Target Audience
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Those teaching advanced students from upper secondary age groups and above. |
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This course is not designed for Primary School teachers. |
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It is essential that you have an advanced level
of English to follow this course. |
Course Summary
This is a primarily a language improvement course which also includes a
methodological element. This course will open your eyes to a wide range of
exciting areas to explore with advanced students. It will provide you with fresh
and motivating activities and strategies to improve both your own and your
students’ English.
Programme of the training activities
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How to create a powerful motivated cohesive study group. You will work on group
forming exercises. |
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Practical classroom applications of the work of Corpus Linguistics (the
differences between authentic English and English that is taught at many schools
and universities) |
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Work on native-speaker errors |
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Having fun with English through language games, humour, poetry etc. |
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Work on your own and the learners feeling for ‘the Spirit of English’ |
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Learning that short, challenging materials can offer a refreshing alternative to
endlessly long reading and listening texts. |
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Language and its relation to culture and identity. |
Description of training content:
Preparation
Each applicant to send in action plan 4 weeks before the course outlining hopes
and objectives for achievement as a result of attending this course.
Objectives
The course aims to provide participants with the skills and the expertise needed
to cater for the needs of students who have a high level of proficiency.
Expected results
As a result of attending this course, the participants will be equipped with a
variety of ideas and frameworks that will enable them to teach advanced students
in a refreshing, more challenging way.
Is this the right course for me?
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Yes, if you want to enjoy a new and exciting journey into the English language. |
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Yes – if you already enjoy teaching advanced students. This course will
encourage you to enjoy it even more! |
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Yes – if teaching advanced students worries or scares you. |
If this is not the right course for you, please consider the following:
Programme of the training activities day by day:
Please note this is an example of a daily programme. Course content may often be
usefully adapted to incorporate the needs of each specific group.
Week 1
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
AM
9.00-10.30 |
Introductions and group bonding. Ice breakers and group formation activities |
Listening exercises based on authentic sources |
Spoken v Written Grammar. An introduction and overview |
Materials adaptation. Focus on advanced examination materials |
Vocabulary. Adapting the Lexical Approach to the needs of advanced learners |
| 11.00-12.30 |
Needs analysis and goal setting |
Grammar, syntax and phonology practice through deconstructing a text |
Writing activities. Learner generated texts |
Vocabulary. Homophones, homographs and homonyms |
Language play v language games. Focus on ambiguity |
PM
14.00-15.30 |
Speaking practice. Language and identity. What makes a language user? Truly
advanced? |
Vocabulary. Collocation and connotation of words which are easily confused |
Phonology. Practising phonemes and features of connected speech |
Speaking and reading. Cooperative text construction activities |
Review of week one, including feedback and goal setting for week two |
Week 2
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
AM
9.00-10.30 |
Warmer: Review of weekend activities. Grammar practice. Generating authentic
dialogues |
How culture influences language. Some specific examples |
Listening. Regional accents and dialects |
Political correctness. Overview and examination |
Challenging and motivating dictation activities |
| 11.00-12.30 |
Grammar Practice. Teaching what is traditionally "untaught" |
Phonology. Stress and intonation activities |
Language change: Youth language |
Codes of Politeness. The role of vague language and understatement in English |
Language and humour. Jokes and spotting "howlers" In texts |
PM
14.00-15.30 |
Spoken language in context. An examination of the boundaries of meaning |
Word formation. Practising prefixes and affixes in context |
Native speaker "errors". An overview |
British v US English. Lexical and grammatical differences |
Course review, evaluation and farewells |
Recommended Reading: Please note it is not necessary to buy or bring these
books to the course.
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“The Cambridge Grammar of English” R. Carter & M. McCarthy (CUP) 2006 |
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“Natural Grammar” S. Thornbury (OUP) 2005 |
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“Changing Skies” A. Pulverness (DELTA) 2002” |
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