Week 2

 

WEEK 2

Principles 2-3

 

Section 

Time

Instructions

Materials 

Energizer: 

Get to know you more 

5”
  1. Tell participant to think of their favorite color
  2. Get into groups based on favorite color
  3. Discuss why you chose that color
  • NONE

Principle 2

Introduction 

10”
  1. On board list:

Personal achievement-food- sleep-health

Respect-family- employment- respect friendship

  1. In small groups have them rank these in order of importance of what we need. 
  2. These are from Maslow’s needs just as in life in the class students have needs that will help them learn. 
  • None

Principle 2: Create Conditions for Language Learning

5”
  1. Introduce Principle 2: Create conditions for language learning. 
  2. Discuss how teachers teach best when they create a classroom culture where students feel safe, challenged, and motivated.
  • PPT 1-2

Activity: Personal Inventory

 

Trainer(s): _________

10”
  1. Direct participants to the Personal Inventory handout. 
  2. Tell participants that the purpose of this activity is to give them some time for self-reflection before we move on with Principle 2.
  3. Discuss the directions for the activity.
    1. Read each statement.
    2. Rate yourself with the following criteria:
  • A – always or almost always
  • S – sometimes
  • N – never or almost never

3. Put a star (★) next to the three statements you most want to improve on.

  1. Model the activity by doing a think-aloud.
    * I greet students as a group at the beginning of class, and I greet a few of them individually if they arrive early. I’ll write “S” for “sometimes.”
    *  I never use community-building tasks. Actually this is a new idea for me. I’m interested in the idea, but right now, I have to write “N” for “never.” I’m going to put a star next to that one because I definitely want to improve on that.        
  2. Tell participants they can work with their table group to clarify meaning, but it is not necessary to share their responses with one another. 
  3. Monitor and assist with the activity. 
  4. Ask participants to keep the Personal Inventory out and available for quick reference as we explore Principle 2.
  • PPT 2–4
  • Personal Inventory handout

Activity: Think-Pair-Share

10”
  1. Introduce Think-Pair-Share as a tool for discussion.
  2. Discuss the directions for the activity.
    1. Think about the question that you hear and/or read.
    2. Pair with a partner, and discuss your answers.

3. Share in a larger group. 

  1. Model a Think-Pair-Share response to the question “What are some activities that we have done today that could motivate students in my classroom?”
  2. Ask participants to form Think-Pair-Share groups at their tables.
  3. Tell participants that we will use Think-Pair-Share as a technique to discuss Principle 2.
  • PPT 5–7

Principle 2 – Best Practice 1: Teachers create a positive and organized classroom where students feel happy and comfortable.


 

10”
  1. Introduce Best Practice 1: Teachers create a positive and organized classroom where students feel happy and comfortable. 
  2. Ask participants to use Think-Pair-Share to respond to the question prompt for 3 minutes.
    * What are some ways you can create a positive and organized classroom where students feel happy and comfortable?
  3. Have participants share out as time allows. 
  4. Have participants look back at Questions 1–10 on their Personal Inventory to see how their responses correspond with examples of Best Practice 1.
  • PPT 8–10
  • Personal Inventory handout

Principle 2 – Best Practice 2: Teachers demonstrate that they have high expectations of all students.


 

10”
  1. Introduce Best Practice 2: Teachers demonstrate that they have high expectations of all students. 
  2. Ask participants to use Think-Pair-Share to respond to the question prompt for 3 minutes.
  3. Have participants share out as time allows. 
  4. Have participants look back at Questions 11–15 on their Personal Inventory to see how their responses correspond with examples of Best Practice 2. 
  • PPT 11–13
  • Personal Inventory handout

Principle 2 – Best Practice 3: Teachers plan lessons that motivate students.


 

10”
  1. Introduce Best Practice 3: Teachers plan lessons that motivate students. 
  2. Ask participants to use Think-Pair-Share to respond to the question prompt for 3 minutes. 
  3. Have participants share out as time allows. 
  4. Have participants look back at Questions 16–20 on their Personal Inventory to see how their responses correspond with examples of Best Practice 3.
  • PPT 14–16
  • Personal Inventory handout

Activity: Turn and Talk / Activity Tracker: Think-Pair-Share


 

5”
  1. Re-introduce the Turn and Talk / Activity Tracker activity. 
  2. Give participants 5 minutes to complete the activity as you monitor and assist. 
  3. Ask participants to share out as time allows. 
  • PPT 17–18
  • Activity Tracker handout

Principle 3: Design High-Quality Language Lessons


 

5”
  1. Introduce Principle 3: Design high-quality lessons plans.
  2. Discuss how teachers teach best when they design high-quality language lessons.
  • PPT 19

Principle 3 – Best Practice 1: Teachers prepare lessons with clear language objectives and share the objectives with their students.

 

Activity 1:

Part 1:  Form and Function Sort 

Part 2: Identifying activities for  form and function

40”

  
  1. Introduce Best Practice 1: Teachers prepare lessons with clear language objectives and share the objectives with their students. PPT 20
  2. Discuss the four questions teachers need to ask when they are developing objectives. PPT 21

●What do my students specifically need to understand when they listen?

●What do my students specifically need to say when they speak?

●What do my students specifically need to understand when they read?

●What do my students specifically need to write about?

 
  1. Around room hang examples of form and function.  Have Participants divide the examples into two columns. 
 
  1. Discuss why they divided get to form and function of language. Have them write their own definitions of language form and function. 
 
  1. Divide into four groups.
 
  1. Give each group a large flip chart paper with a picture on it.  
  1. An empty suitcase with picture of cold place 
  2. People doing activities on the beach 
  3. Weather (hot dry Qarshi) (snowy cold-Stockholm Sweden) 
  4. A story out of sequence
 
  1. Have groups first write the language functions learners could use for each picture and then the language form they would need to use in those functions. 
 
  1. Ask participants to share out as/if time allows. PPT 22-24
  • PPT 20-21 at start
  • PPT 22-24 at end

Break or Lunch 

Principle 3 – Best Practice 1: 

Continued

Four corner discussions


 

15”
  1. Place discussion cards in four corners.
  2. Have Teachers choose which one they would like to talk about.  Encourage them to make sure each one is getting discussed. 
  3. Give 5-10 min to discuss
  4. Choose most import point they discussed and share with class. 
  5. Point out learner autonomy here. 
  • PPT 25–28 for reference only

Principle 3 – Best Practice 2: Teachers use oral and written English that students can understand.

40”
  • Introduce Best Practice 2: Teachers use oral and written English that students can understand. and Introduce Best Practice 3: Teachers have active classrooms where students can actively practice English with interesting topics. PPT 29
  • On top of a large piece of paper write each of the five discussion topics.  
  • Divide class into 5 groups. 
  • Have each group stand around one paper they will have 3-5 minutes to discuss the topic and write their answers. down on the paper. (Start with 5min but go down to 3 on final) 
  • After time is up have them rotate clockwise to the next paper. 
  • Again, they will go over discussion read previous answers and add anything they can. 
  • Monitor discussions elicit some of the response to discussion below. 
  • Rotate and repeat till each group has been to each paper.  
  • Rotate so groups are with original discussion
  • Have groups choose two main points from each to “poster” to share” 
  • Go over PPT to see if they have what is on them. 
 

DISCUSSION TOPICS AND Important Point 

(Just the discussion topic should be on paper the rest we need to elicit from teachers)

  • Discuss the kinds of tools teachers can use to help students understand.
    * Scaffolding (hand and face expressions, pictures, simple English, common vocabulary, emphasizing important words)
    * Tools for Explaining (maps, charts/graphs, graphic organizers, pictures, real objects, video/audio clips, highlighted text, bilingual glossaries, picture dictionaries)
    * Demonstrations (modeling good English, role playing an activity, helping students do written exercises with think-aloud examples, sharing good examples of essays, projects, etc.)
  • Discuss ways teachers can adapt their language.
    * Speak clearly.
    * Speak at a slower speed for beginner students and a normal speed for advanced students.
    * Repeat information in different ways.
    * Use hand and face expressions.
    * Stress important words
    * Write key words when speaking.
  • Discuss ways teachers can give clear directions.
    * Use the same classroom management and routines every day.
    * Give simple directions with patterned language (hand clapping, rhymes, hand and face expressions, signals).
    * Divide tasks into smaller parts.
    * Model every part of a task.
  • Discuss the different kinds of techniques that teachers can use to give students more opportunities to participate.
    * Be sure that you do not just rely on “good speakers” (Numbered Heads Together, Think-Pair-Share).
    * Ask follow-up questions (Say more on that . . . Do you agree or disagree with that? . . . Why do you think that? . . . Explain why you chose this answer.).
  • Discuss the different kinds of techniques that teachers can use to ensure active participation throughout all four parts of a lesson: Starting, Building, Applying, Concluding.
    * Starting (Roving Charts, K-W-L, Four Corners, Anticipation Guides, Language Experience Approach)
    * Building (Sorting Tasks, Sentence Frames, Directed Reading-Thinking Activity, Reciprocal Thinking, Concept Mapping, T-Charts)
    * Applying (Dialogue Journals, Readers’ Theater, Text to Graphics and Back Again, Report Frames)
    * Concluding (Rubrics, Collaborative Dialogues, Comprehension Checks, Numbered Heads Together, Stir the Class).
  • PPT 29–30 present principles
 
  • PPT 31-35 to check understanding and ideas shared. 

Activity: 3-2-1 Uzbekistan!

  

45”
  1. Introduce the 3-2-1 Uzbekistan! activity.
  2. Direct participants to the Textbook Pages and 3-2-1 Uzbekistan! handouts.
  3. Tell participants that the purpose of this activity is to adapt an activity from a current textbook (Unit 9 from the 7th grade textbook, Teens’ English 7) to bring together what we have learned about best practices for Principle 3:
    * Best Practice 1: Teachers prepare lessons with clear language objectives and share the objectives with their students. (Point out that the language objective is shared at the top of the handout.)
    * Best Practice 2: Teachers use oral and written English that students can understand. (Point out that a glossary of helpful vocabulary is next on the handout.).
    * Best Practice 3: Teachers have active classrooms where students can actively practice English with interesting topics. (Point out that this activity will have participants working in a small group during the preparation and presentation time.)
  4. Discuss the directions for the activity.
    1. Write the name of your assigned region of Uzbekistan. 

2. Work with your table-group to add the 3-2-1 information in the boxes.

3. Transfer all of the information to poster.
4. Be ready to answer questions about your region and ask questions about other groups’ regions. You can add drawings if you like.

  1. Model the activity by choosing a region and then asking participants to name three things a tourist can do there, two traditions or local foods, and one famous landmark.
  2. Give participants 10 minutes to work with their table-group to create their posters.
  3. Have two or three table-groups work together to do a mini Gallery Walk with table-groups taking turns being the presenters and visitors. Each group should spend about five minutes as presenters.
  4. Add 3-2-1 to activity tracker
  5. Keep this activity to use later. 
  • PPT 36–40
  • Textbook Pages handout
  • 3-2-1 Uzbekistan! handout

Wrap-up

10”
  1. Review Ps 1-3: retell partner about Ps 1-3
  2. Respond to any questions for the day.
  3. Review 6 Ps resource GO, add any other resources/activities for Ps 1-3
  4. Tell participants they need to bring all of the materials from Day 1 back. We will do Ps 4-6 and microteaching.
  • PPT 41-42
  • 6Ps Resource GO



 

Resource Type
Training Events
Language Level
Advanced
Student Age
Adult