OXFORD UNIVERSITY DEPARTMENT FOR CONTINUING EDUCATION

English Language Teachers Summer Seminar

Week 2: 30 July-3 August 2012

Becoming a Teacher Trainer

Hanna Kryszewska

Description
On this course you will: learn what is takes to be a teacher trainer discover the different paths into teacher training and the different roles teacher trainers may play explore the similarities and differences between teaching and teacher training On this course you will look at what it takes to be a teacher trainer and the different paths you can take to becoming one. Once you are an experienced teacher, one way to move forward professionally is to become a mentor and/or a teacher trainer. Another path is through the world of publishing. Once you start to publish your own materials or work as a publishers representative you are expected to give training sessions of various kinds. There are many similarities between language teaching and teacher training, yet there are many differences. You will explore what skills you already have to be a teacher trainer and which need to be developed. Some of the areas we may look at include helping teachers to grow, fostering growth, using practical psychology, friendly observation and feedback, developing own materials and designing teacher training sessions.

Course Content
Session 1 Monday From teaching to teacher training What skills we have what skills we need to work on The human factor Kinds of teacher trainers Finding your own voice Useful publications: The Teacher Trainer journal How to observe Observing objectively: training sessions Observing lessons and giving feedback introduction Designing feedback forms Role of clear criteria and assessment rules Giving feedback: psychology and teacher training Observing lessons and giving feedback based on DVDs Active listening Seating Body language Mapping out ways for the observed teachers to develop Observation tasks and self observation tasks Mutual supervision Designing input sessions Designing teacher training sessions Types of teacher training sessions Loop input and other models How to research the topic Publications and other resources Finding materials and putting the session together Preparation of presentations

Session 2 Tuesday

Session 3 Wednesday

Session 4 Thursday

Session 5 Friday

Other considerations Presentations and feedback How to look after your own development: SEETA, webinairs, e-learning, etc Publishing your own ideas What projects to get involved in Self-directed growth and plans for the future

Please note: This course schedule is intended to give an overview of the topics to be covered in each session; however, it may be liable to change at the tutors discretion.

Useful reading
Thornbury, Scott. 2006. An A-Z of ELT: A Dictionary of Terms and Concepts. Macmillan. Woodward, Tessa. 2004. Ways of Working with Teachers: Principled Recipes for the Core Task of Teacher Training, Teacher Education and Mentoring. Tessa Woodward Publications. Selected articles from the The Teacher Trainer journal: www.tttjournal.co.uk

Tutor
Hanna Kryszewska is a teacher, teacher trainer, trainer of trainers and mentors, author of resource books and course books and a senior lecturer at the University of Gdask, Poland. She co-wrote: Options for English (PWSiP, 1991); Learner-based Teaching (Oxford University Press, 1992); Reading on Your Own (PWN 1995); Towards Teaching (Heinemann International 1995); Stand-by Book (ed. Seth Lindstromberg; Cambridge University Press, 1996); Observing English Lessons - A Video Teacher Training Course; ForMat Intro, 1, 2 and 3, a course for upper secondary schools (Macmillan Polska, 2001); and Language Activities for Teenagers (ed. Seth Lindstromberg; Cambridge University Press, 2004). A further book, The Company Words Keep, is in preparation. She is a regular presenter at national and international seminars and conferences worldwide. Since February 2006 she has been editor of website magazine Humanising Language Teaching.

November 2011
The information in this document is available in other formats on request

OXFORD UNIVERSITY DEPARTMENT FOR CONTINUING EDUCATION

English Language Teachers Summer Seminar

Week 2: 30 July-3 August 2012

Language Awareness 2: Beyond the Sentence

Jon Hird

Description
On this course you will: develop your language awareness explore ways of exploiting and engaging with texts add to your repertoire of using texts in the classroom In this course, you go beyond the sentence and will be looking at language primarily at text level. You will explore the grammar of texts and examine the features of a text that make it what it is. You will look at the different ways texts can be used in the classroom both as language items in themselves and also as a springboard for other activities. In doing so, you will consider how any published ELT text can be further exploited once the course book activities have been completed. You will also consider the merits of authentic versus adapted texts and explore the processes involved in producing texts for classroom use. Underlying all this is a focus throughout on helping your learners engage with texts. This workshop is for any teacher who uses and/or produces texts as part of their teaching. The workshops Language Awareness 1 and Language Awareness 2 are designed to stand alone. Interested participants may take either or both.

Course content
Session 1 Monday Session 2 Tuesday Session 3 Wednesday Session 4 Thursday Session 5 Friday Choosing and using texts How we can exploit texts and use them as a springboard for language work Authentic versus adapted texts The process adapting text for use in the classroom; comparison of a raw text with its EFL-adapted version Coherence and cohesion 1 The five major types of cohesive device and ideas for teaching them Coherence and cohesion 2 The six major elements of lexical cohesion and ideas for teaching them Genre and text type An overview of some different genres and other text types pertinent to learners

Please note: This course schedule is intended to give an overview of the topics to be covered in each session; however, it may be liable to change at the tutors discretion.

Useful reading
There is no required preparatory reading for this course; however, you may wish to have a look at: Carter, Ron et al. 2007. Working with Texts: A Core Introduction to Language Analysis. Routledge. Thornbury, Scott. 2005. Beyond the Sentence: Introducing Discourse Analysis. Macmillan. Thornbury, Scott. 1997. About Language: Tasks for Teachers of English. Cambridge University Press.

Tutor
Jon Hird is a teacher, teacher trainer and ELT materials writer based in Oxford. He teaches at Oxford University, makes regular teaching visits to Paris and frequently gives teacher-training workshops and presentations both in the UK and overseas. He has also taught in FYR Macedonia. He has written and contributed to a number of ELT publications including grammar reference and practice books, course books, teachers books and other resource material for a number of ELT publishers, including Oxford University Press (OUP) and Macmillan. He is currently writing a book on verbs and tenses for OUP.

November 2011
The information in this document is available in other formats on request

OXFORD UNIVERSITY DEPARTMENT FOR CONTINUING EDUCATION

English Language Teachers Summer Seminar

Week 2: 30 July-3 August 2012

Spontaneous Storytelling for Teachers

Adrian Underhill

Description
On this course you will: develop skill and confidence in speaking spontaneously and engagingly learn how to weave stories out of simple words and simple situations apply spontaneous storytelling to the job of teaching and training In this workshop you will develop skills and confidence in telling spontaneous stories, either directly for language learning, or simply to weave enchantment and joy at any moment and in any lesson. A basic assumption is that no one is not creative, and finding our own creativity is part of the journey towards becoming the best teacher we are able to be. During this workshop you will learn and practise a number of simple techniques that enable you to tell stories engagingly and spontaneously, within your own level of English. Such stories can be traditional or current, what happened last night or the instructions for the next exercise. And stories can be as short as one sentence. The ability to do this can enhance all aspects of your classroom presence, whether telling a ready-made story, making up something completely fresh, growing an improvised class story, or offering a presentation or explanation. Such approaches encourage natural and meaningful speech longer than a sentence, and put natural pleasure into speaking and listening that comes when the both the heart and the feeling of curiosity are engaged. At the same time you will be developing aspects of connected speech and delivery such as timing, use of pause, voice tone and volume, suspense, audience contact. You will find how story unblocks process, changes perspectives, relieves judgments, refreshes passion, awakens the heart, rivets attention! You do not need to know any stories to do this course; indeed it may be better if you dont! Each activity provides its own context, resources and safety net to enable you engage a listener even though you dont know how your story will progress when you start it. Though this course and these activities are for your own pleasure and development, you will find that many can be adapted for use with your classes. We will also explore some writing techniques that support spontaneous story improvisation. By the end of the workshop you will have had a lot of practice at telling stories spontaneously, will have developed some unique stories of your own, and will have devised ways to use this learning to enhance your work.

Course content
Session 1 Monday Introductions and getting started Developing character and plot out of thin air Activities and structures that make spontaneity come easily Creating and exploiting a story atmosphere Letting the story emerge Developing both story and background Working with rhythm, stress and intonation Making story from the smallest event The variables of delivery, voice tone, speed, pause Various writing activities that support storytelling The interconnection between qualities of listening and speaking Talking without notes Collaborative story telling Speaking from the heart, and weaving a spell Ways of getting ideas Spontaneous storytelling for your students Tips and tricks for getting out of a fix Applications across all aspects of ELT, and with all ages Pulling it all together Integrating spontaneous storytelling with your own teaching style

Session 2 Tuesday

Session 3 Wednesday

Session 4 Thursday

Session 5 Friday

Please note: This course schedule is intended to give an overview of the topics to be covered in each session; however, it may be liable to change at the tutors discretion.

Tutor
Adrian Underhill is series editor of the Macmillan Books for Teachers and author of Sound Foundations: (Macmillan, 1994) and its associated phonemic chart. His first book was the original Use your Dictionary, published by Oxford University Press in 1980. He was trainer and director of the International Teacher Training Institute at International House in Hastings until 1999, since when he has worked as an independent ELT consultant with a focus on teacher training, professional and organisational development, and school leadership. Two of his specific specialisations lie in the field of pronunciation teaching and reflective practice for professional learning, which are the themes of his Oxford University summer seminar workshops. He is a past president of the International Association of Teachers of English as a Foreign Language (IATEFL) and initiated the first IATEFL interest group devoted to teacher development. He has been Principal Tutor on the Oxford University English Language Teachers Summer Seminar since 2003.

November 2011
The information in this document is available in other formats on request

OXFORD UNIVERSITY DEPARTMENT FOR CONTINUING EDUCATION

English Language Teachers Summer Seminar

Week 2: 30 July-3 August 2012

Teaching Teenagers: Challenge Accepted!

Edmund Dudley

Description
On this course you will: reflect on the aspects of working with teenagers which can be a challenge for teachers consider practical techniques and classroom tasks for promoting authentic and engaging communication develop strategies for creating a classroom environment that encourages your teenage students and enhances your motivation The course will focus on the challenge of teaching teenagers from a variety of perspectives. One of the key themes will be engagement how you can motivate reluctant students to take part in class, how you can inspire talented teenagers to take their English to new levels, and how you can nurture and sustain our own long-term motivation amid all the stress that the job of teaching entails. You will consider methods for finding out what our students need (and dont need) and strategies for adapting a syllabus so that it meets those needs. You will also examine how our classroom management, interpersonal communication and in-lesson decision-making can affect the willingness of teenagers to get involved in our classes. Throughout the course there will be an emphasis on practical ideas you can use in your own classroom.

Course content
Session 1 Monday Managing teenage groups Handling large classes Dealing with discipline problems Reflecting on our own classroom experiences of working with teens Sharing effective techniques for enhancing the teaching- and learning-environment Motivation and engagement Enhancing the intrinsically-motivating features of classroom tasks Exploring lessons that engage: helping students to feel involved and enabled in the learning process Games and challenges for teenage students Communicating with teenagers The role of language in establishing a rapport with teenagers Developing interpersonal communication- and negotiation-skills Providing feedback Handling open-ended lessons: responding to emerging content; Using technology Developing topics and tasks Examining the potential of task-based learning Personalising course book topics and tasks Beyond the course book: developing original tasks for use in the classroom Strategies for sustaining teacher motivation Identifying strategies for sustaining teacher motivation and sharing experiences and resources Introducing peer observation as a motivational tool Generating ideas for future collaboration and support

Session 2 Tuesday

Session 3 Wednesday

Session 4 Thursday

Session 5 Friday

Please note: This course schedule is intended to give an overview of the topics to be covered in each session; however, it may be liable to change at the tutors discretion.

Useful reading
There is no required preparatory reading for this course; however, you may wish to consult: Drnyei, Zoltn (ed.). 2001. Motivational Strategies in the Language Classroom. Cambridge University Press. Lewis, Gordon. 2007. Teenagers. Oxford University Press. Meddings, Luke and Scott Thornbury. 2009. Teaching Unplugged. Delta Publishing. Scrivener, Jim. 2005. Learning Teaching. Macmillan.

Tutor
Edmund Dudley is a teacher and teacher trainer. Originally from the UK, he is now based in Hungary. He has been teaching English to both young learners and teenagers for 20 years and has also taught university courses on classroom techniques to pre-service trainee teachers. He currently teaches secondary students aged 14-18. Although he can usually be found in his classroom at school, he also works regularly as a freelance teacher trainer on methodological courses and at seminars and conferences around Hungary and further afield. In recent years he has worked with teachers in Estonia, Lithuania, Russia, Serbia, Slovenia, Switzerland, Turkey, Saudi Arabia and Brazil.

November 2011
The information in this document is available in other formats on request

OXFORD UNIVERSITY DEPARTMENT FOR CONTINUING EDUCATION

English Language Teachers Summer Seminar

Week 2: 30 July-3 August 2012

Writing for ELT Publishers

Robert McLarty

Description
On this course you will look at the process publishers use to take an idea and turn it into a published resource. It is an active workshop and you will work collaboratively to develop and produce some publishable material by the end of the week. You will see how ELT materials are developed to provide clear, unambiguous ways of presenting new language and engaging, motivating means of practising language skills. You will get a taster of the creative process used to combine the talents of writer, editor, designer, reviewer and publisher to work together to produce quality materials. This product must be at the right level, achieve the agreed aims, be both innovative and reliable and be engaging for a wide range of users. By the end of the course, you will have produced a unit of a course book which will be ready to publish. You will all collaborate in producing the finished materials. Even if you are not currently planning to write for a publisher, this workshop gives you insights and tools to encourage others and to critique published materials with more rigour. This workshop is useful as general practitioner training, as well as for those thinking about or intending to publish.

Course content
Session 1 Monday Defining user profile Relationship between user and type of material Factors affecting design and layout Getting the level right. Building a book-plan/package outline Skills practice Language input. Exercise and activity types. Sourcing material Research Creating texts Combining exercises for flow Presentation, practice, review Audio and video Scripting authentic dialogues Storyboarding video Practice v testing v teaching Working collaboratively Improving manuscript based on feedback Preparing final documents and running final checks

Session 2 Tuesday

Session 3 Wednesday

Session 4 Thursday

Session 5 Friday

Please note: This course schedule is intended to give an overview of the topics to be covered in each session; however, it may be liable to change at the tutors discretion.

Tutor
Robert McLarty is Publishing Manager for Business English, ESP & EAP at Oxford University Press (OUP). He has run language schools in Paris and Oxford, trained and developed many teachers, co-authored Business Basics, Business Focus and Quick Work (all OUP, 2001-2006) and is currently developing new adult, ESP and EAP courses for publication over the next three years. November 2011
The information in this document is available in other formats on request