 Do reflection as plenary with the question on 10 minutes
the slide. Give the trainees a few minutes to
think of idea sin pairs or small groups before
beginning the plenary.
Overall timing 120
minutes
72
Day 4
Session 2
Rationale The aim of this session is to better understand:

 the process of materials design
 how to integrate writing activities when creating
material
Timing 90 minutes
Materials Slides: 22-33 Handouts: 5-8 Blu-tak

Slide 22 Review 7 minutes
Introduction
Slide 23 Analyse examples of writing 5 12 minutes
Slide 24 Consider the writing process 7 minutes
Slide 25 Think about how to help learners improve 10 minutes
Slides 26- Consider types of writing and levels 6 10 minutes
27
Slides 28- Consider how to make writing 7 10 minutes
29 communicative
Slides 30- Further analysis of writing activities 8 17 minutes
31
classroom
Slide 33 Session reflection: implications in Malaysia 7 minutes
90 minutes
Slide 22 Welcome trainees to the session. 7 minutes
Briefly review Session 1 by asking groups of
four to think of two questions related to the
principles of design to ask another group.
Invite groups to take turns asking and

answering the questions.
Show slide and clarify the input for the

second session.
Slide 23 Ask trainees to read the slide. Trainees give 5 12 minutes
their opinions.
Distribute Handout 5 and ask participants to

answer the question on the handout.
Help them notice the sub skills focused on

in the examples.
Pairs form groups of four to compare their

ideas.
73
Expand discussion during feedback to why
writing can be difficult for learners for
example, invite participants to say if they
believe writing is difficult to integrate into the
classroom and if so why and how- help
them notice how the first example provides
a step by a step approach by integrating
different task types and skills to lead up to
the final writing task.
Slide 24 Ask trainees to imagine they are a journalist 7 minutes
and to think about how would they prepare
an article for a newspaper.
Elicit suggestions on the process, e.g. What

does a journalist do first - write the article or
first clarify what is needed and then collect
information about it? (the second option)
Read the top part of the slide then ask

trainees to order the steps in the process in
pairs.
Monitor closely then do open class

feedback on their ideas.
(Understanding the task, Data collection,
Selecting, Planning, Drafting, Crafting,
Editing, Rewriting, Proof-reading, Receiving
evaluation)
Slide 25 Ask trainees to discuss in groups of four. 10 minutes
Monitor closely. As they finish their
discussion put the levels
(Preschool/Primary, Secondary /Post-
Secondary on the board and handout out
poster paper and pens. Ask them to create
a poster with their ideas on for each level
then for a volunteer from each group to
present their ideas.
If necessary, provide an example for each

category, e.g.
Preschool
Develop their fine motor skills through
holding a pencil.
Other ideas they may come up with:

Preschool:
- Tracing words, writing with their fingers (to
learn coordination), painting letters with a
brush
- Activities which help them identify letters
such as matching tasks to help them identify
and order the letters of the alphabet.
e.g. matching capital letters to smaller
letters
- Labelling pictures as reinforcement
e.g. completing words, colouring round lines
74
of words, matching words to visuals
- Spelling activities to develop
understanding of how words are made
Primary:
- Give lots of encouragement and praise.
- Use the classroom walls as a place to
display their written work.
- Promote cooperation among the learners.
- Have a writing section
(e.g. date, day and lesson topic)
Secondary
- Integrate process and produced writing.
- Include creative writing so they can be
more autonomous and make choices about
what and how they write.
- Integrate writing diaries so they see writing
as a natural part of the lesson.
If the posters do not contain some of the

areas above, make suggestions or
comments as the volunteers present their
findings, e.g. Could you include…too?
Slide 26 Talk through the points on the slide. 3 minutes
Encourage trainees to state which they

have used and how the learners responded.
Some of the trainees may request further

information on the CEFR. Direct them to the
website www.englishprofile.org where they
can watch a video or download the PDF
Introductory Guide to CEFR.
Slide 27 Show slide and ask trainees to list the ones 6 7 minutes
they have done in class or would like to do.
Check they understand the task types
before making the list.
Conduct feedback and point out:

- Many young learners will not have fully
developed their own L1 writing skills, and
these strategies may not necessarily
transfer to writing in English.
- Writing allows learners to practise new
vocabulary and structures.
It allows for a high degree of personalisation
and creativity.
- It encourages learners to take risks and try
out new language, with more “thinking time”.
Give out Handout 6. Elicit the meaning of

sub-skills in writing (e.g. spelling,
punctuation) before beginning and point out
that on the handout there are examples of
recognition and production skills related to
75
writing. You may also need to ask the
trainees why they think the two categories
are important (this can depend on age and
learning abilities, learners first focus on
receptive understanding then when more
confident they move onto production).
Put trainees in pairs or small groups and

ask learners to decide which level each
example is more appropriate for. (1-
preschool, 2-3 primary, 4-6 secondary,
although some could overlap).
Monitor closely and briefly do open class

feedback.
Slide 28 Show slide. Ask trainees to tell you why the 7 7 minutes
suggestions on the slide are more
communicative then then sub skills
suggestions on Handout 6.
(there is a reason to write and they both
need an audience).
Distribute handout 7. Trainees read

examples and choose two they think would
be useful in their own teaching context
individually then compare in small groups.
Circulate to see what their opinions are.
Slide 29 Show slide. Ask trainees which they think 3 minutes
would need technology to do and which
would be the most popular with their
learners and why. Take a class vote on
which are the most popular by getting
trainees to hold their hands up each time
you say one of the activities, count each
time how many of them vote for the
corresponding activity type to find out which
are the most popular.
Slide 30 Tell trainees that they are going to look at 8 15 minutes
the texts from Handout 5 again and discuss
the question on the slide.
Invite them to choose the text or texts they

would like to focus on and ask them to find
someone else with the same material.
Give the groups a sheet of paper and ask

them to make a short list of their ideas.
Take the texts and place them on the board

with blu-tak or around the classroom and
the ideas the trainees came up with
underneath.
Invite participants to stand up and look at

the ideas and comment on the ones they
76
feel are relevant to their context.
Hand back the texts as they will need them

for the next part of the task.
Distribute Handout 8.
Trainees look back again at their text and

complete the analysis in pairs.
Conduct feedback on their results.

Slide 31 Clarify any queries the trainees may have. 2 minutes
Slide 32 Do group reflection. Write the following 10 minutes
points for guidance on the board:
Think of two things you would like to
integrate in your classes based on the input
in the session. Explain why.
Give trainees a few minutes to make
decisions in pairs or individually then do
plenary feedback.
Slide 33 Reflection on Malaysian content. 7 minutes
Discuss the points on the slide in open
class.
77
Day 4
Session 3

 apply the principles of materials design in different
sectors
Timing 60 minutes

Slide 34 Analysing the needs of the learners 9 20 minutes
Slide 35 Applying the criteria to writing 10 40 minutes

60 minutes
Slide 34 Welcome trainees and clarify that they are 9 20 minutes
now going to design a writing task for a
group of learners.
Explain they will be doing this in the level

they prefer to focus on.
Distribute Handout 9 and ask them to form

sector groups to complete it. Divide the
sector groups into smaller ones to work on
the analysis.
Regroup by asking volunteer trainees to

move groups. Trainees compare ideas.
Monitor closely.
Do brief open class feedback to check the

trainees are clear about their ideas.
Slide 35 Give out Handout 10. Explain they are now 10 40 minutes
going to design their task and need to
complete the information in part A of the
handout as they design their task. Tell them
to use Handout 9 as a reference point to
help them design it.
Explain the questions on the handout will

help them focus better. Remind them about
one of the important points of design is
having clear aims.
78
Day 4
Session 4

 apply the principles of materials design
 review the writing skill and approaches to design
Timing 90 minutes
Materials Slides: 36-40 Handouts: (from previous session) Post-its

Slide 36 Finalise the design task 10 (from 15 minutes
session 3)
Slide 37 Conclusions -what are the key principles for 10 minutes
materials design (and adaptation)
Slide 38 Presenting the task to different sector 25 minutes
groups
Slide 39 Reflection on task design 10 minutes
Slide 40 Displaying tasks 10 minutes
Course reflection: putting cascading into 20 minutes
practice
90 minutes
Slide 36 Welcome trainees. Explain that they have 15 minutes
around 15 minutes to check their task
before presenting it.
Let them know when they have a few

minutes left.
Slide 37 Show the key principles and ask 10 minutes
participants to think about their task and
decide if it responds to the points on the
slide. Emphasise that the task they design
doesn’t need to contain all the elements but
should contain some.
Give them a few minutes to look back at

their task.
Point out that they can complete 10B when

they have finished their design to help them
focus while they present their ideas to other
groups.
Slide 38 Ask groups to find another group from the 25 minutes
same sector and explain their task to them.
Monitor closely to offer suggestions when
necessary.
When they have done this ask two
79
volunteers from each group to come to the
front of the class to present their design.
Slide 39 Do the reflection task as a plenary. 10 minutes
Slide 40 Help trainees display their tasks around the 10 minutes
classroom walls.
Handout the post-its and invite them to

leave a comment about the designs.
Cascade reflection. Ask trainees to look 20 minutes
through the 4 sessions for Day 4 and make
notes about any areas that are not clear or if
they would like to use other kinds of
procedures for any of the slides or notes
and to discuss their queries in open class.
You may need to monitor closely to provide
support or suggestions as they complete
this part. If you see trainees have few
queries or points ask them to form groups to
stimulate ideas before conducting open
class plenary.
End of course.
80

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Workshops: Materials evaluation, adaptation and

Master Trainer Notes

3 90  Analysis and Application: Apply the framework in sector

2 90  Input: Applying the principles to listening activities

3 90  Analysis and Application: Apply the framework in sector

2 90  Input: Applying the principles to reading activities

3 90  Analysis and Application: Apply the framework in sector

3 60  Analysis and Application: Apply the framework in sector

4 90  Application: Continued Feedback and Reflection

The material is intended to be used as a workshop rather than a presentation. Some

General note for all slides and handouts:

Rationale The aim of this section is to review and better understand

Overview for Session 1

Welcome them and give your name. If you

Highlight that during the programme we will

Clarify that during the work shop they will be

Show the trainees these clues, going closer

Do this for each part of the grid until they

Now give each trainee a sticky (post it) note.

Give them 2 minutes to do this on their own.

Call a halt to the interaction after 5 minutes.

Explain that each person will introduce their

Give another 5 minutes for this. After 5

This section should allow trainees to settle

Give one minute then elicit back ideas.

Elicit ideas about why we might think about

Classroom activity must follow the principles

Put them into pairs. Tell them to work

Let them discuss what they think. Give them

After 4 minutes draw the activity to a close.

Look briefly at each category and establish

Learners should be working in pairs and

Teachers as a result will be guiding and

Materials need to be personalised, realistic,

Ask the participants to continue working in

Draw the activity to a close and elicit back

Ask trainees how this compares to the ice

Explain that as a result we could suggest

Divide the class into 6 groups. Keep each

Tell the participants to work in pairs within

Monitor to ensure they are on task and

Regroup the students into 3s- in each group

Allow them to discuss for 5 minutes.

Suggest that when doing an evaluation we

Identify these factors are suggested by

Different labels are used for this but a

Emphasise that this stage can be used to

Ask them to brainstorm ideas about the

After 5 minutes draw activity to a close. Ask

Give out copies of handout 3a and 3b to

Ask them to work in pairs and answer

Draw the activity to a close after 5 minutes.

Use this point to pick up on and clarify any

Rationale The aim of this session is to better understand

Materials Slides: 33-55 Handouts: 4-7 YouTube video (check internet

Overview for Session 2

Briefly explain that we have reviewed

Then reveal the negatives- point out that

Some participants may suggest that the

Give out handout 4.

Ask the participants to work in pairs. Show

For primary, support via examples, creativity

Give out handout 5.