PEELI Book1 PDF

BRITISH
COUNCIL Punjab Education and English Language Initiative
Teaching English for the Subject Classroom
Trainer manual
www.britishcouncil.pk
TeachingEnglish for the Subject Classroom
Workshop 1 – Introduction: Starting and finishing lessons
Overview
Workshop aim To familiarise participants with the English in the Subject Classroom course
structure and objectives and introduce and practise vocabulary for common
classroom objects and classroom expressions for starting and finishing lessons.
Learning By the end of this workshop participants will be able to:

outcomes ●●
plan the start and end stages of lessons effectively
●●
select and use language appropriate for start and end stages of lessons.
Workshop By the end of this workshop participants will have reflected on their learning,
outputs identified areas for further study and created an action plan for experimenting
with ideas from the workshop.
Key learning Using English in the classroom regularly will help to improve your English and make
points you feel more confident.
The beginning and end of lessons provide opportunities for teachers and learners
to communicate in English.
Outlining and revising lessons both guides and maximises learning.
Key language Functional classroom language:

and phrases Can you repeat that, please?
Can you explain that again, please?
How do I say XXXX in English?
What does XXXX mean?
I don’t understand.
Can you speak more slowly, please?
Functional language for beginning and ending lessons:

Right, let’s take the register.
What did we do/learn/talk about last lesson?
Let’s begin the lesson.
Today we’re going to learn/read/write about …
First/then/next/after that/finally
The first thing we’re going to do is …
Right, let’s stop there.
Next lesson we’re going to …
For homework I want you to read/write/do …
See you next lesson. Bye.
Vocabulary:
Classroom objects (as appropriate to context): desk, chair, learner, pencil, notebook,
textbook, blackboard, board rubber, cupboard, notice board, pen, chalk, door,
whiteboard, bench, window.
Collocations: revise a lesson, take the register, set homework, greet a learner, etc.
Workshop 1 – Introduction: Starting and finishing lessons – Trainer notes © British Council 2014
1
E157 ESC Workshop All TN v2.indb 1 28/05/2014 17:06

Plan summary Stage Aim Timing

1. Getting to To familiarise participants with fellow 15 mins
know you/ group members, get the group warmed
ice-breaker up and encourage interaction among
participants.
2. Course To familiarise participants with the English 20 mins
overview in the Subject Classroom course
and lead-in structure and objectives.
3. Classroom To introduce and practise vocabulary for 20 mins
objects common classroom objects.
4. Classroom To introduce useful classroom language 20 mins
language expressions.
5. Starting and To introduce phrases for teachers to use 25 mins
finishing at different stages of a lesson.
lessons
6. Starting To introduce, practise and personalise 20 mins
a lesson phrases for teachers to use at the start of
a lesson.
7. Finishing To introduce, practise and personalise 20 mins

a lesson phrases for teachers to use at the end of
a lesson.
8. Reflection To review the main points from the 10 mins
and review workshop, record useful language and
set action plan.
Notes Try to move participants around the classroom as much as possible in this first
workshop so that they meet and work with a range of other participants.
For all the workshops, but particularly this one, it is a good idea to keep a list
of all the new vocabulary learned on one side of the board so that you can refer
to it in the Reflection and review stage.
For Stage 4 – Classroom language, you will need large poster paper and sticky
tape to stick it to the training room wall.
For Stage 4 – Classroom language, you will need to make enough copies
of the ‘Subject information slips’ (in the Appendix) so each participant has one.
2 Workshop 1 – Introduction: Starting and finishing lessons – Trainer notes © British Council 2014

1 Getting to know you/ice-breaker
Stage aims
To familiarise participants with fellow group members, get the group warmed up and encourage interaction
among participants.
15 mins
Procedure
●●
Check understanding of any difficult vocabulary on the bingo card.
●●
Elicit some examples of questions participants will need to ask each other (e.g. ‘Do you teach maths?’,
‘How many languages can you speak?’, etc.).
●●
Participants mingle and ask questions in order to find someone for each box and write their name
next to it.
●●
The first participant to write a different name next to each box is the winner and shouts ‘BINGO’.
Feedback
Elicit any interesting information from the group, e.g. ‘Maria’s been teaching for 15 years!’
2 Course overview and lead-in

Stage aims
To familiarise participants with the English in the Subject Classroom course structure and objectives.
20 mins
Procedure
●●
Participants work individually, using the scale to rate their ability in using English. They then compare
in groups of three.
●●
Brief feedback (whole group). What do participants feel most/least confident about?
●●
Participants work in groups of three to discuss the questions. Tell participants that they will refer back
to this at the end of the course to assess if their hopes have been met.
●●
Present the course overview.
Feedback
Highlight the link between the workshops and participants’ needs/hopes for the course.
3

3 Classroom objects
Stage aims
To introduce and practise vocabulary for common classroom objects.
20 mins
Procedure
●●
Section a. Participants work in pairs to match the vocabulary to the classroom objects.
●●
Go through answers with the whole group. Drill pronunciation.
●●
Participants work in pairs to discuss which objects they have in their own classrooms. Are there any
other objects they have in their classrooms which are not mentioned?
●●
Section b. Play the recording. Participants listen to identify which objects are mentioned and then
compare answers in pairs. Play the recording again if necessary.
Feedback
Check answers (whole group): blackboard, board rubber, chalk, chairs, benches, desk,
notebook, textbook.
4 Classroom language
Stage aims
To introduce useful classroom language expressions.
20 mins
Procedure
●●
Section a. Give participants two minutes to read through the dialogue.
●●
Play the recording. Participants listen to complete the gaps and then compare answers in pairs.
Play the recording again if necessary.
●●
Go through the answers with the whole group.
Audio script and answers
Teacher OK class. This is a blackboard and to clean the blackboard we use this – a board rubber.
Learner Can you speak more slowly, please?
Teacher Of course. (More slowly.) This is a blackboard and to clean the blackboard we use this –
a board rubber.
Learner I don’t understand.

Teacher OK, don’t worry. I’ll explain again. This is called a blackboard. OK?
Learner OK.
Teacher Now it’s dirty so we want to clean it, like this, we use a board rubber. This is a board rubber.
OK? What’s this?
Learner A board rubber.
Teacher And what do we do with a board rubber? Do we use it to write on the board or to clean
the board?
Learner To clean the board.
Teacher That’s right. Now, what’s this?
Learner Chalk.
Teacher Yes, good. And what you are sitting on?
Learner Chairs.
Teacher Yes, you are sitting on chairs. But in some rooms you have benches. In Year One, for example,
there are benches.
Learner How do you say ‘ benches’ in Spanish?
Teacher ‘Los bancos’. And what about the books on the desk? What do we call these in English?
Does anyone know? (Silence.) This is a notebook for you to use and this is our textbook.
Learner Can you repeat that, please?
Teacher Yes, of course. This is your notebook where you write things down and do your homework.
This is your textbook which we use in class.
Learner What does ‘ homework’ mean?
Teacher (Laughs.) Homework is the school work that you do at home to practise what we do
in the class.
Learner Can you explain that again, please?
Teacher Yes. Homework is what you do after school. You do it at home. Then you can show me what
you learned in the lesson. So, where do you do your homework? At home or in class?
Learner At home.
Teacher And do you use your textbook at home?
Learner No.
Teacher Good, what do you use at home?
Learner Notebook.
Teacher Excellent. Now … (fade out)
●●
Write the phrases on a classroom poster and put it on the training room wall for participants to refer to
for the remainder of the course.
●●
Drill the phrases for pronunciation.
●●
Demonstrate the next activity with a strong participant. Ensure participants understand the aim of the
activity (to practise using the phrases on the poster).
5

●●
Section b. Put participants into groups of three. Hand out a different piece of subject information to
each group.
●●
Participants take turns to read their information. The others practise using the phrases to check
vocabulary and understanding.
Feedback
Brief discussion (whole group). Are the phrases useful? Could they teach them to their own students to
use in class?
5 Starting and finishing lessons

Stage aims
To introduce phrases for teachers to use at different stages of a lesson.
25 mins
Procedure
●●
Section a. Participants work in pairs to match the verbs to the nouns. (Answers: Revise a lesson; Greet
a learner; Take the register; Set homework; Say goodbye.)
●●
Section b. Participants work individually to complete the questionnaire and then they compare
in small groups.
●●
Brief feedback (whole group). How similar are their answers? Does it depend on the age or subject?
●●
Section c. Participants work in pairs to match the phrases with the functions.
Feedback
Check answers (whole group). Drill for pronunciation.
1. Today we’re going to learn about rivers. Saying what the lesson is about
2. See you next lesson. Bye. Saying goodbye
3. Let’s take the register now. Taking the register
4. What did you like about the lesson? Asking what they liked about the lesson
5. OK, let’s begin the lesson. Beginning the lesson
6. What did we do last lesson? Revising the last lesson
7. What did you do at the weekend? Discussing a topic such as the weekend
8. Let’s do a short game before we finish the lesson. Doing a game at the end
9. Good morning/afternoon/Hello. Greeting the learners
10. For homework I want you to do page 56. Setting homework

6 Starting a lesson
Stage aims
To introduce, practise and personalise phrases for teachers to use at the start of a lesson.
20 mins
Procedure
●●
Give participants two minutes to read through the actions.
●●
Play the recording. Participants listen to identify which actions the teacher does and to number them
in the correct order.
●●
Participants compare answers in pairs. Play the recording again if necessary.
●●
Go through answers with the whole group.
1. Greet the class

2. Ask a learner to open the window
3. Take the register
4. Deal with an interruption
5. Ask a learner why he/she is late
6. Ask the class to remember the last lesson
7. Tell the class the topic of the lesson
8. Tell the class exactly what they are going to do in the lesson
●●
Participants listen again to write the phrases the teacher uses for each action and then
they compare answers in pairs. Play the recording again if necessary.
●●
Go through answers with the whole group. Drill pronunciation.
1. Good morning everyone

2. Could you open the window, please?
3. Let’s take the register
4. What is it ...?
5. Why are you late?
6. What did we study in the last lesson? Can anyone remember?
7. Today we’re going to study about ...
8. First we’re going to …, then we’re going to … After that we’re going to … and finally we’re going to …
●●
Participants work individually to think of a recent lesson they have taught and prepare the start of it.
They should make notes (not write a script).
●●
In groups of four, participants take turns to practise delivering the start of their lesson.
Feedback
Brief whole-group discussion. Why is it important to have a clear start to a lesson? How does it help
learners? Can participants establish a routine of starting lessons in English?
7

7 Finishing a lesson
Stage aims
To introduce, practise and personalise phrases for teachers to use at the end of a lesson.
20 mins
Procedure
●●
Section a. Books closed. Participants listen to the recording of the end of a lesson in order to identify
what the subject is. (Answer: Maths.)
●●
Give participants a minute to look at the four different blackboards.
●●
Participants listen again to identify which is the correct board. (Answer: b.)
●●
Section b. Give participants two minutes to read through the dialogue.
●●
Play the recording. Participants listen to complete the gaps and then compare answers in pairs.
Play the recording again if necessary.
●●
Go through answers with the whole group. Drill pronunciation of the phrases.
Audio script and answers
Teacher OK class. That’s enough for today. 1Let’s stop there. For homework 2I want you to
finish the exercise you’ve been doing on page 11. OK? Tell me what the homework is.
Learners Finish the exercise.
Teacher Yes, on which page?
Learners 11.
Teacher That’s right. Now, you can put away your books. Just for a minute let’s revise what
we did today. 3What did we do in the lesson today? John, can you remember?
John Yes, we did fractions.
Teacher Yes, good John. What exactly did we did do? Can anyone remember? Mary?
Mary We studied which fractions were the same by drawing circles.
Teacher Yes, very good. Can anyone give me an example of fractions that are the same? Ahmed?
Ahmed One-quarter and two-eighths.
Teacher Yes, excellent. Next 4lesson we’re going to do more work on this and look at decimals
as well. So 5see you next lesson. Bye.

●●
Participants work in pairs to match the phrases with the functions.
Function Phrase
Talking about the next lesson Next lesson we’re going to …

Ending the activity/lesson Let’s stop there.
Reviewing the lesson What did we do in the lesson today?
Saying goodbye See you next lesson. Bye.

Setting homework I want you to …
●●
Participants work individually to think of a recent lesson they have taught and prepare the ending.
They should make notes (not write a script).
●●
In groups of four, participants take turns to practise ending their lesson.
Feedback
Brief whole-group discussion. Why is it important to have a clear end to a lesson? How does it help
learners? Can participants establish a routine of finishing lessons in English?
8 Reflection and review
Stage aims
To review the main points from the workshop, record useful language and set action plan.
10 mins
Procedure
●●
Participants work individually to record useful language from the workshop in their language books
and complete their personal action plan.
Feedback
Round up the workshop (e.g. What did we do today?, etc.) and introduce the topic of the next workshop
(e.g. ‘Next workshop we’re going to look at presenting lesson content’, etc.).
9

Appendix: Subject information slips – Stage 4
Prepare enough copies so each participant has one subject information slip.
Maths: To find out the area of a rectangle, first measure both

the long and the short sides. Then multiply one by the other
and you will have the area in square metres. For example,
if one side is 10 metres and the other is 12 metres, the area
is 120 square metres.
Geography: The equator is an imaginary line around the

Earth. It is a big circle that is the same distance from the
North and South Poles. It goes through a number of countries
including Uganda and Kenya in Africa and Ecuador and Brazil
in South America.
IT: The internet is an electronic communications network that

connects computer networks and organisational computer
facilities around the world.
Science: The Solar System is made up of all the planets that

orbit the Sun. As well as planets, moons, comets, dust and
gas also go round the Sun. The Solar System was created
billions of years ago.

Workshop 2 – Presenting lesson content: Part 1
Overview
Workshop aim To introduce and practise language for highlighting stages and describing processes.

outcomes ●●
use classroom language to present lesson content
●●
use language and other strategies to help learners understand lesson content.
Key learning Learning and listening to lesson content in a second language is challenging and
points learners need continual support.
Key language Functional language for:

and phrases Checking understanding by teachers and learners (revision and extension
from Workshop 1)
OK?
Is that clear?
Do you follow?
Sorry, I don’t understand.
What does it mean?
Can you repeat that for me, please?
Can you explain ..., please?
Presenting a process
First you do .../then you do, next ... /at the same time, finally, etc.
Showing purpose
Infinitive of purpose, e.g. you put up your hand to answer a question.
Emphasising a point
This is an important point/concept.
I want you to remember this.
Vocabulary
For classroom actions, e.g. put up your hand, answer/ask a question, get out/put
away books, etc.
Workshop 2 – Presenting lesson content: Part 1 – Trainer notes © British Council 2014
11


1. Warmer To warm up participants and encourage 10 mins
interaction.
2. Session To introduce workshop structure 10 mins
overview and and aims and get participants focused
lead-in on topic.
3. Checking To introduce useful expressions for 15 mins
understanding teachers and learners to clarify.
4. Body To raise participants' awareness of the 25 mins
language importance of body language to support
understanding.
5. Practise To introduce and practise language 15 mins
describing for highlighting stages of a process.
a process
6. Infinitive of To introduce and practise the infinitive 25 mins
purpose of purpose to explain reasons.
7. Peer-teaching To personalise and practise language 40 mins
of highlighting stages and describing
processes.

and review workshop, record useful language
and set action plan.
Notes This workshop is the first of two that focuses on the language for presenting lesson
content. It is worth clarifying this with participants in case the title is not clear.
For Stage 7 – Peer-teaching participants will need their subject textbooks.
12 Workshop 2 – Presenting lesson content: Part 1 – Trainer notes © British Council 2014

1 Warmer
Stage aims
To warm up participants and encourage interaction.
10 mins
Procedure
●●
Participants stand at the front of the training room.
●●
Explain that one corner of the room is ‘YES’ and another corner is ‘NO’.
●●
Focus participants on the picture (either on the PowerPoint presentation or in the participant books).
●●
Ask the following questions. Participants answer by moving to the ‘YES’ or ‘NO’ corner. After each
question, ask one or two participants to give reasons for their answers. (There is no correct answer.)
Is this a maths lesson?

Is this a primary class?
Is this is the end of a lesson?
Is the teacher presenting lesson content?
Is the teacher talking in English?
Is this a science lesson?
Are the learners enjoying the lesson?
Feedback
Ask participants how they felt about the warmer. Was it fun? Did it get them thinking in English?
Could they do similar warmer activities with their own classes?
2 Session overview and lead-in

Stage aims
To introduce workshop structure and aims and get participants focused on topic.
10 mins
Procedure
●●
Briefly present the session overview.
●●
Participants work in groups of three to discuss the questions.
Feedback
Brief whole-group feedback. What problems can there be presenting lesson content in English?
13

3 Checking understanding
Stage aims
To introduce useful expressions for teachers and learners to clarify.
15 mins
Procedure
●●
Dictate the following questions. Participants write in their workbooks.
a. What does it mean?
b. OK?
c. Is that clear?
d. Do you follow?
e. Can you repeat that for me please?
f. Can you explain ...?
●●
Participants work in pairs to compare what they have written.
●●
Nominate individuals to dictate back to you. Write on board.
●●
Participants work in pairs to identify who says each phrase (teacher, learner or both).
Feedback
Check answers (whole group).
a. What does it mean? B
b. OK? T
c. Is that clear? T
d. Do you follow? T
e. Can you repeat that for me please? B
f. Can you explain ...? B

4 Body language
Stage aims
To raise participants’ awareness of the importance of body language to support understanding.
25 mins
Procedure
●●
Give participants 20 seconds to look at the pictures of the lesson. What is the subject and topic of
the lesson? (Answer: It’s a science lesson about the digestive system.) How do we know? (Answer:
The teacher is using very clear body language to help learners understand the content.)
●●
Participants work in pairs to match the pictures with the language the teacher uses.
●●
1 c. Good morning class.
2–3 h. Today we are going to learn about the first stage of the digestive system
from the mouth to the stomach. The digestive system is an important topic
to understand how the human body works.
4–5 b. First the food is put into the mouth.
6–8 g. Then, the tongue and teeth work together to break up the food. At the same
time, watery liquid called saliva makes the food soft and wet.
9–10 d. Next, the food is swallowed and goes into a tube called the oesophagus.
11 a. Finally, the food goes into the stomach.
12 f. The stomach stirs up the food and more liquids and chemicals help digest it.
The most important point is that the food is already partly digested when it
gets to the stomach.
13–14 e. That’s all we are going to do today. I want you to remember this for next lesson.
●●
Participants work in pairs to complete the table with language from the lesson.
Feedback
Check answers (whole group). Drill language used for pronunciation.
Stages Language used

Say what the Today we are going to learn about …
lesson is about
Describing First, …; Then, …; Next, …; Finally, …

a process
Emphasising The most important point is …
a point
15

5 Practise describing a process

Stage aims
To introduce and practise language for highlighting stages of a process.
15 mins
Procedure
●●
Participants work in pairs to put the process in the correct order (c; b; f; d; g; e; a) then practise
describing the process using the ‘Describing a process’ language from the last stage.
●●
Participants work individually to make notes about the process of making a national dish or drink
from their own country.
●●
Participants work in pairs to practise describing their process.
Feedback
Nominate one or two participants to share their process (whole group).
6 Infinitive of purpose
Stage aims
To introduce and practise the infinitive of purpose to explain reasons.
25 mins
Procedure
●●
Participants work in pairs to match the beginning and end of the sentences.
●●
Learners put their hands up… …when they want to ask a question.
Teachers ask questions… …to check understanding.
Learners put away their books… …at the end of the lesson.
Teachers use body language… …to show what they are talking about.
Teachers use the board… …to write and draw on.
Learners get out their books… …at the beginning of the lesson.

●●
Highlight the infinitive of purpose (‘to’ + infinitive) in three of the sentences to describe the reason
why something happens.
●●
Participants work individually to complete the four sentences. They then compare in pairs.
Feedback
Nominate individual participants to share their answers (whole group).
7 Peer-teaching
Stage aims
To personalise and practise language of highlighting stages and describing processes.
40 mins
Procedure
●●
Participants work in groups of four, if possible with other teachers of the same subject.
●●
Give groups 20 minutes to plan a presentation of a process from their subject. Groups should choose
the topic of the presentation. If they are unable to think of a process here are some possibilities: maths
– How to measure the area of a square; Geography – How rivers flow; science – Life cycle of a plant/
frog/butterfly; IT – How to do an internet search.
●●
Participants work in new groups of four (if possible mix up subject teachers) to take turns teaching
their lesson.
●●
At the end of each mini-lesson, the other participants should complete the observation forms.
●●
Monitor closely and make notes of good language use and common errors.
Feedback
Write examples of good language use and common errors on the board. Go over these (whole group).
Brief whole-group discussion. Were participants pleased with their lessons? Were they able to use English
all of the time?
17


Stage aims
10 mins
Procedure
●●
Participants work individually to record useful language from the workshop in their language books and
complete their personal action plan.
Feedback
Round up the workshop and introduce the topic of the next workshop.

Workshop 3 – Giving instructions
Overview
Workshop aim To introduce and practise language and gestures for common classroom
instructions.

outcomes ●●
use English to give clear classroom instructions
●●
identify what makes instructions clear and understandable
●●
use gestures and other strategies to help convey instructions.
Key learning Giving instructions in English provides learners with an opportunity to practise
points and improve their listening skills.
Repetition of instructions helps learners acquire new vocabulary and phrases.
Effective instructions are simple and brief.
Gestures and other strategies help clarify instructions and may avoid the need
to use L1.
Key language and Giving instructions:

phrases Imperative forms, often with please – Stand up, please. Close the door, please.
Polite instruction forms – Can you open your books, please? Could you stand up,
please? Prepositions of place: in, on, next to, near, at the front of, at the back of.
Vocabulary:
Revision and extension of classroom objects (including some for maths, geography,
IT and science) – desk, chair, bin, board, floor, window, ruler, graph, map, pencil,
screen, keyboard, test tube, jar.
Classroom actions (verbs and phrases) – face the front, face the back, clean the
board, touch the floor, open the window, empty the bin.
Workshop 3 – Giving instructions – Trainer notes © British Council 2014

19


interaction.
2. Session To introduce workshop structure and 10 mins
overview and aims and get participants focused
lead-in on topic.
3. Why should I To raise participants' awareness of the 20 mins
use classroom importance of using English for routine
English? classroom interactions.
4. Prepositions To introduce and practise prepositions 20 mins
of place of place to describe locations of
classroom objects.
5. Listening to To introduce common classroom 30 mins
instructions language phrases in context.
6. Making To practise making instructions clear. 15 mins
instructions
clear
7. Gestures To introduce common gestures to 15 mins
support instructions.
8. Practice To practise classroom language and 20 mins
gestures.
set action plan.
Notes For Stage 3 – Why should I use classroom English? you will need two large
pieces of paper. The reading activities for A and B are at the back of the
participants’ worksheets.
20 Workshop 3 – Giving instructions – Trainer notes © British Council 2014

1 Warmer
Stage aims
10 mins
Procedure
●●
Give participants a number of instructions using classroom objects and verbs, e.g. stand up, sit down,
clean the board, touch the floor, open your book, close your book, put up your hand, walk to the door,
open the window, face the front, face the back, etc.
●●
After five minutes participants continue working in pairs to take turns giving each other instructions.
Feedback
Ask participants how they felt about the warmer. Was it fun? Did it get them thinking in English? Could they
do similar warmer activities with their own classes?
Stage aims
10 mins
Procedure
●●
●●
Feedback
Brief whole-group feedback. What problems do participants have when giving instructions in English?

21

3 Why should I use classroom English?
Stage aims
To raise participants’ awareness of the importance of using English for routine classroom interactions.
20 mins
Procedure
●●
Divide participants into two groups (A and B) and give each group a piece of large paper. One group
thinks of the advantages of giving instructions in English and the other group the disadvantages.
●●
After five minutes, swap the pieces of paper and ask the groups to read and add to the lists.
●●
Display both lists so all participants can see all the comments.
●●
Focus participants on the appropriate texts: ‘Why should I use classroom English? ’ (This text is adapted
from Gardner & Gardner, Classroom English, pp. 6–7, Oxford Basics).
●●
Participants read ONLY their text and in groups identify the advantages of using classroom English
(according to the text).
●●
Pair up As and Bs to tell each other about the advantages they read about.
Feedback
Go through the answers and compare with the advantages written up earlier.
Text A Text B
Helps to maintain ‘English-speaking atmosphere’. Learners realise they can understand English.
Helps learners focus on English. Gives learners a feeling of success.
Learners have to listen carefully. Improves learners’ confidence.
Keeps learners thinking in English. Increases your confidence as a teacher.
Helps active learning. Makes you feel satisfied.
Saves time.
Brief whole-group discussion. Do participants still feel there are disadvantages?

4 Prepositions of place
Stage aims
To introduce and practise prepositions of place to describe locations of classroom objects.
20 mins
Procedure
●●
Participants work in pairs to label as many objects in the picture as they can (e.g. window, door, desk,
chair, bin, blackboard, floor, textbooks, piece of paper).
●●
Using the picture on the PowerPoint presentation or in the participant workbook, introduce/revise
prepositions of place (e.g. ‘the textbooks are on the desk’, ‘the rubbish is in the bin’, ‘the teacher’s desk
is at the front of the class’, etc.).
●●
Highlight and practise pronunciation features such as linking and weak forms
(e.g. ‘next to’ /ˈnekstə/).
●●
Participants answer the questions on their worksheets.
●●
Put participants into pairs to ask and answer questions about the location of the objects, e.g.
Where’s the door?
It’s at the back of the classroom.
●●
For further practice pairs give each other instructions on where to put their own objects, e.g. Put your
pencil on the floor. Put your worksheets next to the pencil, etc.
Feedback
Whole group. Nominate four or five individual participants to ask questions to the whole group about the
training room, e.g. Where is the trainer? etc.
5 Listening to instructions
Stage aims
To introduce common classroom language phrases in context.
30 mins
Procedure
●●
Section a. Focus participants on the two questions and play the recording.
What part of the lesson is it? (Answer: start of the lesson.)
What subject is it? (Answer: probably science, the teacher mentions an experiment.)
●●
Play the recording again. Participants note down, or draw, how the classroom is different at the end
of the teacher’s instructions.
●●
Participants compare answers in pairs before checking the answers (whole group).

23

●●
Section b. Participants work in pairs to fill in the gaps in the audio script with the verbs from the box
then listen again to check answers.
●●
Participants highlight the three different ways of giving instructions: the imperative, e.g. ‘stop talking
and listen’, ‘Can you ... please’, e.g. ‘can you close the window, please?’ and ‘Could you ... please?’,
e.g. ‘could you clean the board, please?’.
●●
Put these expressions on the board. Drill for pronunciation, highlighting the weak forms of ‘could’
(/kʊd/) and ‘can’ (/kən/).
●●
Section c. Participants work individually to write down five different instructions. As feedback,
take a few suggestions.
●●
Check participants know the words in the table. Put them into pairs that teach the same subjects
and ask them to write two more instructions using these objects.
Feedback
Nominate one or two participants to share their instructions with the whole group.
6 Making instructions clear
Stage aims
To practise making instructions clear.
15 mins
Procedure
●●
Brainstorm with participants what makes an instruction clear, e.g. brevity, only containing relevant
words, use of gestures, accompanied by written instructions, repeated, staged, specific, checked by
teacher, etc. Write ideas on the board.
●●
Participants work in pairs to make the instructions clearer.
●●
Feedback: take suggestions and discuss how they made instructions clearer, e.g. ‘Work in groups. Talk
about last lesson’ and how they could be checked, e.g. ‘Do you work on your own or in groups?’, etc.
●●
Participants work in pairs to write instructions for the different situations. Do the first one together
on the board as an example.
Feedback and suggested answers

1. Open your books, page 50. Do exercise 5.
2. A, go and work with R.
3. Work in pairs. Discuss these three questions.
4. Read the information and answer the questions below.
5. Stand up. Ask questions about last lesson to two people.

7 Gestures
Stage aims
To introduce common gestures to support instructions.
15 mins
Procedure
●●
Refer back to the list of what makes instructions clear on the board and highlight the use of gestures.
Demonstrate a gesture, e.g. hand cupped to ear, and elicit from participants ‘ listen’. Ask them which
gestures they use with learners. Ask them to demonstrate them, without saying what they mean.
The other participants guess what the gestures mean.
●●
Ask participants what the advantages are of using gestures in the classroom. Write these ideas on the
board. The key idea is that gestures help support comprehension of instructions, but avoid translation.
●●
Participants work in pairs to match the gestures with the meanings.
(Answers: 1. g; 2. a; 3. d; 4. e; 5. b; 6. f; 7. c)
●●
Participants take turns to choose and mime a gesture from the worksheet – their partner guesses
the instruction.
●●
In the same pairs, participants plan gestures for one of any of the instructions in Stage 6.
●●
Nominate pairs to demonstrate their gestures to the rest of the group, who have to guess and say
the full instruction out loud.
Feedback
Brief whole-group discussion. How do participants feel about using gestures? Can they use gestures with
English in their own classes to help their students?

25

8 Practice
Stage aims
To practise classroom language and gestures.
20 mins
Procedure
●●
Divide participants into two groups, A and B, and within each group divide participants into pairs.
●●
Focus them on the appropriate activity. The activities are for maths and science but are very basic
and suitable for use by all teachers.
●●
Using the information in the worksheets, pairs plan and rehearse the instructions for the activity.
●●
Put each A pair with a B pair. The pairs take turns to give their instructions to each other.
●●
After their ‘lesson’, the groups of four discuss the clarity of the instructions and how they could
be improved.
●●
Monitor and make notes of any instructions which are not short, clear and simple. Also note good
instructions and use of gestures.
Feedback
Write examples of good and bad instructions on the board. Ask participants to identify what is good
about the clear instructions and to improve the bad ones.
Stage aims
10 mins
Procedure
●●
Feedback

Workshop 4 – Asking questions
Overview
Workshop aim To introduce and practise the language of asking questions to encourage learner
participation.

outcomes ●●
use elicitation techniques in English so learners can contribute their ideas and
share what they already know
●●
check, revise and deepen learner understanding using a range of questioning
techniques
●●
involve learners more proactively through effective elicitation and questioning.
Key learning Elicitation techniques and effective questioning help to engage learners
points meaningfully.
It is important to use questions that develop deeper understanding, reasoning skills
and creativity.
Key language A range of open and closed questions.

and phrases ‘Or’ questions, e.g. Does it live on land or sea?
Yes/no questions, e.g. Does it live in the sea? Yes, it does./No, it doesn’t.
‘Wh’ questions, e.g. What does it eat?, When does it sleep?, Why does it ...?,
Where does it hunt?, How does it give birth?, How many ...?
Nominating a learner to answer
e.g. Mercy, do you know?
Moving to another learner
e.g. Does anyone else know? Is that right, John?
Eliciting from quieter classes
e.g. Check with your partner; Somebody from this group, please.
Vocabulary: mixed-subject generic words, e.g. file, folder, keyboard, monitor,
volcano, internet, triangle, mammal, whale, leaf, planet, cell phone, land, sea.
Workshop 4 – Asking questions – Trainer notes © British Council 2014

27


1. Warmer To warm participants up and encourage 10 mins
interaction.
overview aims and get participants focused
and lead-in on topic.
3. Advice when To review/introduce good practice 10 mins
eliciting for eliciting.
4. Reasons To raise participants' awareness of 15 mins
for asking the purpose of different questions.
questions
5. Listening and To introduce and practise the language 30 mins
practice: for closed questions.
closed
questions
6. Listening and To introduce and practise the language 20 mins

practice: open for open questions.
questions
7. Recent and To personalise the language of open and 25 mins
future lessons closed questions.
8. Quiet classes To introduce expressions for encouraging 20 mins
quieter classes to participate.
Notes Participants will need their subject textbooks for Stage 7 – Recent and
future lessons.
28 Workshop 4 – Asking questions – Trainer notes © British Council 2014

1 Warmer
Stage aims
10 mins
Procedure
●●
Divide participants into two teams (Team A and Team B).
●●
Each team nominates a leader.
●●
The leader sits with his/her back to the board (so he/she can’t see it).
●●
Write a word or short expression on the board – use language from the course so far in order to review
it (e.g. table, learner, sit down, instructions, etc.).
●●
The other team members MUST NOT say the word. They try to get their leader to say it by describing it,
giving an opposite, using gestures, etc.
●●
The first leader to say the correct word wins one point for their team.
●●
Change leaders regularly so that each team member has a go at being leader.
Feedback
Ask participants how they felt about the warmer. Was it fun? Did it get them thinking in English? Could they
do similar warmer activities with their own classes?

Stage aims
10 mins
Procedure
●●
●●
If necessary explain ‘eliciting’ (getting information from learners by asking questions rather than
giving information).
●●
Feedback
Brief whole-group feedback. How often do participants use eliciting? Do they do this in English?

29

3 Advice when eliciting

Stage aims
To review/introduce good practice for eliciting.
10 mins
Procedure
●●
Participants work in pairs to identify the two pieces of advice which are not good.
Feedback
Check answers (whole group). (Answers: 3 and 6 are not good pieces of advice.) Brief whole-group
discussion on reasons why they are bad.
4 Reasons for asking questions

Stage aims
To raise participants’ awareness of the purpose of different questions.
15 mins
Procedure
●●
Participants work individually to look quickly through the dialogue in their worksheets and choose
the highlighted question that elicits from learners what they already know about the lesson’s topic.
●●
Participants check with a partner then whole group. (Answer: What do you know about this?)
●●
Explain that we also use questions in teaching for a variety of other reasons. Ask participants
for some suggestions. Show them the reasons under the dialogue in their worksheets.
●●
Pre-teach difficult words from the script (e.g. typewriter, store, organise).
●●
Participants read the dialogue in full and match the other highlighted questions to the reason
for asking them.
●●
Participants check with a partner then whole group. Answers:
1. Checking understanding. Is that a file or a folder?
2. Deepening understanding. What do you think about this?
3. Asking one learner to evaluate what another learner has said. Is that right, Sunny?
4. Revising what has been taught. Is this a typewriter?
Feedback
Briefly highlight the difference between closed questions, (e.g. 1, 3 and 4), which have short right/
wrong answers, and open questions, (e.g. 2), which elicit a range of longer responses. Tell participants
they will look at both types of questions in the following stages.

5 Listening and practice: closed questions

Stage aims
To introduce and practise the language for closed questions.
30 mins
Procedure
●●
Section a. Check understanding of the words ‘whale’ and ‘mammal’.
●●
Participants work in pairs to guess the questions for the answers.
●●
Participants listen for the questions and check in pairs.
●●
Check the questions and highlight the grammatical features (Verb-Subject order; 3rd person singular
conjugation on auxiliary verb ‘is’/’does’ and NOT the full verb, e.g. ‘Does it live in the sea?’ NOT ‘Does
it lives in the sea?’).
●●
Section b. Go through the example (whole group).
●●
Participants work in pairs to indicate the intonation patterns before listening again to check.
●●
Check answers (whole group):
 
1. 1. Is it big or small?
 
2. Is it a fish or a mammal?

3. Does it live in the sea?

4. Does it live on land?
●●
Model and drill the questions, focusing on intonation.
●●
Participants practise the dialogue in pairs.
●●
Section c. Participants work in pairs to identify the words from the box that are relevant to their
subjects and then write as many ‘OR’ and ‘yes/no’ questions as they can think of for each word.
Monitor this activity, encouraging participants to say the questions with clear stress and intonation.
Feedback
Nominate some participants to ask their questions to the group.

31

6 Listening and practice: open questions

Stage aims
To introduce and practise the language for open questions.
20 mins
Procedure
●●
Section a. Elicit from participants what they know about the people of the Amazon rainforest.
●●
Participants listen to a geography lesson on this topic. As they listen they should choose the pictures
they think the teacher shows to the class.
●●
Participants check in pairs. Play the recording again if necessary. (Answers: a, b, d and e.)
●●
Section b. Participants fill in the question words then compare in pairs before listening again to check.
Answers:
1. Where do they live?
2. Why do they live in open houses?
3. What do they eat?
4. When do they go to school?
5. How do they travel?
●●
Go over the question forms, highlighting the difference in meaning between the question words as well
as grammatical and pronunciation features (falling intonation).

Where do they live?
●●
Drill all the questions, focusing on falling intonation.
●●
Participants stand up in two straight lines facing each other and ask the person facing them questions
using ‘where?’ (e.g. Where do you live? Where do you work? etc.).
●●
After a minute, participants in one line move one person on. Participants now ask their new partner
questions about eating (e.g. Where do you eat?, When do you eat?, What do you eat? etc.).
●●
Continue with all the question words (where, when, why, how, what), and topics (e.g. school, travel, food,
houses, etc.). Monitor participants, carefully noting down good questions and areas to improve.
Feedback
Go through what you noted down (whole group), highlighting good questions and correcting errors.

7 Recent and future lessons

Stage aims
To personalise the language of open and closed questions.
25 mins
Procedure
●●
Participants think of a recent lesson they have done. Elicit questions they could ask to revise this
lesson. Take one or two examples. Elicit what future lessons they are going to do. Take examples
of how they could check understanding of what is going to be taught.
●●
Participants work in subject pairs to choose one or two recent lessons and one or two future lessons
from their textbooks and think of questions they could ask to revise the lesson or check understanding.
Feedback
Elicit a few example questions (whole group). Ask participants if they will now use some of these
questions with their classes.
8 Quiet classes
Stage aims
To introduce expressions for encouraging quieter classes to participate.
20 mins
Procedure
●●
Brief whole-group discussion. Have participants got any quiet classes? Do they sometimes try to elicit
but the learners stay silent? (This can be very common in certain cultural contexts.)
●●
Participants work in pairs to re-order the phrases.
●●
Answers:
1. Somebody from this group, please.
2. Hands up if you know the answer.
3. Check with your partner.
4. Compare in your groups.
5. Who would like to tell me?
●●
Drill the phrases.
Feedback
Brief whole-group discussion. How can these phrases help eliciting with quieter classes? (They can give
learners more time to think. Allowing learners to compare or check with each other before interacting
with the whole group is less intimidating and takes the pressure off any individual student.)

33


Stage aims
10 mins
Procedure
●●
Feedback

Overview
Workshop aim To introduce and practise language for describing consequences of actions in new
lesson content.

outcomes ●●
use language of describing consequences of actions to present lesson content
more effectively
●●
help learners follow presentations by checking understanding and clearly
signposting transitions in lessons.
Key learning Complex presentations are more easily understood when broken down into
points smaller stages.
Understanding of lesson content is better checked during a presentation than
at the end.
Key language Functional language for beginning and ending a lesson (revision from Starting
and phrases and finishing a lesson).
Today we’re going to ..., then, next, finally, etc.
Checking understanding (revision and extension from Presenting lesson

content 1).
Do you follow? Is that clear?
Emphasising a point (revision and extension from Presenting lesson content 1).
This is an important point. Don’t forget this.
Expressing conditions (zero conditional)

If you heat water, it boils.
If you add two and two, you get four.
Signalling the start or end of a phase of a lesson

OK that’s the end of …; Right, let’s move on to …
Vocabulary:
Subject-specific verbs
Maths: add to, multiply by, divide by, subtract from, get
IT: press, click on, turn on, work, see
Geography: rain, shine, rise, grow, flood
Science: heat, burn, mix, freeze, melt
35


interaction.
lead-in on topic.
3. Listening: To introduce language for describing 30 mins
experiments experiments.
4. Conditionals To introduce zero conditional to explain 25 mins

consequences of actions.
5. Moving on To introduce language for transitioning 15 mins
between phases.
6. Microteaching To personalise and practise the language 50 mins

of describing consequences for
presenting lesson content.
Notes Participants will need their subject textbooks for Stage 6 – Microteaching.

1 Warmer
Stage aims
10 mins
Procedure
●●
Teach/revise the following expressions: ‘I want you to remember this’ (from Workshop 2 –
Presenting lesson content: Part 1); ‘Don’t forget this’.
●●
Participants stand in a circle and take turns to say something about themselves that is important
and they want people to remember, e.g. their name, their birthday, what they like, etc. They should
also emphasise the point, e.g. ‘My birthday is 28th September. Don’t forget this.’
●●
When they have all said something, nominate one participant to repeat the information about the
group, e.g. ‘Her birthday is 28th September, his name is Raff ’, etc. If they forget anything then the
person concerned should repeat the information and emphasise it again. Nominate a different
participant to try to remember all the information.
Feedback

Stage aims
10 mins
Procedure
●●
●●
Feedback
Brief whole-group feedback. How do participants feel about their textbooks? Do they ever need
to adapt them?
37

3 Listening: experiments
Stage aims
To introduce language for describing experiments.
30 mins
Procedure
●●
Section a. Participants match the words to the pictures before comparing with a partner.
●●
a. Add
b. Sink
c. Drop
d. Float
e. Stir
f. Pour
●●
Participants use the words to complete the gaps before comparing with a partner.
●●
1. The egg floats in the salty liquid.
2. The egg sinks in the clear water.
3. You drop an egg into a glass.
4. You pour water into a glass.
5. You stir the water with a tablespoon.
6. You add salt to the water.
●●
Section b. Participants put the pictures in the correct order and then listen to check.
●●
Check answers (whole group). (Answers: 5; 3; 4; 1; 6; 2)
●●
Section c. Participants listen again and complete the gaps in the audio script before comparing
with a partner.
●●
Teacher Today 1we’re going to learn about a very simple experiment to teach you some facts about
liquids and what affects their density. When we say density for liquids, we are talking about
how thick or heavy a liquid is.
If you drop an egg into a normal glass of water, it sinks. But what happens if you add salt?
Now, 2first I am going tell you what you need for the experiment. 3Then I’m going to
tell you how to conduct the experiment. Finally, I’ll tell you what happens and why.
4
OK, so let’s start with what you need. You need two eggs, water, salt, a tablespoon and
two tall drinking glasses. Right, let’s move on to the instructions. First, you pour the water
into the glasses until they’re nearly full. Then, in one of the glasses you add lots of salt.
About six tablespoonfuls. A tablespoon is a big spoon, OK? 5So, what do we add?
Learners Salt.
Teacher Good. 6How much salt?

Learners Six big spoons.
Teacher OK. So, stir it very well then we have one glass with normal water and one glass with salty
water. Next, very carefully, drop one egg into the glass with normal water. Watch what
happens. Does the egg sink or float?
Learners Sinks.
Teacher That’s right. Finally, drop an egg in the glass of salty water. 7Watch what happens.
Does the egg sink or float?
Learners Floats. Why?
Teacher It floats on the salty water because the salty water is denser or heavier than the normal water.
8
This is an important point. Don’t forget this. If you add salt to water, the water becomes
denser. If you drop an egg into this salty water, it floats. 9Is that clear? Shall I repeat it? OK,
that’s the end of my description. Now ...
Feedback
Elicit how the teacher checks the learners’ understanding of the information (by asking questions,
e.g. ‘What do we add?’ etc. during the presentation – not just at the end). Why is this a good way
of checking understanding? (Because learners need to demonstrate that they have understood.)
4 Conditionals
Stage aims
To introduce zero conditional to explain consequences of actions.
25 mins
Procedure
●●
Refer back to the audio script in Stage 3. Elicit examples of conditional sentences. (If you add salt
to water, the water becomes denser; If you drop an egg into this salty water, it floats.)
●●
Highlight the use (general statements which are always true), grammar (if + Present Simple + Present
Simple) and name of this structure (The Zero Conditional).
●●
Drill the sentences.
●●
Participants work in same subject groups of four to write six sentences using the words.
●●
Monitor and check for correct use and grammar.
Feedback
Nominate groups to share some of the conditional sentences they have written.
39

5 Moving on
Stage aims
To introduce language for transitioning between phases.
15 mins
Procedure
●●
Participants work in pairs to identify the three phrases.
●●
Beginning a stage So let’s start with …
Changing a stage Let’s move on to …
Ending a stage That’s the end of my description.
●●
Drill the phrases.
Feedback
Brief whole-group discussion. Why is it important to use phrases like this? How do they help learners keep
up with the lesson?
6 Microteaching
Stage aims
To personalise and practise the language of describing consequences for presenting lesson content.
50 mins
Procedure
●●
Participants work in same-subject pairs to plan a future presentation of content they will teach.
●●
Refer participants to the previous stages to help prepare and make notes. Allow 20 minutes for
the preparation.
●●
Participants work in groups of four from different subjects and take turns to deliver their presentation.
●●
Monitor making notes of good language use and common errors.
Feedback
Go through the examples of good language use and common errors (whole group).


Stage aims
10 mins
Procedure
●●
Feedback
41

Workshop 6 – Classroom management
Overview
Workshop aim To introduce and practise the language of getting attention and organising pairs
and groups in order to manage the classroom.

outcomes ●●
say the rules of the classroom in English and give instructions to learners
to follow them
●●
use English to draw and keep attention, manage time, tasks and pair and
group work
●●
plan how to use pair and group work effectively with their classes.
Key learning Working in pairs or groups enriches learning and makes lessons more interesting.
points Classroom management involves the organisation of learners and tasks
in a structured manner.
Key language Functional language for expressing rules:
and phrases You should/shouldn’t; you must/mustn’t.
Imperatives for giving commands (revision and extension from
‘Giving instructions’):
e.g. tidy up your desk, clean the board, don’t make a noise, etc.
Functional language for forming pairs or groups:
I want you to work in pairs/threes/groups of …
Can you get into groups of …
Getting/keeping attention:
Pay attention.
I want you to listen carefully for …
Drawing attention to the board/an object/a person, etc.
Look at …
Talking to individuals/small groups:
Can I see your book/your work? Let me have a look at …
Managing time:
You have ten minutes to do this exercise.
You have five minutes left.
You should be on number three by now.
Vocabulary:
Classroom furniture (revision and extension from ‘Introductory workshop’
and ‘Giving instructions’), e.g. board, aisle, desk, chair, door, window, cupboard,
shelf, etc.
Classroom verbs (revision and extension from other workshops), e.g. look at,
turn around, face, work with, touch, stand up, sit down, etc.
Prepositions of place (revision and extension from ‘Giving instructions’),
e.g. next to, under, on, in, at the front of, at the back of, near, behind, in front of.
Prepositions for working in groups, e.g. work with the person next to/in front of/
behind/opposite you/in the front row/in the back row/at the end of the row.
42 Workshop 6 – Classroom management – Trainer notes © British Council 2014


interaction.
lead-in on topic.
3. The rules To review/introduce vocabulary 15 mins
of your to describe classroom rules.
classroom
4. Managing the To introduce and practise the imperative 20 mins
rules in your for giving classroom instructions.
classroom
5. Putting To introduce and practise the language 20 mins
learners into of organising pairs and groups.
pairs and
groups
6. Planning for To practise planning pair and group 25 mins

pairs and work stages.
groups
7. A maths To review/introduce the language 20 mins

lesson of classroom management.
8. Planning To practise the language of classroom 20 mins
lessons management.
9. Reflection and To review the main points from the 10 mins
review workshop, record useful language
Notes For Stage 6 and Stage 8, participants will need their textbooks.
For Stage 7 you will need to photocopy the sentences and cut them up for
each group of three. If this is not possible, participants can re-order the lesson
in their workbooks.
Workshop 6 – Classroom management – Trainer notes © British Council 2014

43

1 Warmer
Stage aims
10 mins
Procedure
●●
Play the game ‘Simon says’. You are ‘Simon’ (you can change the name to a common name in the
participants’ culture).
●●
Give instructions to the whole group, e.g. ‘stand up’, ‘sit down’, etc.
●●
If you say ‘Simon says’ before the instruction, participants should do it. If you don’t say ‘Simon says’
then they should not follow the instruction.
●●
Alternate instructions at random, with and without ‘Simon says’.
●●
Use classroom furniture and verbs by giving instructions such as ‘touch the desk’, ‘ look at the board’,
‘talk to the person next to you’, ‘stand next to the door/cupboard’, ‘ face the wall’, etc.
●●
When participants are familiar with the game and most of the vocabulary, nominate individuals to play
the trainer role and give instructions.
Feedback

Stage aims
10 mins
Procedure
●●
●●
Participants work in groups of three to draw and describe their classroom then discuss the questions.
Feedback
Brief whole-group feedback. Do participants have similar classroom layouts? Can they change the layout
of their classrooms easily? If so, do they ever do this?

3 The rules of your classroom

Stage aims
To review/introduce vocabulary to describe classroom rules.
15 mins
Procedure
●●
Ask the participants how they manage their classrooms. Are they strict or relaxed with their learners?
●●
Participants work in pairs to decide if the behaviour is good or bad and complete the table.
●●
Check answers (whole group). (Participants may disagree on some of them, so explore the
circumstances under which the behaviour might be good or bad, e.g. leaving the room without asking
may be bad, but good if the learner asks permission.)
●●
Write these sentences on the board: You should speak English. – You shouldn’t make a lot of noise.
– You must arrive on time. – You mustn’t shout in class. Highlight the difference between ‘must’
and ‘should’.
In the context of classroom rules, ‘must’ and ‘should’ are both used to express regulations
and obligations. ‘Must’ is stronger than ‘should’ and implies more serious consequences
if the regulation is not followed.
●●
Drill the sentences, focusing on the pronunciation of ‘should’ /∫ʊd/, ‘shouldn’t’ /'∫ʊdənt/ and ‘mustn’t’
/'mʌsənt/.
●●
Practise the pronunciation of ‘must’, focusing on linking with following vowel sounds and elision when
followed by consonant sounds, contrasting:
You must arrive on time /'mʌstə'raɪv/
You must do your homework /'mʌs'du:/
Feedback
Brief whole group-discussion. Do participants have classroom rules? What are their rules? Elicit one or
two rules from them and write them on the board.
4 Managing the rules in your classroom

Stage aims
To introduce and practise the imperative for giving classroom instructions.
20 mins
Procedure
●●
Participants work individually to write the rules they have for their classrooms on the left-hand side
of the table, using must/mustn’t/should/shouldn’t.
●●
Participants work in groups of three to compare the rules.
●●
Take feedback from the whole group on similarities and differences. Was there any difference between
the subjects or between primary and secondary?

45

●●
Elicit what participants say in English when a learner makes a lot of noise. Accept correct
sentences and write them on the board. ‘Please don’t make that noise’ is the example in the
table in their worksheets.
●●
Participants work individually to write instructions for their other rules. Monitor and assist
where necessary.
●●
Participants stand up and mingle, taking turns to say one of their rules; their partner must say the
corresponding instruction. When they complete their turns they move on to find another partner.
Feedback
Nominate two or three participants to say their rules and elicit the instructions (whole group).
5 Putting learners into pairs and groups

Stage aims
To introduce and practise the language of organising pairs and groups.
20 mins
Procedure
●●
Participants stand and go into an empty space in the room (or outside). They should walk around until
you tell them to get into groups of three, four, five, six, etc. Or you might tell them to get into pairs. They
should try to form these groups as quickly as possible. Anyone who is not in the correct size group will
be eliminated. Then they walk around once more until you tell them to get into another group. You
continue until all but two participants are eliminated.
●●
As you play the game ensure you use the following language: ‘I want you to work in pairs/threes/groups
of …’; ‘Can you get into groups of …’
●●
After the first game, nominate one participant to be the ‘trainer’ and play it again.
●●
Elicit the phrases used in the game. Drill the phrases.
●●
Section a. Participants work individually to answer the questions and then practise asking questions
in pairs, e.g. ‘Where is X sitting?’
●●
Nominate two or three participants to ask questions and elicit answers from the whole group.
●●
Section b. Participants work in pairs to refer back to their classroom drawings and discuss the
questions about suitable classroom layout for group work.
●●
Rearrange the room so that it is similar to one participant’s classroom, if possible, or ask participants
to stand in an open space and form a similar layout. Give participants some instructions to follow for
forming pairs/groups, e.g. Can you get into a pair with the person next to you? Front row, can you turn
around and work with the person behind you? X, Y and Z, can you get into a group please? etc.
●●
When you have done a few examples, encourage participants to give instructions to the whole group
themselves, or break the group up into two smaller groups to provide more opportunity for practice.
Feedback
Brief whole-group discussion. Why is it important to use phrases like this? How can establishing routines
(always using the same expressions) help learners understand classroom instructions in English?

6 Planning for pairs and groups

Stage aims
To practise planning pair and group work stages.
25 mins
Procedure
●●
Participants work in same-subject pairs to arrange the stages of the lesson (this is only one model for
a lesson – participants may use different models).
●●
Feedback: check the stages of the lesson (whole group). This is one possible order:
Objectives – clear statements of what the teacher wishes the learners to learn in that lesson,
which are told to the learners.
Warm-up or introductory activities – activities linked to previously taught materials, games, etc.
to introduce a new topic, reinforcing or eliciting previous knowledge.
Lesson presentation – the concepts and information to be taught in the lesson (lesson content).
Learner activities – any activities/tasks that are learner-centred or apply learning from the material
in the lesson presentation.
Conclusion – a summary of the lesson – discussion of whether the objectives have been achieved.
●●
Participants work in the same pairs to choose a topic from their subject or a lesson from their
textbooks. They should briefly plan the stages of one lesson (with timings), including pair and group
work where appropriate. Tell them to leave plenty of space between the stages as they will return to
this plan later.
Feedback
Elicit the stages of the lesson most likely to have pair and group work. Does it vary between subjects?
How will they manage the pair/group work?

47

7 A maths lesson
Stage aims
To review/introduce the language of classroom management.
25 mins
Procedure
●●
Section a. Pre-teach height, age, average and graph.
●●
Participants work in groups of three to re-order the lesson. Hand out one set of cut-ups to each group.
●●
Participants listen to the recording to check their answers. Play the recording as many times
as is necessary.
●●
Check answers (whole group) (a; e; g; b; i; d; h; j; f; k; c).
●●
Section b. Participants work in the same groups to complete the table using phrases from the lesson.
●●
Function Language the teacher uses

Getting everyone’s attention ‘OK, stop talking everyone and pay attention.’
Drawing attention to the board ‘So look at the board …’
Keeping everyone’s attention ‘I want you to listen carefully for a few minutes.’
Managing time ‘You have 20 minutes to do this exercise’ and ‘You have five
minutes left now …’
Talking to individuals or groups ‘Right, you four …’
●●
Drill the expressions.
Feedback
Brief whole-group discussion. Discuss and compare how they get the class’s attention, e.g. clapping,
teacher puts up his/her hand and learners follow, shouting, ringing bell, etc.

8 Planning lessons
Stage aims
To practise the language of classroom management.
20 mins
Procedure
●●
Participants work in the same pairs as for Stage 6 and refer to the lesson plan they started.
●●
They now add phrases they could use to manage the class for each stage, e.g. start the class,
draw and keep attention, say what the lesson will be about, form pairs or groups, managing time,
talking to individuals/groups, ending the task, etc. Encourage them to use language from other
workshops as well.
●●
Mix up pairs so participants work with a new partner. Participants take turns to go through
their lesson using the classroom language as if their partner were ‘the class’.
●●
At the end, encourage pairs to give each other feedback on the clarity of the language.
Feedback
Brief whole-group discussion. How did participants feel doing the activity? How easy or difficult was it?
Could they plan their lessons and the language they will use in a similar way?

Stage aims
10 mins
Procedure
●●
Feedback

49

Workshop 7 – Encouraging and correcting learners
Overview
Workshop aim To introduce and practise the language of encouraging and correcting learners.

outcomes ●●
give praise, correct and encourage learners in English
●●
identify when and how to correct learners effectively
●●
use a range of correction techniques.
Key learning Errors are a natural part of the learning process and can be seen as ‘learning steps’.
points Teachers need to create a ‘safe’ learning environment which encourages
learners to try.
Learners should be involved in the correction process so that they feel they are
in charge of their own learning.
Key language Functional language for:

and phrases Praising and acknowledging what a learner says
Excellent; Good; Exactly; OK; Yes, well done.
Correcting learners
No, that’s not right; Nearly; That’s partly right; One small mistake; Try again.
Encouraging learners (to continue)

Come on; Can you help him/her?; Does anyone else know?; Let me give you a clue;
Yes, go on.
Vocabulary:
Verbs to do with correction and other classroom activities, e.g. correct, check,
support, encourage, praise, tell off, mark, help, to make a mistake/error.
50 Workshop 7 – Encouraging and correcting learners – Trainer notes © British Council 2014


interaction.
3. Listening To introduce the language of 30 mins
encouraging and correcting learners.
4. Practice To practise the language for 15 mins
encouraging encouraging learners.
learners
5. Practice To practise the language for 25 mins
correcting correcting learners.
learners
6. When do To review/raise participants' awareness 25 mins
we correct of factors affecting error correction.
errors?
7. Delayed error To introduce and practise the language 20 mins
correction for delayed error correction.
Notes For Stage 1 participants are divided into groups of six. Each group will need
a set of cards with one of these expressions on each: ‘Excellent’, ‘Good’, ‘Nearly’,
‘That’s partly right’, ‘One small mistake’, and ‘No, that’s not right, try again’.
Workshop 7 – Encouraging and correcting learners – Trainer notes © British Council 2014
51

1 Warmer
Stage aims
10 mins
Procedure
●●
Participants work in groups of six. Hand out one set of cards to each group. Participants take one card
each and arrange themselves in a line or continuum from most positive teacher praise to least positive.
●●
Check each group has the correct order (‘Excellent’; ‘Good’; ‘Nearly’; ‘That’s partly right’; ‘One small
mistake’; ‘No, that’s not right, try again’).
●●
●●
Play the role of a learner and say a sentence with or without an error. In the same groups, participants
decide on the correct teacher response from the cards. Then, when you indicate, the participant in the
group with the card should shout it out.
●●
Use all or some of the following sentences. How participants respond can vary but there are some
suggestions in brackets after each sentence.
Trees are green. (That’s partly true – also brown and other colours.)
Computers need electricity to work. (That’s true – Note: the battery is also electricity.)
17 plus 15 is 31. (Nearly – the answer is 32.)
Three planets are the Earth, the Moon and Mars. (Partly true/One small mistake – the moon
is not a planet.)
Water boils at 50 degrees centigrade. (No, that’s not right, try again – water boils at
100 degrees centigrade.)
There are ten millimetres in a centimetre. (Good/Excellent)
3 times 12 is 36. (Good/Excellent)
Barack Obama is the president of the United States. (As appropriate.)
China, Japan, Germany, Vietnam and Thailand are all countries in Asia. (Nearly/One small
mistake – Germany is in Europe.)
A square has four sides. (Good)
‘Google’ is an internet search engine. (Excellent)
The Earth goes round the Moon. (No, that’s not right, try again – the Moon goes round the Earth.)
The flag of our country is red, blue and green. (As appropriate.)
You hear with your ears, see with your eyes, smell with your nose, taste with your lips and
touch with your fingers. (Almost/One small mistake – you taste with your tongue.)
●●
Participants think of two statements similar to the ones you read out. When they are ready, they mingle,
saying their sentences to each other and eliciting a response.
Feedback
Refer participants to their workbooks where they will find a record of the expressions used in the warmer.


Stage aims
15 mins
Procedure
●●
●●
Participants work in groups to categorise the verbs and expressions done by the teacher, the learners,
or both.
●●
Check answers (whole group). (Suggested answers – By the teacher: tell off, praise, encourage.
By learners: make a mistake/error. By both: help, correct, mark, check.)
●●
Feedback
Brief whole-group feedback. Do participants feel confident correcting learners’ English? When they
correct do they use English or their first language?
3 Listening
Stage aims
To introduce the language of encouraging and correcting learners.
30 mins
Procedure
●●
Section a. Participants listen to five short classroom dialogues and guess the subject for
each dialogue.
●●
Participants compare their answers in pairs before checking (whole group). (Answers: maths, IT, science,
geography and science.) Elicit how they knew, e.g. vocabulary, types of questions, etc.
●●
Section b. Participants listen again to identify the different ways the teacher encourages and corrects
in each of the dialogues. They should write the answers in the table in their worksheets.
●●
Participants compare their answers in pairs before checking (whole group).
1. Maths – teacher gives correct answer.
2. IT – the learner corrects herself (with a clue from the teacher).
3. Science – teacher asks another learner for the correct answer.
4. Geography – the learner corrects herself (with encouragement from the teacher).
5. Science – teacher asks another learner to help the first learner. Learner is then able to give
the correct answer.
53

●●
Section c. Participants work in groups of four to discuss what is good and not so good about
the five different ways of correcting/encouraging.
●●
Check answers (whole group). (Suggested answer – all the dialogues are good examples of
correcting and/or encouraging learners except dialogue 1 where the learner is not given the
chance to self-correct.)
●●
Section d. Participants match the phrases to one of the ways of correcting in Section b.
Feedback
Participants compare their answers in pairs before checking (whole group).
Different ways of correcting or encouraging learners Expressions

Teacher gives correct answer No, that’s not right. The answer is …
Learner corrects him/herself (with a clue from the teacher) No, let me give you a clue.
Teacher asks another learner for the correct answer No, does anyone else know?
Learner corrects him/herself (with encouragement from Come on, try, it’s OK.
the teacher) Yes, go on.
Teacher asks another learner to help the first learner Can anyone help him/her?
4 Practice encouraging learners

Stage aims
To practise the language for encouraging learners.
15 mins
Procedure
●●
Drill the phrases to encourage learners:
Yes … go on.
Let me give you a clue.
Come on, try, it’s OK.
Take your time.
●●
Participants work in pairs to practise the phrases with the ‘Name Game’. Participants take turns to play
the role of the teacher and ask their partner to name as many countries as possible that start with the
letter ‘M’ (Mozambique, Morocco, etc.). The teacher should encourage the learner by using the phrases
to encourage learners. After five minutes change roles and repeat game with the letter ‘A’.
Feedback
Brief discussion (whole group). What motivated the learners to continue trying? As the teacher, what
phrases did participants use to support the learner? Why it is important to encourage learners?

5 Practice correcting learners

Stage aims
To practise the language for correcting learners.
25 mins
Procedure
●●
Participants work in pairs to write four simple maths questions using the vocabulary.
●●
Focus participants on the expressions for correcting learners. Drill the expressions.
●●
Participants work in groups of three (from three different pairs – so they will have 12 questions
between them) to take turns to play the role of the ‘teacher’ and ask their questions to the other two
(the ‘learners’).
●●
The learners should make mistakes or pretend not to know the answer, etc. The teacher then must
practise correcting them, encouraging them, moving to the other learner, helping them, etc.
Feedback
Brief whole-group discussion. How did participants feel as ‘ learners’ to be corrected in this way?
How did the ‘teachers’ feel?
55

6 When do we correct errors?

Stage aims
To review/raise participants’ awareness of factors affecting error correction.
25 mins
Procedure
●●
Note: Ensure participants understand this stage is about correcting learners’ errors in English –
not in the subject content of the lesson.
●●
Participants work individually to highlight their opinion for each statement.
●●
Participants work in groups of four to discuss and compare their answers and give reasons
for their opinions.
Feedback
Brief whole-group discussion. What do they feel? What did their teachers do when they were learners?
What helps most? Does it depend on the subject? What do learners like?
Point out the following:
●●
Errors are a natural part of the learning process.
●●
When learners make mistakes, teachers can take the opportunity to use the reason for those
mistakes to deepen learning.
●●
Encouraging learners to try is motivating, so if they make mistakes they should not be criticised.
●●
The teacher should encourage learners to learn from their mistakes and help them correct themselves.
●●
Learners’ errors can also provide a rich source of feedback for the teacher – indicating what you
may need to revise and teach differently next time.

7 Delayed error correction

Stage aims
To introduce and practise the language for delayed error correction.
20 mins
Procedure
●●
Section a. Participants work in pairs to correct the errors and then match the error to the type.
●●
Error Type of error
He plays goes swimming every day. Vocabulary
It’s a liquid red red liquid. Word order

They live /li:v/ /lɪv/ in the Amazon. Pronunciation
The average height are is two metres. Grammar
Save the file in a folder. A missing word
●●
Section b. Participants work in pairs to think of expressions in English for the functions.
●●
Elicit some suggestions (whole group).
●●
Participants work individually to read the script from a lesson to find more expressions
for the functions.
●●
Participants compare answers in pairs before checking (whole group).
Introducing an error-correction stage Now let’s look at some language points.
Focusing learners on the board Look at the board.
Eliciting correction What’s the problem here?

What’s wrong with this?
Encouraging learners That’s partly right.

It’s a problem with …
Praising learners Good.

Excellent
●●
Participants work individually to write three examples of errors their learners often make.
●●
Participants work in pairs and take turns to play the role of the teacher showing the learner the errors
and using the expressions to elicit corrections.
Feedback
Brief whole-group discussion. Why is it sometimes a good idea to delay error correction?
(It helps learners stay focused on the task.) Can participants use delayed error correction
with their own learners?
57


Stage aims
10 mins
Procedure
●●
Feedback

Workshop 8 – Using L1 in class
Overview
Workshop aim To introduce and practise the language for encouraging learners to use English
in class, avoid using L1, and change between English and the L1.

outcomes ●●
use English in the classroom to encourage learners to speak English themselves
●●
decide when to use L1 and English effectively in the classroom
●●
use English to switch between L1 and English in the lesson
●●
identify classroom strategies which help learners to understand and use English.
Key learning The more learners hear English, the more confident they will be when using English.
points The teacher and learners need to be clear about how and when they use L1
in the classroom.
It is possible to change between L1 and English in a single lesson, and you can
use English to do this.
Key language Functional language

and phrases To encourage learners to use English in the classroom:
I’ d like you to speak in English.
Try to say it in English.
Tell me in English.
How do you say that in English?
What don’t you understand?
Tell me in your own language.
To allow learners to speak in L1:

You can tell me/discuss this in your own language.
To indicate that you are going to switch languages:

I’m going to say this in your own language.
Language learners can use to gain support in L1:

Can I speak in my own language?
How do I say in English?
What does mean in my own language?
Giving advice:
You should / shouldn’t …
Vocabulary:
IT specific: internet, search, click on, mouse, type, press, enter, screen, website, icon.
Workshop 8 – Using L1 in class – Trainer’s notes © British Council 2014

59


interaction.
on topic.
3. Using English To review/raise participants' awareness 15 mins
and L1: of the factors affecting the use of English
advantages and L1 in the classroom.
4. Changing To introduce the language for changing 15 mins
languages between English and the L1 in class.
5. Listening To consolidate understanding of the 15 mins
language of changing between English
and the L1 in class.
6. Practice To practise the language for changing 20 mins
between English and the L1 in class.
7. Helping To introduce the language for 20 mins
learners to encouraging learners to use English
use English instead of the L1 in class.
8. Teaching the To introduce and practise techniques for 25 mins

meaning of avoiding the use of L1 in class when
vocabulary introducing new vocabulary.
9. Worries and To review/introduce techniques for 10 mins
advice avoiding using L1 in common classroom
situations.
10. Reflection and To review the main points from the 10 mins
review workshop, record useful language and
set action plan.
60 Workshop 8 – Using L1 in class – Trainer’s notes © British Council 2014

1 Warmer
Stage aims
10 mins
Procedure
●●
Participants stand up and form two circles with an equal number in each. One circle should be inside
and facing the outside circle. Each participant should be facing a partner in the other circle.
●●
Write the following question on the board or display it on the PowerPoint presentation for participants
to discuss with their partners: ‘How do you feel using English in these workshops?’
●●
After a minute, the inner circle moves round one person clockwise. The new pairs discuss the
same question.
●●
After another minute, move the inner circle one person clockwise again and write up or display
the new question: ‘When have we used L1 in the workshops?’
●●
Continue in the same way with the following questions:
‘When is it more effective to use L1 with your classes?’
‘Is it easier to use English in some subjects more than others?’
Feedback
Brief whole-group discussion. Elicit responses for the questions discussed. There are no conclusions
at this stage, the idea is to share attitudes and experience.
2 Session overview
Stage aims
10 mins
Procedure
●●

61

3 Using English and L1: advantages

Stage aims
To review/raise participants’ awareness of the factors affecting the use of English and L1 in the classroom.
15 mins
Procedure
●●
Participants work in groups of four to brainstorm a list of advantages of using English and L1 in class.
Feedback
Elicit advantages of using English and L1 in the class from the whole group. Brief whole-group
discussion. Does it depend on the situation? (e.g. a student is feeling ill and needs to explain what is
wrong; participants are giving instructions for a task the students have done many times before; a student
wants to know the meaning of a word in English but the lesson is almost finished and the homework hasn’t
been set yet, etc.)
4 Changing languages
Stage aims
To introduce the language for changing between English and the L1 in class.
15 mins
Procedure
●●
Section a. Participants work in pairs to put the words of the expressions in the correct order.
●●
What does mean in English?
1. I’d like you to speak in English.
2. You can discuss this in your own language.
3. Tell me in English.
4. Try to say it in English.
5. What don’t you understand? Tell me in your own language.
6. Can I speak in my own language?
7. I’m going to repeat this in your own language.
●●
●●
Section b. Participants work in pairs to complete the table with the expressions.

Feedback
Teacher asking Teacher allowing Teacher switching Learners’ questions

learners to speak the learners to languages
in English speak in L1
I’d like you to speak You can discuss this I’m going to repeat this What does
in English. in your own language. in your own language. mean in English?
Tell me in English. What don’t you Can I speak in my own
Try to say it in English. understand? Tell me language?
in your own language.
5 Listening
Stage aims
To consolidate understanding of the language of changing between English and the L1 in class.
15 mins
Procedure
●●
Check understanding or pre-teach the following IT vocabulary: internet, search, click on, mouse, type,
press, ‘enter’ key, screen, website, icon.
●●
Participants work in pairs to put the computer screenshots in the correct order before listening
to check and comparing in pairs.
●●
Play the recording once or twice. Participants check the order in pairs before checking with the
whole group. (Answers: e, b, d, c, a.)
●●
Participants listen to the recording again and tick the phrases from Section 4b they hear.
Feedback
Participants check in pairs before checking with the whole group. (Answer: all the phrases are used.)

63

6 Practice
Stage aims
To practise the language for changing between English and the L1 in class.
20 mins
Procedure
●●
Participants work in groups of three and take turns playing the role of the teacher for the three
different simulations.
●●
Encourage participants playing the role of learners to use L1, so the ‘teacher’ has many opportunities
to practise the expressions.
●●
Allow five minutes for each simulation.
●●
Monitor and note down examples of good language use and common errors.
Feedback
Go through the examples of good language use and common errors (whole group). Brief whole-group
discussion. How did the participants feel during the simulation? Do they face similar situations when
teaching their real groups of learners? Will they be able to use these expressions in their classes?
7 Helping learners to use English

Stage aims
To introduce the language for encouraging learners to use English instead of the L1 in class.
20 mins
Procedure
●●
Section a. Briefly go over the information on recasting in the participants’ workbooks or on the
PowerPoint presentation.
●●
Participants listen again to the recording to identify the two examples of recasting. Check answers
(whole group). (Answers: ‘OK, you don’t understand what you have to do.’; ‘Ah, you want to know how
much a bicycle costs.’)
●●
Section b. Participants work in pairs to match the teacher’s responses to what the learners have said
in their L1. Emphasise that the learners are speaking in L1 but this has been translated into English.

Feedback
Learner speaking L1 Teacher’s response
1. Teacher, finished teacher. d. Good, check your answers with Aslan.
2. Can I work with Tomoko? g. Yes, you can work together.
3. What does ‘experiment’ mean? b. What does experiment mean? It’s …
4. That’s what I said. h. Is it? I didn’t hear you.
5. I need the toilet. c. OK, you can go but come back quickly.
6. Look at my work. i. OK, I’ll look at it in a minute.
7. I haven’t got my pencil. f. It’s OK, you can use this one.
8. I know the answer in Spanish. a. OK, but tell me in English.
9. It’s an aeroplane, look! e. Yes, it’s an aeroplane. Now let’s continue

with our work.
8 Teaching the meaning of vocabulary

Stage aims
To introduce and practise techniques for avoiding the use of L1 in class when introducing new vocabulary.
25 mins
Procedure
●●
Elicit techniques to avoid using L1 when presenting new vocabulary to learners. Write up participants’
contributions on the board to refer to during the stage.
●●
Section a. Participants read the text on brown bears and work in pairs to highlight the words they
would teach to their classes. Get feedback (whole group). (There is no ‘right’ answer, but generally
teachers will want to teach new vocabulary which is necessary to understand the whole text.)
●●
Section b. Participants work in pairs to match the vocabulary with the way its meaning is explained
and discuss the questions.
●●

65

Valley /ˈvæli:/ n the land lying Using a definition from a

between two hills or learner English-English
mountains. dictionary.
Female The opposite of male Using an antonym

(man/boy). (opposite).
Hibernate Animals do this in winter Using a description.
to stay warm.
Bear Using a picture.
Mountain Using a picture.
Meadow Using a picture.
Heartbeat Teacher beats hand Using a gesture.

on heart.
Feedback
Elicit responses from the discussion questions (whole group). Can participants use all of the techniques
to help their learners and avoid using L1 in class?

9 Worries and advice

Stage aims
To review/introduce techniques for avoiding using L1 in common classroom situations.
10 mins
Procedure
●●
Go through the first ‘worry’ as an example. Review/teach ‘You should/shouldn’t’ for advice,
e.g. ‘You should keep a bilingual dictionary with you and use it when you need to.’
●●
Participants work in groups to discuss the ‘worries’ and write short pieces of advice for each.
There is space for participants to add any of their own worries which are not already included.
Feedback
Elicit responses (whole group) and lead brief discussion.

Stage aims
10 mins
Procedure
●●
Feedback

67

Workshop 9 – Pronunciation
Overview
Workshop aim To introduce and practise techniques to help learners with different features of
pronunciation.

outcomes ●●
identify the main features of English pronunciation
●●
use classroom language more effectively by focusing on their pronunciation
●●
improve their own pronunciation by using a range of strategies
●●
help learners with pronunciation where appropriate.
Key learning Pronunciation is important because poor pronunciation can block communication.
points Sounds, stress (word and sentence), intonation and rhythm are key features of
English pronunciation.
Subject teachers need some strategies for recognising and correcting poor
pronunciation.
Key language Vocabulary:

and phrases Pronunciation, consonant, vowel, syllable, stress, intonation, rhythm, weak.
Subject specific words
Maths – protractor, set square, compass, calculator.
Geography – compass, thermometer, atlas, globe.
Science – test tube, burner, liquid, chemical.
IT – cable, plug, adaptor, software.
68 Workshop 9 – Pronunciation – Trainer’s notes © British Council 2014


interaction.
3. Sounds To introduce and practise minimal 30 mins
pairs activities to help learners with
difficult sounds.
4. Word stress To introduce and practise techniques for 15 mins

helping learners with word stress.
5. Using To practise using dictionaries to identify 20 mins
dictionaries the pronunciation of difficult words.
6. Sentence To introduce and practise techniques for 20 mins
stress helping learners with sentence stress.
7. Intonation To introduce and practise techniques for 20 mins
helping learners with intonation.
8. Rhythm To introduce and practise techniques for 15 mins

helping learners with rhythm.
set action plan.
Notes This workshop is mostly spent on helping participants with their own pronunciation.
For Stage 5 you will need at least one dictionary for each pair of participants. The
dictionaries can be monolingual or bilingual, but they must show word stress and
IPA symbols.
Workshop 9 – Pronunciation – Trainer’s notes © British Council 2014

69

1 Warmer
Stage aims
10 mins
Procedure
●●
Participants work in pairs to play ‘Rhyming Tennis’.
●●
Participant A says a word.
●●
Participant B says another word that rhymes (sounds the same) and then says a new word with a
different sound.
●●
Participant A says a word that rhymes with the new word.
●●
Continue until one of the players cannot think of a rhyming word.
For example:
A: Boat.
B: Coat. Seat.
A: Meet. Road.
B: (can’t think of one)
‘A’ wins a point.
Feedback
Brief whole-group discussion. Which participant scored the most points? What did participants think about
the warmer? Could they do something similar with their own learners?
Stage aims
10 mins
Procedure
●●
●●
Feedback
Brief whole-group feedback. Is it necessary to sound exactly like a native speaker? Is it realistic to aim for
this? Introduce the concept of ‘intelligibility’ – the ability to be understood. This is what we are aiming for.

3 Sounds
Stage aims
To introduce and practise minimal pairs activities to help learners with difficult sounds.
30 mins
Procedure
●●
Section a. Read out the words at random. Participants respond by saying the corresponding number,
1 or 2, e.g. ‘duck’ – 2; ‘bet’ – 1; ‘day’ – 1, etc.
●●
Participants work in pairs to continue the activity, taking turns to play the role of the teacher.
●●
Section b. Participants work in pairs to refer to the phonemic chart and write in the sound being
practised in each minimal pair.
Answers:
1 2
/i:/ sheep ship /ɪ/
/θ/ three tree /t/
/æ/ cat cut /ʌ/

/e/ bet bat /æ/
/s/ Sue zoo /z/
/f/ fast vast /v/
/p/ poor bore /b/
/ɑ:/ dark duck /ʌ/
/ʤ/ joke choke /ʧ/
/eɪ/ day die /aɪ/
●●
●●
Section c. Participants work in groups of four to identify the sounds their own learners find difficult.
●●
In the same groups, participants create minimal pairs to help practise the difficult sounds.
Feedback
Nominate one group to share their minimal pairs by writing them on the board and conducting the
activity as in Section a again. Repeat with another group.

71

4 Word stress
Stage aims
To introduce and practise techniques for helping learners with word stress.
15 mins
Procedure
●●
Go through two examples with the whole group (Argentina – column f; Brazil – column b).
●●
Participants work in pairs to put the countries into the correct column.
●●
Answers:
a. ●● b. ●● c. ●●  d. ●   e. ●●   f.  ●● 

China Brazil Sri Lanka Italy Bulgaria Argentina
Egypt Peru Rwanda Swaziland Colombia Madagascar
Russia Nepal Uganda Germany Cambodia
Japan Malaysia India
Switzerland
Portugal
Feedback
Elicit other ways participants can indicate word stress (big and small squares or other shapes,
underlining stressed syllables, using open and closed hand gestures, writing capital letters for
stressed syllables, etc.).
5 Using dictionaries
Stage aims
To practise using dictionaries to identify the pronunciation of difficult words.
20 mins
Procedure
●●
Go through the first word as an example (whole group). Look up the word ‘enough’ in the dictionary
and write the pronunciation on the board, indicating sounds and word stress (Answer: /əˈnʌf/).
●●
Participants work in pairs to look up the other words and write the pronunciation.
●●

Answers:
Word Pronunciation
enough /əˈnʌf/
category /ˈkætəˌgrɪ/
increase (verb) /ɪnˈkri:s/
increase (noun) /ˈɪnkri:s/
queue /kju:/
●●
Participants work in same-subject pairs to continue with words from their subject.
Feedback
Brief whole-group discussion. Can participants use dictionaries to help them when preparing lessons?
How about during class? Can participants teach their learners how to use dictionaries to help with
pronunciation?
6 Sentence stress
Stage aims
To introduce and practise techniques for helping learners with sentence stress.
20 mins
Procedure
●●
Go through the first example (whole group). Model the sentence, adding extra stress and emphasis
on ‘Mark’.
●●
Drill all the sentences to highlight the moving sentence stress.
●●
Participants work in pairs to write possible sentences that were said before each sentence.
Feedback
Elicit possible answers from the whole group.
Possible answers:
1. I don’t think Mark was teaching science in English yesterday.
2. Was Mark studying science in English yesterday?
3. What was Mark teaching in English yesterday?
4. Was Mark teaching science in French yesterday?
5. When was Mark teaching science in English?

73

7 Intonation
Stage aims
To introduce and practise techniques for helping learners with intonation.
20 mins
Procedure
●●
Section a. Drill the sentences, highlighting the rising and falling intonation patterns.
●●
Play the memory game (whole group). Nominate individual participants to continue the list
with different objects they need for a geography lesson. Ensure participants use the correct
intonation pattern.
●●
Continue until the list is too long to remember and start again with objects for a maths lesson,
science lesson, IT lesson, etc.
●●
Section b. Participants work in pairs to match the questions with the correct intonation pattern.
●●
Check answers (whole group) and drill the questions, highlighting the intonation pattern. These are
the four intonation patterns used in English.
Answers:
What’s the capital of France?  Fall Fall–
It’s Madrid, isn’t it?  Rise
Really?! (surprised)  Rise–Fall
Is it Paris?  Rise
Feedback
Brief whole-group discussion. Why is intonation important for learners? (It helps give extra meaning to
what we say and shows the attitude of the speaker. Without using correct intonation we can sound
boring and difficult to understand.)

8 Rhythm
Stage aims
To introduce and practise techniques for helping learners with rhythm.
15 mins
Procedure
●●
Section a. Participants work in pairs to count the number of syllables in the sentences. Check (whole
group). (Answers: there are 14 syllables in sentence A and four syllables in sentence B.)
●●
Go through the information (whole group).
English is NOT a syllable-timed language. The number of syllables is NOT important.
English is a stress-timed language. The number of content words is important.
Content words carry meaning, e.g. nouns, names, numbers, full verbs, adjectives, adverbs, etc.
Function words have little meaning and are mainly used to form grammatical sentences, e.g. articles,
prepositions, auxiliary verbs, etc.
●●
Participants highlight the content words in the sentences. Go through the answers (whole group).
Answers:
A: There’s a pen on the book in the middle of the table.
B: One, two, three, four.
●●
There are four content words in each sentence so the time to say them should be the same.
●●
Drill sentence B, beating out the regular rhythm by clapping your hands. Repeat the sentence
continuously with the participants.
●●
Participants continue repeating sentence B and clapping the rhythm while you change and say
sentence A. Ensure that you and the participants start and finish the sentences at the same time.
Continue repeating the sentences like this three or four times.
●●
Drill sentence B, highlighting the rhythm. If participants need additional help, try back-chaining
(beginning the drill from the end).
For example:
Table.
Middle of the table.
Book in the middle of the table.
There’s a pen on the book in the middle of the table.
●●
Section b. Participants work in pairs to write a sentence they might use in their own class and highlight
the content words, e.g. IT: ‘Click on the icon on the left of the screen’; maths: ‘Multiply the diameter by pi
to find the circumference’, etc.
●●
Participants practise repeating the sentence until they can produce it with accurate rhythm.
Feedback
Nominate three or four pairs to share their sentence (whole group). Brief whole-group discussion. Why is
rhythm important? (If learners can produce accurate rhythm, they are more likely to have better listening
skills and understand English when spoken by native speakers.)

75

Stage aims
10 mins
Procedure
●●
Participants work individually to record useful language from the workshop in their language books and
complete their personal action plan.
Feedback

Workshop 10 – Developing confidence
Overview
Workshop aim To review language exponents from the Teaching English for the Subject Classroom
course and introduce and practise the language of pausing to think.

outcomes ●●
define and describe the factors which influence professional confidence
●●
identify where they lack confidence and use some confidence-building
strategies
●●
link lesson planning techniques to confidence building
●●
use classroom language in English to cover a range of activities in a lesson.
Key learning Teachers, like other professionals, employ specific strategies to feel more confident
points when in the classroom.
Teachers usually develop confidence through:
Professionalism – having a good knowledge of our subject.
Preparation – knowing what we are going to do in the classroom and how we are
going to do it.
Practice – rehearsing before going into the classroom.
Key language Revision of functional language and vocabulary from CLEMI course
and phrases Buying time to think/working things out/thinking aloud
Just/wait a minute.
Let me see/think.
I’ ll come back to that.
Workshop 10 – Developing confidence – Trainer’s notes © British Council 2014

77


interaction.
lead-in on topic.
3. Advice for To introduce factors which can influence 20 mins
nervous teachers' confidence.
teachers
4. Topic analysis To practise the process of preparing 15 mins

language needs based on a lesson topic.
5. Time to think To introduce and practise the language 10 mins

of pausing to think.
6. Listening To review lesson stages. 15 mins

7. Planning To practise planning lesson stages and 15 mins
interaction patterns.
8. Listening to To review various language exponents 15 mins
language from CLEMI course.
9. Planning to To practise planning specific language 10 mins
be confident for a lesson.
10. Peer support To practise delivering a lesson in English 20 mins
using exponents from the CLEMI course.
set action plan.
Notes For Stage 1 – Warmer, you will need one set of cut-ups from the Appendix for
each group of four.
The full audio script for the ‘Listening’ is in the back of the participants’ worksheets
and the trainer’s notes.
For Stage 7 – Planning, participants will need their subject textbooks.
78 Workshop 10 – Developing confidence – Trainer’s notes © British Council 2014

1 Warmer
Stage aims
10 mins
Procedure
●●
Participants work in groups of four. Hand out one set of cut-ups (together, face down) to each group.
●●
One participant takes a card but DOES NOT show it to anyone else in the group. He/she describes the
word or phrase on the card.
●●
The first group member to say the correct word/phrase keeps the card and takes the next turn.
●●
The player with the most cards at the end of the game is the winner.
Feedback
Who was the winner in each group? What did participants think of the review game? Can they use a
similar game with their own learners to review new language?

Stage aims
10 mins
Procedure
●●
●●
Feedback
Brief whole-group feedback. What things make participants feel confident? (E.g. familiarity with the topic,
learners, learning environment, etc.)

79

3 Advice for nervous teachers

Stage aims
To introduce factors which can influence teachers’ confidence.
20 mins
Procedure
●●
Section a. Participants read the email and make notes of advice they would give to the teacher.
●●
Elicit two or three examples from the group.
●●
Section b. Participants read the readers’ responses and note the advice before comparing in pairs.
Feedback
Go through the answers (whole group).
Answers:
1. Be well prepared.
2. Focus on learners and their needs.
3. Anticipate.
4. Prepare the first ten minutes of the lesson in detail.
5. Video or tape yourself or practise in front of a mirror.
6. Build confidence in things which interest you.
7. Eat before teaching (small meal).
8. Don’t tell anyone you are nervous.
Brief whole-group discussion. Was the advice from the readers similar to the participants’ advice?

4 Topic analysis
Stage aims
To practise the process of preparing language needs based on a lesson topic.
15 mins
Procedure
●●
Remind participants that professionalism leads to confidence and that an important part of
professionalism is a good knowledge of your subject, especially of the topic you are going to teach.
●●
Participants look at the topic analysis example for a science lesson. Briefly discuss each section,
explaining its purpose. Use one or two examples only: you don’t need to go through everything.
●●
Participants work in same-subject pairs to identify a topic that they both teach, and a year or
level. They should use their textbooks to brainstorm the topic and fill out the topic analysis form
in their worksheets.
Feedback
Brief whole-group discussion. How useful did participants find the topic analysis form? Is there anything
they need to add? Or change? Does it fit all subjects?
5 Time to think
Stage aims
To introduce and practise the language of pausing to think.
10 mins
Procedure
●●
Refer back to the topic analysis box about learners’ problems. Ask participants what they do when
a learner asks them a question to which they don’t immediately know the answer. Take suggestions.
●●
Write up the following phrases on the board or display in PowerPoint:
Let me see
Let me think
Wait a minute
Just a minute
I’ ll come back to that (later, tomorrow, next lesson)
●●
Highlight the difference in meaning and use and drill the phrases.

81

●●
Ask participants some of the questions below (or you can make up your own), encouraging them to use
the new phrases:
What is 120 x 155?
What is the second largest city in the UK?
What is 12 x 8?
What is the capital of Ethiopia?
What is the longest river in the world?
Can you tell me the names of three programs you might have on a computer?
●●
Participants continue the practice activity in pairs, making up their own questions.
Feedback
Brief whole-group discussion. How do participants feel about saying these phrases to learners,
particularly ‘I’ ll come back to that tomorrow’? Highlight the fact that it is OK not to know the answer to
every question. However, it is important to find out the answer and get back to the learner at the
promised time. Highlight the fact that using these phrases can help with confidence as they give
teachers time to think.
6 Listening
Stage aims
To review lesson stages.
15 mins
Procedure
●●
Section a. Participants listen to a science teacher giving a lesson on living things and the seven life
processes (from the example topic analysis in Stage 4). Before listening, focus participants on the
objects in their worksheets and elicit suggestions about how these might be related to the lesson.
Play the recording – participants check if they were right and then compare answers in pairs.
●●
Section b. Participants listen again to complete the ‘Stage’ and ‘Activity’ columns in the table.
Use the example to clarify the task.
●●
Participants compare answers in pairs before checking (whole group).
Answers
Stage and activity Aim
1. Revision T checks learning from the last lesson. To evaluate learning

from last lesson.
2. Objectives T starts the lesson. To tell learners what

T explains the objectives of the lesson. they are going to do.
3. Finding out what T asks learners to write down some life processes
learners know in their notebooks.
To elicit what learners
T asks questions, encourages and corrects to find
already know.
out what learners know.
T emphasises a point.

Stage and activity Aim
4. Teacher T tells the class about reproduction, excretion and

presentation sensitivity. To present lesson
T checks understanding. content.
T signals move to next stage.
5. Pair work T gives instructions for learners to look at pictures

and discuss in pairs if things are living, used to
be alive or are non-living.
To apply learning.
T manages time.
T checks learners’ work, asks and answers
questions.
6. Plenary T gets learners’ attention. To check and deepen

T checks learners’ work. understanding.
T gives instructions for learners to record the To record lesson
seven processes. content.
7. Finishing the T gives instructions for homework. To set homework.

lesson
●●
Participants work in pairs to write the aim of each stage in the table. Check (whole group).
Feedback
Brief whole-group discussion. What do participants think of the lesson structure? Is it similar to what
they would do?
7 Planning
Stage aims
To practise planning lesson stages and interaction patterns.
15 mins
Procedure
●●
Participants work in the same subject pairs as for Stage 4 and use their textbooks to complete the first
four columns in the table. They should not fill in the fifth column yet.
●●
Monitor and help pairs.
Feedback
Brief whole-group discussion. Have all pairs included stages for revision, setting objectives, presenting
new content, practising, etc.?

83

8 Listening to language
Stage aims
To review various language exponents from Teaching English for the Subject Classroom course.
15 mins
Procedure
●●
Participants listen again to complete the language the teacher uses for the different stages before
comparing in pairs. It may be necessary to play the recording a number of times.
Feedback
Participants check their answers by comparing with the audio script at the back of their workbooks.
9 Planning to be confident
Stage aims
To practise planning specific language for a lesson.
10 mins
Procedure
●●
Remind participants of this comment from a Brazilian teacher in ‘Advice for nervous teachers’:
‘You have to be confident and have a well-prepared lesson. I mean, prepare it in great detail for
the first ten minutes. This will raise your confidence.’
●●
Participants work in the same pairs and return to their lesson plans from Stage 7 to plan what
they will say. Monitor and help as appropriate.
Feedback
Brief whole-group discussion. Do participants feel more confident about teaching the lesson now?

10 Peer support
Stage aims
To practise delivering a lesson in English using exponents from the Teaching English for the Subject
Classroom course.
20 mins
Procedure
●●
Participants work in new pairs to take turns ‘teaching’ their lessons.
●●
After the lesson the ‘learner’ makes notes on the observation form before they change roles.
●●
Participants use their notes to give feedback to each other on their use of classroom English.
Feedback
Brief whole-group discussion. How did it feel to have planned exactly what they were going to say and
do before they taught? What was it like to work in pairs to do this? Would they do this again? How was
their feedback? What did they do well? What do they need to practise more?

Stage aims
10 mins
Procedure
●●
Feedback
Refer back to Workshop 1 Stage 2, in which participants wrote about their hopes for the CLEMI course.
Brief whole-group discussion. Have participants realised their hopes? How do they feel about the course
now it is finished?

85

Audio script for science lesson

Teacher: Good morning class.
Learners: Good morning, Mrs Fletcher.
Teacher: OK, what did we learn about last lesson?
Learner: We learned about taste.
Teacher: Yes. Can you remember what kinds of tastes there are?
Learner: Sweet tastes …
Teacher: Yes, go on.
Learner: Salty tastes.
Teacher: Yes, and have you eaten anything since the last lesson that was salty or sweet?
Learner: Yes, an orange. It was sweet.
Teacher: OK. Good. Let’s begin today’s lesson. Today we’re going to identify and learn about the seven
life processes.
Life processes are activities that all living things do, and eating or nutrition is one of them.
What do you think the others are? Have a think and write down some ideas in your notebooks.
Narrator: Two minutes later.
Teacher: Hands up who knows another of the seven life processes. Simi?
Simi: Breathing.
Teacher: Breathing, yes, even plants can breathe. How do you say that in scientific language?
Learner: Respiration.
Teacher: Yes, good. Does anyone know another one?
Learner: Sleeping?
Teacher: Umm … animals need rest, that’s true, but not plants. That’s a good try. Try again.
Learner: Drinking.
Teacher: That’s partly right. Nutrition includes drinking and eating. Mustafa, can you pay attention
please? And for another one, let me give you a clue. How do you get to school?
Learner: Walking?
Teacher: Yes, but plants don’t walk do they? What do they do?
Learner: They grow?
Teacher: Yes, that’s growth, another process, well done. Going back to walking though, what do plants
do? Remember that experiment we did when we put a plant on the shelf over there? After a
few days what happened?

Learner: It moved its leaves towards the window. Towards the sun.
Teacher: Yes. Don’t forget that. So we’ve had nutrition, respiration, growth and movement. The others
are more difficult: reproduction, excretion and sensitivity. Let me explain them …
Narrator: Five minutes later.
Teacher: Is that clear? Good. OK, moving on to the pictures. Can you look at page 15 of your textbook?
There are eight pictures. Can you group them into living, used to be alive and non-living?
Thinking about the life processes will help you. I want you to work in pairs.
Narrator: Five minutes later.
Teacher: OK, you have five minutes left. Jon and Mustafa, let me have a look at your books. Interesting
– why did you put the banana into the living category?
Jon: Because it’s from a plant.
Teacher: Does it still follow the life processes? Does it move or grow, for example?
Jon: Ummm, no … so it used to be alive?
Teacher: Yes, I think so.
Learner: Miss, what is the light made of?
Teacher: Good question. It’s made of metal. OK class, look at me. Pay attention. Let’s check your work.
Which things are living? Hands up. Mercy?
Mercy: The baby and the goat.
Teacher: Nearly.
Mercy: Oh … and the tree.
Teacher: And which ones used to be alive?
Learner: The cooked chicken, the football and the book.
Teacher: Excellent. Tell me about the book.
Learner: It comes from a tree, from wood.
Learner: Miss, I think the football is non-living.
Teacher: That’s an interesting point. Go on.
Learner: I think it’s made of plastic.
Teacher: That’s right, if it is made of plastic, it is non-living. But it could also be made from an animal’s
skin. What else is non-living?
Learner: The car and the light.
Teacher: Good. Now please write down the seven processes in your notebooks.
Narrator: A few minutes later.
Teacher: For homework I want you to briefly describe each one.

87

Workshop 10: Developing confidence
Appendix: Cut-ups for Stage 1 – Warmer
Prepare one set of cut-ups for each group of four participants.
Desk Window Whiteboard
Can you speak more Let’s take the

Test tube
slowly, please? register.
Stand up Face the front. Keyboard
Nominate Elicit Multiply
Today we’re
Let’s move on. Tidy
going to …
You have five

Pay attention. Work in pairs.
minutes left.
Does anyone
Cupboard Excellent
else know?
Try to say it
Make a mistake. Well done.
in English.
Internet search Globe Intonation
Pronunciation Word stress Thermometer
88 Workshop 10: Developing confidence – Trainer’s notes © British Council 2014

E157 ESC Work shcp All T N v2 incb 89 28/0512014 17 00
E157 ESC Work shcp All T N v2 incb 00 28/0512014 17 00

PEELI Book1 PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

PEELI Book1 PDF

Uploaded by

Copyright:

Available Formats

BRITISH

COUNCIL Punjab Education and English Language Initiative

Teaching English for the Subject Classroom

Learning By the end of this workshop participants will be able to:

Key language Functional classroom language:

Functional language for beginning and ending lessons:

E157 ESC Workshop All TN v2.indb 1 28/05/2014 17:06

Plan summary Stage Aim Timing

7. Finishing To introduce, practise and personalise 20 mins

E157 ESC Workshop All TN v2.indb 2 28/05/2014 17:06

1 Getting to know you/ice-breaker

2 Course overview and lead-in

E157 ESC Workshop All TN v2.indb 3 28/05/2014 17:06

Audio script and answers

Learner Can you speak more slowly, please?

Learner I don’t understand.

E157 ESC Workshop All TN v2.indb 4 28/05/2014 17:06

Learner A board rubber.

Learner To clean the board.

Teacher That’s right. Now, what’s this?

Teacher Yes, good. And what you are sitting on?

Learner How do you say ‘ benches’ in Spanish?

Learner Can you repeat that, please?

Learner What does ‘ homework’ mean?

Learner Can you explain that again, please?

Teacher And do you use your textbook at home?

Teacher Good, what do you use at home?

Teacher Excellent. Now … (fade out)

E157 ESC Workshop All TN v2.indb 5 28/05/2014 17:06

5 Starting and finishing lessons

E157 ESC Workshop All TN v2.indb 6 28/05/2014 17:06

1. Greet the class

1. Good morning everyone

E157 ESC Workshop All TN v2.indb 7 28/05/2014 17:06

Audio script and answers

Learners Finish the exercise.

Teacher Yes, on which page?

John Yes, we did fractions.

Mary We studied which fractions were the same by drawing circles.

Ahmed One-quarter and two-eighths.

E157 ESC Workshop All TN v2.indb 8 28/05/2014 17:06

Talking about the next lesson Next lesson we’re going to …

Reviewing the lesson What did we do in the lesson today?

Saying goodbye See you next lesson. Bye.

8 Reflection and review

E157 ESC Workshop All TN v2.indb 9 28/05/2014 17:06

Appendix: Subject information slips – Stage 4

Maths: To find out the area of a rectangle, first measure both

Geography: The equator is an imaginary line around the

IT: The internet is an electronic communications network that

Science: The Solar System is made up of all the planets that

E157 ESC Workshop All TN v2.indb 10 28/05/2014 17:06

Learning By the end of this workshop participants will be able to:

Key language Functional language for:

E157 ESC Workshop All TN v2.indb 11 28/05/2014 17:06

Plan summary Stage Aim Timing

8. Reflection To review the main points from the 10 mins

E157 ESC Workshop All TN v2.indb 12 28/05/2014 17:06

Is this a maths lesson?

2 Session overview and lead-in

E157 ESC Workshop All TN v2.indb 13 28/05/2014 17:06

E157 ESC Workshop All TN v2.indb 14 28/05/2014 17:06

1 c. Good morning class.