TRONWELL TEACHER

TRONWELL TEACHER
INITIAL TRAINING:
INITIAL TRAINING:
I n
I n
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House
House
/ In
/ In
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Office
Office
2013
2013
TRONWELL METHODOLOGY
TRONWELL METHODOLOGY
Separate the 4 Skills Separate the 4 Skills
Listening and Speaking
Writing and Reading (as extensions of Listening and
Speaking practice)
Communicative Methodology Communicative Methodology
An emphasis on learning to communicate through
interaction in the target language.
The introduction of authentic texts into the learning
situation.
An enhancement of the learners own personal
experiences as important contributing elements to
classroom learning.
An attempt to link classroom language learning with
language activities outside the classroom
TRONWELL METHODOLOGY
TRONWELL METHODOLOGY
Develop English Grammar in a fun and dynamic Develop English Grammar in a fun and dynamic
way way
Presentation and reinforcement of structures
through examples, rather than diagramming
sentences.
Activities that motivate situational use of the
language
Avoidance of the use of grammatical terminology.
English Environment English Environment
All instruction and explanation in English, the target All instruction and explanation in English, the target
language. language.
FACILITATING
FACILITATING
COMPREHENSION
COMPREHENSION
1. Speaking more slowly in the beginning levels
2. Emphasizing key words or phrases
3. Using cognates
4. Restricted vocabulary and shorter phrases
5. Building redundancy into their speech by using discourse modifications
such as:
1. self-repetition
2. modeling
3. paraphrase
4. multiple examples
5. definitions
6. synonyms
7. natural pauses
6. Giving students appropriate wait time to interpret questions and
formulate responses
7. Paralinguistic elements (body language)
8. Repetition in instructional routines
AFFECTI VE VARI ABLES
AFFECTI VE VARI ABLES
SELF SELF- -CONFIDENCE CONFIDENCE
If students are self-confident they are less afraid of making mistakes and losing
face. This means that they are more likely to attempt to use the language in a
range of diverse situations, making them better language learners.
PERSONALITY PERSONALITY
Personality can affect students' learning styles. If students are outgoing, they
may prefer classes where they are able to speak right away. If students are
introverted they may prefer not to speak but rather to listen.
ANXI ETY ANXI ETY
Anxiety is a variable which is difficult to measure and therefore it is difficult to
calculate the effect it has on language learning. However, linguists and teachers
do agree that if students are anxious in class, they are likely to pay a lot of
attention to the form of what they are saying resulting in a loss of fluency and
meaning of what they are saying.
MOTIVATION MOTIVATION
Motivation can be divided into two types: extrinsic motivation concerning
outside motivations (like demands from a boss) and intrinsic motivation
concerning the pleasure one gets from doing something.
AFFECTIVE VARIABLES
AFFECTIVE VARIABLES

things to do
things to do

SELF SELF- -CONFIDENCE CONFIDENCE

Speak at a level the student can understand. Imperative form and present
tenses help understanding, especially at beginning levels.
Make sure the activities are suitable for the level, that the students have a real
possibility of achieving the objective.
Praise students as much as possible. Theyll want to participate more.
PERSONALITY PERSONALITY
Assign pair work. People tend to feel more comfortable speaking in smaller
groups. When there are two people, it forces each participant to ask questions
and answer.
Have a variety of activities that are suitable for both of the strongest personality
traits: extrovertedand introverted.
ANXI ETY ANXI ETY
Give them time to prepare/respond. A few seconds for them to think can make
a big difference.
Try not to single out students in front of the others. If a student needs more
help, help them while the others are working.
MOTIVATION MOTIVATION
Make sure your classes are fun and dynamic. Make it an experience that taps
into their intrinsic motivationsomething they want to do.
LESSON PLANS
LESSON PLANS
Presentation, Practice and
Production (The 3 Ps)
Introduction
Ice-breaker
Presentation
Present necessary structure and
vocabulary
Practice Activity
Activity to practice structure and
usage
Production Activity
Activities in which the student
must produce their own ideas in
English
Summary
Task-based Lesson
Introduction
Ice-breaker
Assign a task
A task in which the
students must achieve a
goal
Clarify Doubts
During the task, help
students reach the target
language
Present the task
Students present their task
to the rest of the class-
teacher
Summary
IN
IN
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HOUSE / IN
HOUSE / IN
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OFFI CE
OFFI CE
SIMILARITIES: SIMILARITIES:
Methodology Methodology
Separation of skills
Communicative focus
Structures presented through examples in Presentation
Full English environment
Structure
Instructional event (class) structure in 45-minute blocks
DIFFERENCES: DIFFERENCES:
In In- -Office Structure Office Structure
No laboratory - Presentation in In-Office class is full
presentation, rather than review of concepts previously
presented
Single teacher and fellow students for course rather than
rotation of teachers and students
IN
IN
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HOUSE CLASSES
HOUSE CLASSES

Beta and Gamma
Beta and Gamma
Course Structure

Laboratory Content
Laboratory Content

Conversation Classes
Conversation Classes
Standard Conversation
Listening Classes
IN
IN
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HOUSE CLASSES
HOUSE CLASSES

Beta and Gamma
Beta and Gamma
Course Structure
IN
IN
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HOUSE CLASSES
HOUSE CLASSES

Laboratory Content
Laboratory Content
IN
IN
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HOUSE CLASSES
HOUSE CLASSES

Conversation Classes
Conversation Classes
Standard Conversation
Instructional Event structure is followed exactly
as on the Structure slide
Listening Classes
Presentation is replaced by review of
vocabulary, some additional presentation
(review of separate class) may be necessary
CLASS PREPARATION
CLASS PREPARATION
There are some things teachers should have in mind before
teaching a class. Here is a list of the most important:
Make sure that you know in advance what you are going to teach
and at what time (check the assignment and the menu carefully).
Be sure that you are familiar with the Power Point Presentation of
the class you are going to teach.
Remember you should plan your lessons ahead of time (especially
when your class is assigned the day before) to avoid unexpected
situations. This will help you with the timing and with the organization of
activities.
See that the computer is turned on and that the pad is working
before the bell rings.
Be certain to know the grammar contents thoroughly in case you
have to give explanations or answer questions. There are a number
of web pages available full of information.
Be sure that you are acquainted with the laboratory contents and
student material.
I NSTRUCTI ONAL EVENT
I NSTRUCTI ONAL EVENT
STRUCTURE
STRUCTURE
1.
1.
Introduction (2 min.)
Introduction (2 min.)
1. Names
2. Module, and Topic number
3. Ice-breaker
4. Objective
5. Resolution of doubts from previous
topics
2.
2.
Presentation (10 min.)
Presentation (10 min.)
1. Elicit information
1. Students should be participating from
the get-go
2. Relevant information
3.
3.
3 activities minimum (30 min.)
3 activities minimum (30 min.)
1. Practice and production activities
4.
4.
Summary (2 min.)
Summary (2 min.)
Start the class on time.
Introduce yourself and greet the students in a friendly
way and make sure that they are relaxed.
Make sure that the students are in the correct class by
telling them the class number you will be teaching that
hour.
Write each students name on the screen.
Introduce the objective of the class by way of the ice-
breaker or conversation. Once you are able to elicit the
objective, present the ppt. slide with the objective written.
Ask the students about their previous sessions and clarify
any doubts they may have.
Continue to the PRESENTATION
I NTRODUCTI ON
I NTRODUCTI ON
ICE
ICE
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BREAKERS
BREAKERS
DEFINITION: DEFINITION: An icebreaker is
a short activity which aims at
relaxing the students before
the lesson itself. It may also
be the way to lead the
students attention away
from a situation which is
interfering with the normal
development of the session.
EXAMPLES: EXAMPLES:
Relaxation exercises: close your
eyes type of exercise.
Drills: substitution - repetition.
Songs: identify the word -
compare - how does it make
you feel.
Mixers: exercises requiring the
use of the body as well as
language skill.
Games: role play - guessing -
vocabulary.
SUGGESTIONS FOR
SUGGESTIONS FOR
ICE
ICE
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BREAKERS:
BREAKERS:
Always be aware of students level before you decide on the
icebreaker to use.
Give simple, clear, and precise instructions.
Choose icebreakers you feel comfortable with.
Quickly evaluate the mood of the students when you step into
the classroom. Make sure that you have chosen the appropriate
icebreaker for that class.
If you choose an ice-breaker correctly and do it right, it may
help you create the appropriate atmosphere, leading to a better
receptiveness of the students.
Manage as many as possible, particularly those which are
modifiable and adaptable to different situations.
PRESENTATI ON
PRESENTATI ON
Clear and concise, with only relevant information
given to students.
Elicit information related to the topic.
Have short, written and meaningful examples
showing real life situations in which the contents can
be used
Presentation cannot be longer than 10 minutes
Split presentation for classes with more than one
content
How much milk is there in the bottle?
There is a lot of / lots of milk in the bottle.
enough
some
a little / not much
Is there any sugar in the sugarbowl?
No, there isnt any sugar in the sugarbowl.
no
UNCOUNTABLE NOUNS
(SAMPLE PRESENTATION 1)
How many apples are there on the table?
There are many apples on the table.
a lot of / lots of
enough
some
a few / not many
Are there any chairs in the room?
No, there arent any chairs in the room.
no
COUNTABLE NOUNS
(SAMPLE PRESENTATION 2)
MANY
A LOT OF / LOTS OF
ENOUGH
SOME
A LITTLE / NOT MUCH
NOT ANY / NO
A FEW / NOT MANY
CARS
CARS
CARS
CARS
CARS
CARS
TRAFFIC
TRAFFIC
TRAFFIC
TRAFFIC
TRAFFIC
(SAMPLE PRESENTATION 3)
ACTI VI TI ES
ACTI VI TI ES
An activity is a task given by the teacher in which
An activity is a task given by the teacher in which
students will apply the language.
students will apply the language.
Give clear and precise instructions
Present an example of what is expected
Give a set amount of time
Monitor students while they work
Evaluate progress by asking them to report back
Correct and reinforce students
One given activity could very well be modified or adapted for its
use in another module
Provide students first with practice and then production
activities
ACTI VI TI ES
ACTI VI TI ES
Provide students first with practice activities and
then production activities to stimulate their self-
confidence. Allow them to practice what they have
learned.
Practice activity: an activity carefully led by the teacher.
Students work on specific structure and vocabulary use.
Production activity: an activity which allows the student to
use the language more or less freely in real, largely
uncontrolled situations.
Remember: The activities should take up most of the
class time.
Assume the role of a facilitator to ensure maximum
student participation.
ORAL ACTIVITIES
ORAL ACTIVITIES
Oral activities are devised to make students
Oral activities are devised to make students
practice the language orally. They are the
practice the language orally. They are the
principal type of activity in a
principal type of activity in a
Tronwell
Tronwell
class
class
Drills, substitution drills and repetition
Descriptions of pictures, people, actions, places, etc.
Role playing
Performing dialogues
Interviews and reports
Debates
Oral Activity Type 1
Oral Activity Type 1
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Practice
Practice
Fill in the gap
1.My wife has _____ clothes.
2.How ____ does that CD cost?
3.To make pancakes we need ________ eggs
and some flour.
4. Juan doesnt have _____friends.
5.Do you know ________ good restaurants
near here?
6._____ people live in Tokyo.
7.How ____ packets would you like?
8.Excuse me. I need ________ information
about trains to Rancagua.
MUCH - MANY - SOME - ANY - A LOT OF
In pairs, ask each other questions about what you
see in the fridge.
How much / how many ?
Oral Activity Type 2
Oral Activity Type 2

Practice
Practice
moving toward Production
moving toward Production
In pairs, organize a party for your office. You have some of the
items, and you need to complete the shopping. Talk about how
much/how many you have, and how much/how many you need.
Use the following items, and others:
Oral Activity Type 3
Oral Activity Type 3

Production, option A
Production, option A
Ex:. I like Liguria Restaurant. There are lots of items on the menu, but
there is not much parking. There are many celebrities, but there is only
a little alcohol in the drinks.
In pairs, choose a place of entertainment that you know (a
restaurant, a pub, a disco, etc.) and talk about the pros and cons of
the place, using Quantities. Think about:
quantity of food, restrooms, alcohol in drinks, number of customers,
etc.
Oral Activity Type 3
Oral Activity Type 3

Production, option B
Production, option B
LISTENING ACTIVITIES
LISTENING ACTIVITIES
Listening activities are intended to make
Listening activities are intended to make
students practice the comprehension of
students practice the comprehension of
authentic, spoken English of the kind they
authentic, spoken English of the kind they
might encounter on the radio, movies, TV, or
might encounter on the radio, movies, TV, or
in overheard conversation.
in overheard conversation.
Listening for specific information (e.g. completing charts, filling
in the blanks, answering questions, answering true-false
questions).
Listening and identifying (e.g. matching, conversations with
pictures).
Listening and note-taking (e.g. listing ingredients).
Listening and drawing.
Listening Activity
Listen and say where the person is being invited
and if the person accepts or declines.
Event or Activity
Yes No
1. ___ ___
2. ___ ___
3. ___ ___
4. ___ ___
5. ___ ___
6. ___ ___
7. ___ ___
West
City
Park
Jefferson Avenue
Lincoln Avenue
Vaugh Avenue
Ark Avenue
Lincoln Avenue
Vaugh Avenue
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Listening Activity
Where is Frank? How does he get to Ellens home?
Do you need the individual steps?
Listen and draw the three characters.
Listening Activity Option 2:
Do you need to listen to parts again?
GUIDELINES FOR CORRECTING
GUIDELINES FOR CORRECTING
STUDENTS
STUDENTS
Allow the students to finish their thoughts before making
corrections. Being interrupted is frustrating in any language.
Focus corrections on mistakes that interfere with understanding
and meaning. Follow the progression that our brain follows: first
content and then form.
Look for patterns in students mistakes instead of going one by one
through a wide range of unrelated errors.
Keep the correction short and sweet. But be certain that the
student truly understands why he/she is being corrected. And
remember that understanding is only the beginning: it may be a
long time before the correct version appears in the students
spontaneous production of the language.
Finally, let your students help you in finding the balance for each
individual. Some students will always ask for, even demand, a great
deal of correction. Others will quickly show their frustration with it.
You should correct when you feel that the student is open and
ready for correction and that the correction will actually help, not
hinder.
When in doubt, you should correct less rather than more.
SUMMARY
SUMMARY
It is important to summarize the class in
It is important to summarize the class in
order to see if the objective was achieved.
order to see if the objective was achieved.
Summary = Prompting students to reproduce highlights of
the class Presentation:
Elicit from students the most important information of
the session
Reinforce meaning and pronunciation of new words
Encourage continuation of learning
Provide strategies for further practice, such as exercises
Additional
Practice
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EVALUATING STUDENTS
EVALUATING STUDENTS
Teachers should evaluate the students performance
throughout every class. The aspect to evaluate is the
capacity to use a particular function. If the student
has been struggling from the beginning to the end of
the session, speak to them privately and tactfully
after class and:
Ask the student how they feel about their performance. This
prevents defensiveness, especially if they are just having a
bad day.
Mention the students strengths (for example I can see you
are eager to learn) and then their weaknesses. Finish the
comment with a few words of encouragement.
Ensure the student has been doing all of the lab handouts
and supplementary material. If not assign them as
homework.
EVALUATING STUDENTS
EVALUATING STUDENTS
If you do not have time to talk to the student, note down their
name, level, date and hour of class along with as much
information as you can about the students problem, and give it
to the Student Counselor or Academic Supervision. The student
will then be re-evaluated, and options to continue will be
determined. Some options to continue are:
Review lab units
Retake conversation class
Reassign the students level
In certain cases, a tutorial will be assigned
In case you were not able to evaluate the student during their
last class, fill in the OPR form as if the student failed and
mention in the comments that you were not able to evaluate and
the reason why. The student will then be re-evaluated.
EVALUATING STUDENTS
EVALUATING STUDENTS
IN
IN
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OFFI CE CLASSES
OFFI CE CLASSES

Molding the book to the student
Molding the book to the student

Ice
Ice
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breakers
breakers

World Link (presentations and
World Link (presentations and
activities)
activities)
Separating the activities
Listening and speaking activities are emphasized
Reading and writing activities may have more use
than in the In-House modality

Homework/ Further Practice
Homework/ Further Practice
Web page

One
One
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on
on
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One classes
One classes
Teacher participates in activities

Giving tests
Giving tests
Required after every 2 Units