Day 1, Session 1: Handout 1

MAKING TASKS MEANINGFUL AND REALISTIC

A B C

Here are three children. They live in Cambridge. They are 5 years old. They
are playing at school.

The girls name is Sarah. She likes climbing. The boy in the blue jumper is
James. He likes doing maths. The boy in the white t-shirt is Sam. He likes
drawing.

1. What is the name of girl A?

2. What does she like doing?
3. What is the name of boy B?
4. What does he like doing?
5. What is the name of boy C?
6. What does he like doing?
Day1, Session 1: Handout 2a

PRINCIPLES: THE COMMUNICATIVE CLASSROOM

Work with a partner and complete the section with the correct words.

groups autonomous pairs active

Learners in the communicative classroom

In the communicative classroom, learners will be _________ participants in the

learning process. This means that the teacher will give plenty of opportunities

for the learners to use language naturally and may often set up a variety of

interaction patterns including work with _________ and __________. This

allows the learners to work creatively with language and to become more

____________.
Day 1, Session 1: Handout 2b

PRINCIPLES: THE COMMUNICATIVE CLASSROOM

Work with a partner and complete the section with the correct words.

encouraging guiding monitoring correcting

Teachers in the communicative classroom

The role of the teacher is very important in promoting a communicative

classroom. The teacher spends a lot of time ____________ group or pair work

activity to see how the learners are coping. The teacher will also be ______ and

helping them complete the activity when they need it. Although there will be

some points where the teacher will do some _________ this will often happen

after the activity is completed; it is important learners understand that making

mistakes is part of the learning process and during activities the teacher will

usually focus on __________ and supporting the learners.

Day 1, Session 1: Handout 2c
PRINCIPLES: THE COMMUNICATIVE CLASSROOM

Work with a partner and complete the section with the correct words.

varied realistic meaningful personalised

Materials and language in the communicative classroom

Materials and activities used in the classroom work best if they use language
for a ___________ purpose such as solving a problem or sharing information.
This will give the learners a reason to complete the task. It is also important
that the type of language used is _______ and natural because this will provide
a good model for learners. If the materials relate to the lives of the learners
and is __________ to them it will be more motivating: this can include making
sure the materials are ______ and use a mixture of visuals, audio and tasks that
include movement.
Day 1, Session 1: Handout 2d
PRINCIPLES: THE COMMUNICATIVE CLASSROOM

Learners in the communicative classroom

In the communicative classroom, learners will be active participants in the

learning process. This means that the teacher will give plenty of opportunities
for the learners to use language naturally and may often set up a variety of
interaction patterns including work with groups and pairs. This allows the
learners to work creatively with language and to become more autonomous.

Teachers in the communicative classroom

The role of the teacher is very important in promoting a communicative

classroom. The teacher spends a lot of time monitoring group or pair work
activity to see how the learners are coping. The teacher will also be guiding and
helping them complete the activity when they need it. Although there will be
some points where the teacher will do some correcting this will often happen
after the activity is completed; it is important learners understand that making
mistakes is part of the learning process and during activities the teacher will
usually focus on encouraging and supporting the learners.

Materials and language in the communicative classroom

Materials and activities used in the classroom work best if they use language
for a meaningful purpose such as solving a problem or sharing information.
This will give the learners a reason to complete the task. It is also important
that the type of language used is realistic and natural because this will provide
a good model for learners. If the materials relate to the lives of the learners
and is personalised to them it will be more motivating: this can include making
sure the materials are varied and use a mixture of visuals, audio and tasks that
include movement.
Day 1, Session 1: Handout 3a

Coursebook Evaluation Criteria check list for Primary Year 1

Students Book Content
0/1/2 Comments

1. Are the values (implicit or explicit) of the book

consistent with national learning objectives? (e.g. strong
focus on co-operative learning in order to develop social
and behavioural skills)
2. Is provision made for creative, thinking and questioning
tasks?
3. Are there sufficient opportunities to learn through
integrated use of ICT?
4. Are there sufficient opportunities to reinforce other
areas of the curriculum? (e.g. numeracy and learning
about the natural world)
5. Are topics appropriate to the age of 6 7 year old
learners?
6. Are the topics interesting and motivating for 6 7 year
old learners?
7. Do the tasks in the Student Book match real-life
activities?
8. Is cultural content broadly relevant to the national
learning objective of engaging learners with themes
related to science and technology, the environment and
innovation?
9. Are there opportunities for 6 7 year old learners to
improve their intercultural awareness outside their own
culture?
10. Are the materials in the Student Book set within an
international context?
11. Is international English the language of the coursebook
package?
12. Is it teachable off the page? (i.e. there is a clear path
through the material which doesnt necessitate
reference to a Teachers Book)
13. Are there opportunities for self-reflection?

14. Is there sufficient Class Audio and is it of good quality?

15. Is there sufficient Class Video and is it of good quality?

Students Book - Learning
0/1/2 Comments

1. Is the scope and sequence clear and appropriate?

2. Is the language level well-targeted for Year 1 (pre-A1)

level learners?
3. Are the goals clearly stated and achievable for each
lesson?
4. Do learners have the chance to practise a balance of all
four skills? (i.e. Reading, Writing, Listening and
Speaking)
5. Is skills targeting (e.g. early literacy and motor skills
development) appropriate for Year 1 learners?
6. Is there adequate focus on different aspects of
language? (i.e. grammar, vocabulary, functional
language, pronunciation)
7. Is language used meaningfully?

8. Are there plenty of opportunities for learners to

practice? (e.g. in pair, group and whole class forum)
9. Is language up-to-date and authentic?

10. Is there adequate review and recycling of language?

11. Is there variety in activity, engaging learners with

different kinds of outcome? (e.g. music, craft,
movement, problem solving, performance and play)

12. Is there appropriate scaffolding, a good balance and

progression between controlled and free practice?
13. Do units follow a recognisable and helpful pattern?

14. Is progress through the unit always clear and logical?

15. Is there provision for differentiation? (e.g. optional

activities, extension activities)

16. Is there provision for different learning preferences?

(e.g. learning through viewing, movement, auditory
memory and use of technology)

17. Is there provision for learner training? (e.g. focus on

learning strategies)

18. Are learning points repeated at different points in the

course?
19. Does the course build up skills (not just knowledge) over
time?
Day 1, Session 1: Handout 3b

Coursebook Evaluation Criteria for Secondary Form 1

Students Book - Content
0/1/2 Comments

1. Are the values (implicit or explicit) of the book

consistent with national learning objectives? (e.g.
engaging learners with ideas such as common
humanity, spirituality and citizenship)
2. Is provision made for the development of higher order
thinking skills? (e.g. enquiry skills, problem-solving,
analysing, development of critical response and
creativity)
3. Are there sufficient opportunities to learn through
integrated use of ICT?
4. Are there sufficient opportunities to reinforce other
areas of the curriculum? (e.g. science and technology,
IT and language)
5. Are topics appropriate to the age of 12 13 year old
learners?

6. Are the topics interesting and motivating for 12 13

year old learners?
7. Do the tasks in the Student Book match real-life
activities?
8. Is cultural content broadly relevant to the national
learning objective of engaging learners with themes
related to creativity and innovation,
entrepreneurship, protection of the environment and
cultural identity?
9. Are there opportunities for 12 13 year old learners
to improve their intercultural awareness outside their
own culture?
10. Are the materials in the Student Book set within an
international context?
11. Is international English the language of the
coursebook package?
12. Is it teachable off the page? (i.e. there is a clear path
through the material which doesnt necessitate
reference to a Teachers Book)
13. Are there opportunities for self-reflection?

14. Is there sufficient Class Audio and is it of good quality?

15. Is there sufficient Class Video and is it of good quality?

Students Book - Learning
0/1/2 Comments

1. Is the scope and sequence clear and appropriate?

2. Is the language level well-targeted for Form 1 (A2)

level learners?
3. Are the goals clearly stated and achievable for each
lesson?
4. Do learners have the chance to practise a balance of
all four skills? (i.e. Reading, Writing, Listening and
Speaking)
5. Is skills targeting (e.g. Reading and Listening
comprehension sub-skills) appropriate for Form 1 (A2)
learners?
6. Is there adequate focus on different aspects of
language? (i.e. grammar, vocabulary, functional
language, pronunciation etc.)
7. Is language used meaningfully?

8. Are there plenty of opportunities for learners to

practice? (e.g. in pair, group and whole class forum)
9. Is language up-to-date and authentic?

10. Is there adequate review and recycling of language?

11. Is there variety in activity, engaging learners with

different kinds of outcome? (e.g. project work,
problem-solving, research, giving mini-presentations,
performances)

12. Is there appropriate scaffolding, a good balance and

progression between controlled and free practice?
13. Do units follow a recognisable and helpful pattern?

14. Is progress through the unit always clear and logical?

15. Is there provision for differentiation? (e.g. optional

activities, extension activities)

16. Is there provision for different learning preferences?

(e.g. learning through viewing, working
independently, group problem solving, use of
technology etc.)

17. Is there provision for learner training? (e.g. focus on

learning strategies)

18. Are learning points repeated at different points in the

course?
19. Does the course build up skills (not just knowledge)
over time?
Day 1, Session 2: Handout 4

Look at the descriptions of the three learning contexts teachers work in. Put
the context headings from the box into the correct place A-C.

Preschool Primary Secondary

A B C
____________________ ____________________ ___________________
Collaborative problem Support through clear Secure, positive
solving examples, step by step environment
Space for independent Encouraging co- Giving lots of praise
learning operative learning Flexibility
Working out solutions Teacher monitoring, Mixing high activity with
Choosing guiding & listening to calming activity
topics/activities & contributions High levels of variety
reflecting on their own Creativity- games and including a range of
work in detail puzzles kinaesthetic, audio and
Using prior knowledge visual
Recognising success

Active participation
Meaningful and realistic language use
Examples and activities that are personalised / related to the learners
experience
A variety of tasks using audio, visual and kinaesthetic
Acceptance of errors
 Day 1, Session 2: Handout 5
1. Look at the scales for assessing speaking at A2 level. Which category of
assessment do the following fit into to?
a) taking turns to speak
b) using words accurately
c) saying sentences with the right intonation
d) speaking with fluency

2. Which features of speaking does a teacher need to focus on developing in

the classroom?

Grammar and Vocabulary Pronunciation Interactive

A2 Communication
Shows a good degree Is mostly intelligible, and Maintains simple
of control of simple has some control of exchanges.
grammatical forms. phonological features at Requires very
Uses a range of both utterance and word little prompting
5
appropriate levels. and support.
vocabulary when
talking about
everyday situations.
4 Performance shares features of Bands 3 and 5.
Shows sufficient Is mostly intelligible, Maintains simple
control of simple despite limited control of exchanges,
grammatical forms. phonological features. despite some
3 Uses appropriate difficulty.
vocabulary to talk Requires
about everyday prompting and
situations. support.
2 Performance shares features of Bands 1 and 3.
Shows only limited Has very limited control of Has considerable
control of a few phonological features and difficulty
grammatical forms. is often unintelligible. maintaining
Uses a vocabulary of simple exchanges.
1
isolated words and Requires
phrases. additional
prompting and
support.
0 Performance below Band 1.
Day 1, Session 2 Handout 6a

Look at the following task from a Cambridge Proficiency Exam. Complete the
task with your partner. You have 3-4 minutes.
Day 1, Session 2 Handout 6b
Features of a speaking activity
Watch two people in your group complete a speaking task. Decide if they
demonstrate any of the features below. Tick the features you see.
Day 1, Session 2: Handout 7
Features of a speaking activity
Think about the speaking task you have just seen and the characteristics of
natural speech. Decide which features a good speaking task should achieve.
Write T or F for each feature.
Possible features of a good fluency speaking task: True/False
Produces a lot of language

Encourages the learners to read aloud

Is easy for students to follow

Has lots of different rules and activities

Involves the teacher error correcting all mistakes heard

Is economical to set up

Provides meaningful communication

Gives students a chance to interact with each other in groups or

pairs
Can be followed by error correction after the task has finished

Should include lots of new vocabulary and grammar forms

Will involve students standing and speaking in front of the class

one by one
Day 1, Session 3: Handout 8a

1. Your favourite caf is going to get some new pictures for the wall. They have
asked all their customers to choose the best picture. What kind of pictures
would you like to see? Discuss with your partner.

2. You are looking at one of the pictures. Tell your partner about your picture.
What are the similarities and differences?
[Give each pair of students a different picture each: A and B and tell them not
to show each other their picture till the task is completed.]
Picture A

3. Now think about your picture. Choose one of the people. Think about the
following questions.
- Whats my name? Where am I?
- Whats happening? What has just happened to me?
- How am I feeling?
- How do I know the other people in the picture?
- What is going to happen next?
- What regrets do I have?
- What am I looking forward to?
4. Show your picture to your partner. Describe who you are using the
questions. Can you partner guess which person is you?
5. Now work with your partner and find another picture for the caf. Use the
pictures your teacher has given you or look online. You are going to tell the
class about what you chose and why you chose it.
Day 1, Session 3: Handout 8b
1. Your favourite caf is going to get some new pictures for the wall. They have
asked all their customers to choose the best picture. What kind of pictures
would you like to see? Discuss with your partner.

2. You are looking at one of the pictures. Tell your partner about your picture.
What are the similarities and differences?
[Give each pair of students a different picture each: A and B and tell them not
to show each other their picture till the task is completed]
Picture B

3. Now think about your picture. Choose one of the people. Think about the
following questions:
- Whats my name? Where am I?
- Whats happening? What has just happened to me?
- How am I feeling?
 - How do I know the other people in the picture?
- What is going to happen next?
- What regrets do I have?
- What am I looking forward to?

4. Show your picture to your partner. Describe who you are using the
questions. Can you partner guess which person is you?
5. Now work with your partner and find another picture for the caf. Use the
pictures your teacher has given you or look online. You are going to tell the
class about what you chose and why you chose it.
Day 1, Session 3: Handout 9
Students Book - Content
0/1/2 Comments

1. Are the values (implicit or explicit) of the task

consistent with national learning objectives? (e.g.
engaging learners with ideas such as common
humanity, spirituality and citizenship)
2. Is provision made for the development of higher
order thinking skills? (e.g. enquiry skills, problem-
solving, analysing, development of critical response
and creativity)
3. Are there any opportunities to learn through
integrated use of ICT?
4. Are there sufficient opportunities to reinforce
other areas of the curriculum? (e.g. science and
technology, IT and language)
5. Is the topic appropriate to the age of the target
learners?

6. Is the topic interesting and motivating for the age

of the target learners?
7. Does the task match real-life activities?

8. Is cultural content broadly relevant to the national

learning objective of engaging learners with themes
related to creativity and innovation,
entrepreneurship, protection of the environment
and cultural identity?
9. Is there an opportunity for 12 13 year old
learners to improve their intercultural awareness
outside their own culture?
10. Is the material set within an international
context?
11. Is international English the language of the task?

12. Is it teachable off the page? (i.e. there is a clear

path through the material which doesnt necessitate
reference to a Teachers Book)
13. Is there an opportunity for self-reflection?
Students Book - Learning
0/1/2 Comments

14. Is the scope and sequence clear and appropriate?

15. Is the language level well-targeted for the level of

the learners?
16. Are the goals clearly stated and achievable?

17. Is language used meaningfully?

18. Is there plenty of opportunity for learners to

practice? (e.g. in pair, group and whole class forum)
19. Is language up-to-date and authentic?

20. Is there any review or recycling of language?

21. Is there variety in the activity sequence,

engaging learners in a clear outcome? (e.g.
project work, problem-solving, research, giving
mini-presentations, performances)

22. Is there provision for differentiation? (e.g.

optional activities, extension activities)

23. Is there provision for different learning

preferences? (e.g. learning through viewing,
working independently, group problem solving,
use of technology etc.)

24. Is there provision for learner training? (e.g. focus

on learning strategies)
Day 1, Session 3: Handout 10 (Material A)
Superminds 1 (CUP, reprinted 2016) by Melanie Williams with Herbert Putcha Gunter Gerngross and
Peter Lewis-Jones
Day 1, Session 3: Handout 11 (Material B)

Gateway B1 Students book by David Spencer, 2011, Macmillan

Downloadable materials, Louise Delahay for Pearson Free Classroom
Resources https://www.pearsonelt.com/professional-development/resources.html