E-BOOK NTTP Phases 1,2&3 Combined-Reduced

National Teacher Training Programme (NTTP)
Egypt
Teacher Educator Course
Participant workbook
Year 1 training
www.britishcouncil.org.eg
ACKNOWLEDGEMENTS
The British Council would like to thank everyone who has contributed in so many ways to the design,
development and creation of the National Teacher Training Programme (NTTP). In particular, we would
like to thank the following people for their continued support
Dr Tarek Shawky, Minister of Education and Higher Education

Dr Reda Hegazy, Head of General Education Sector
Dr Nermine Elnoamany, Minister’s Counsellor International Cooperation Division
Mrs Eman Youssef, General Manager of English Language Development
Dr Hassan ElGawish, General Manager of promotion System Department
Dr Deena Borea, Dean and Professor of Practice, School of Continuing Education at the American
University in Cairo
Dr Akram Hassan, Head of the Secondary Education at the Ministry of Education Egypt
Mrs Fatma Al Zahraa, Head of Official Schools at the Ministry of Education Egypt
Dr Hussein Bakhat The NTTP Coordinator at the Ministry of Education Egypt
Finally, we would also like to express our heartfelt thanks to all the Teacher Educators and teachers
who will take this programme forward. Continuing professional development is a lifelong journey. We
hope that the ideas and content in the NTTP programme will help and support teachers and learners
across Egypt on that journey
Dear Teacher Educators
Welcome to the National Teacher Training Programme (NTTP) and to this Teacher Educator Course!
The National Teacher Training Programme (NTTP) is a capacity building project with the Egyptian
Ministry of Education that is taking place across Egypt. The project aims to develop the English
language skills and pedagogical knowledge of English primary teachers and to develop the English
language levels of Math and Science teachers who use English as the medium of instruction. Taking an
evidence-based approach, we aim to develop the training capacity of the Egyptian Ministry of Education
and embed Continuing Professional Development (CPD) systems and tools within the in-service Ministry
of Education system. This will be achieved by developing a cadre of Teacher Educators who will be
trained and supported by the British Council to enable them to lead on CPD activities for teachers
working in government and official schools across the country. The Teacher Educators will help set up
and facilitate Teacher Activity Groups (TAGs) for teachers, from the same district or idara. Each TAG will
have around 30 teachers and it will be facilitated by a Teacher Educator. In the TAGs teachers will use
British Council materials to help them practice their English and learn new teaching ideas and
techniques which they can try in their lessons.
Teaching for Success 1

In year 1, the objectives of NTTP were:
• to build the teacher training and development capacity of the Ministry of Education
• support primary English teachers to develop their English language and teaching skills
• support primary Maths and Science teachers who teach in an English Medium of Instruction context to
develop their English skills
• to support teachers to form communities of practice through Teacher Activity Groups (TAGs) where
teachers can practise and develop their English language skills and learn and share learner-centred
teaching ideas and techniques to try in their lessons.
In year 2, the objectives of the NTTP are:
-To embed sustainable communities of practice in each of 27 governorates

-To support teachers to enhance their English and teaching skills, as well as knowledge of learner-
centred techniques
-To extend capacity of a cadre of Teacher Educators who can lead on CPD for teachers.
Teacher Educators will continue setting up and facilitating Teacher Activity Groups (TAGs) in their local
districts. These TAGs are CPD sessions that teachers, from the same district or idara, will attend twice a
month. Each TAG will have around 30 teachers and it will be facilitated by a Teacher Educator. In the TAGs
teachers will use British Council materials to help them practice their English and learn new teaching ideas
and techniques which they can try in their lessons.
What are Teacher Activity Groups?
TAGs are groups for teachers that meet twice a month. In these groups, teachers take part in activities to
practice their English and learn and share ideas about teaching. Teacher Educators facilitate these sessions
by guiding the teachers through the activities and encouraging them to reflect on their learning. Reflection
and action planning is an important aspect of a TAG. Teachers are encouraged to reflect and make plans
related to their teaching practice and their own learning.
In the TAGs, the teachers will use a TAG Resource Book. The resource book will include
• language practice activities

• activities that can be used with learners in lessons
• tasks related to videos that show teachers using learner-centred techniques in lessons
What training will you receive?

You will receive three stages of training in 10 sessions:
• In the 'Orientation' stage, you will be introduced to the NTTP project, key concepts in
learner-centred teaching, input sessions on teaching learner-centred English language lessons, as well
as sessions to help you develop your skills as a teacher trainer and facilitator.
• In the 'Practice' stage, you will take part in sessions that will help prepare you to facilitate TAGs. This
will involve sessions on training and facilitating skills and practical micro-training sessions where you
will practise facilitating activities in small groups. Following micro-training sessions you will receive
feedback from your peers and your British Council trainer.
• In the 'Consolidation' stage, you will consolidate your learning and facilitation skills and receive input to
further support your development as a Teacher Educator.
Active participation is a key characteristic of this training and participants will be expected to work in pairs
and groups and to actively discuss and share ideas from their own experience throughout the course.
We hope that you find this training both interesting and worthwhile. Thank you and enjoy your training!
2 Teaching for Success

CONTENTS
Orientation stage
.............................................................................................................................................. 4
1. INTRODUCTION TO NTTP ........................................................................................................................... 5
2. LEARNER CENTRED TEACHING ................................................................................................................ 9
3. FROM TEACHER TO TEACHER EDUCATOR ........................................................................................... 14
4. CONTINUING PROFESSIONAL DEVELOPMENT (CPD) ........................................................................ 19

5. TEACHING SPEAKING: MAXIMISING INTERACTION ............................................................................ 25
6. UNDERSTANDING VOCABULARY FOR PRIMARY LEARNERS .......................................................... 49
7. UNDERSTANDING THINKING SKILLS FOR ................ ...........................................................................

PRIMARY
......................... 66
8. MICRO-TEACHING: PLANNING
........................................................................................................................... 114
9.MICRO-TEACHING: PRACTICE
........................................................................................................................... 115
Practice stage
1. INTRODUCTION TO TEACHER GROUPS......................................................................................................................120
2. FACILITATING A TAG SESSION.......................................................................................................................................132
Consolidation stage
1. SETTING UP ACTIVITIES..................................................................................................................................................160
2. WORKING WITH PARTICIPANTS...................................................................................................................................166
3. STRUCTURING A TAG SESSION....................................................................................................................................168
4. MICRO-TRAINING PLANNING .......................................................................................................................................172
5. MICRO-TRAINING PRACTICE.........................................................................................................................................174
6. COURSE REFLECTION AND ACTION PLANNING......................................................................................................178
7. TAG READINESS CHECKLIST..........................................................................................................................................182

Course outline
Session 1 Session 2 Session 3
Getting to know each other Continuing Professional Teaching speaking &

Development (CPD) Maximising interaction
Learner-centred teaching vs
Teaching-centred teaching
Teaching vocabulary for Understanding thinking Micro-teaching &

primary learners skills for primary Feedback

Introduction to teacher Setting up activities Working with participants
groups
(Types of motivation)
Facilitating a TAG The structure of a training
session
Session 10
Micro-training & Feedback

Orientation Stage
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1. INTRODUCTION TO NTTP
By the end of this session you will have:
• got to know your colleagues
• understood the key aims of NTTP and the objectives of this training course.
A. Ice-breaker
You will take part in a getting to know you activity. Follow your trainer’s instructions.
B. What is NTTP?
Listen to your trainer’s instructions. Read the introduction on page 3 of this workbook
and the handout your trainer gives you. Make notes to complete the mind map below.
Who? What?
NTTP
Why?
Where?
When?

C. NTTP - Theory of Change
A Theory of Change (ToC) sets out the ‘building blocks to bring about a given long-term goal.
(from www.theoryofchange.org)
Read the NTTP Theory of Change and underline key words.
NTTP believes that:
IF trained and supported Teacher Educators have the resources, venues and infrastructure
to meet with teachers and access teacher development materials
THEN teachers, with the support of Teacher Educators, can form face-to-face and digital
groups such as Teacher Activity Groups (TAGs) in their local areas
WHICH will enable them to develop their English language learning and teaching skills,
knowledge and experience
WHICH is likely to result in more motivated teachers taking part in a culture of sharing and
learning, which in turn is likely to improve quality in the classroom.
Share your key words with a partner. Are they the same?
Look at the Theory of Change again. What do you think is the vision for the groups
mentioned in the table below? Discuss with your partner and add your ideas to the
table below.
Teacher Educators Teachers Learners

D. The role of Teacher Educators on NTTP
In order to achieve tthe goals outlined in the NTTP Theory of Change, the team of
Teacher Educators will receive training and support to develop skills, knowledge
and experience in the following areas:
• Planning and delivering continuing professional development (CPD) activities for teachers
• Supporting and mentoring teachers
• Social media management
1. You already have a vast amount of skills, knowledge and experience in many
of the above. Reflect on your experience and complete the table below.
Then share with a partner.
Planning and delivering continuing professional development activities
What teacher training experience do you have?
Supporting and mentoring teachers
Have you ever supported or mentored another teacher and helped them to learn
and develop? How? What did you do? Give an example below.
Social media management
Are you a member of any online teacher groups? E.g. on WhatsApp or Facebook.
How do you use them? Give details below.

2. Which areas of the above do you already feel confident? Which areas do you want
to develop further? Complete the sentences below
• I feel confident in … because …
• I want to develop in … because …
Share with a partner.
E. Find someone who …

Find out more about your colleagues. Stand up and speak to as many different members
in the group as you can. Make sure you ask follow up questions.
Find someone who … Name and further information
1. is a member of an online group for teachers.
2. has supported other teachers to develop

professionally.
3. has written a training workshop for teachers.
4. has used a lot of ICT in their teaching.
5. has delivered a teacher training session on

developing speaking skills.
6. has taken part in a peer observation system.
7. has observed other teachers and provided

developmental feedback to them.
8. has worked with other teachers to adapt their

class textbook.
9. has shared materials they have made with

other teachers.
10. has given a presentation at a conference

for teachers.
What did you learn about your colleagues? Share with your partners.

F. Take away points
What have you learned from this module? Make a list of your key learning
points below.
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2. LEARNER CENTRED TEACHING

By the end of this session the participants will have:
• reviewed the difference between a learner-centred and a teacher-centred classroom
approach
• discussed key features, advantages and disadvantages of each approach.
A. Learner centred vs teacher centred classrooms

Many countries have national educational policies that recommend a learner-centred
approach to teaching. Educators believe it is useful to move the main focus from the teacher
onto the learner. This way, the learner will take a more active role in his or her learning. He or
she will develop the skills necessary to become a good independent learner. Part of a
teacher’s role is to help learners to develop these skills.
In a traditional teacher-centred lesson the teacher makes all of the important decisions. She
or he stands at the front of the classroom explaining and controlling each part of the lesson.
The learners listen to the teacher and follow his or her instructions. In this kind of lesson, the
teacher’s role is active and the learners’ role is quite passive.
In a learner-centred classroom, the teacher’s role changes and the learners take
responsibility for their own learning. Learners often work together in pairs or small groups,
helping each other to perform tasks and sharing ideas. The teacher walks around the
classroom monitoring the learners’ work and helping when necessary. The learner takes a
more active role in his or her learning and becomes an independent learner.
In a learner-centred classroom, the teacher does not give the learners all the information
they need. Instead she gets the learners actively involved in the teaching-learning process. In
a teacher-centred lesson a teacher might explain the meaning of some new vocabulary by
writing definitions on the board. In a learner-centred lesson a teacher might put the learners
into small groups with some dictionaries. The idea is that by discovering the meaning of the
words themselves, the learners are more likely to remember them.

B. Teacher-centred vs learner-centred classroom
Have a look at the sentences below. Do they describe a teacher-centred or
a learner-centred approach?
Teacher Learner
centred centred
The teacher chooses activities based on the learners’
A
strengths, needs and interests.
The teacher asks learners to read a social sciences text and

B
then answer the comprehension questions alone in the textbook.
The learners practise new vocabulary by making sentences

C
about themselves.
D The teacher teaches the textbook page by page.
The teacher asks the learners to find out about a mathematical

E
concept using the computer laboratory and the school library.
The learners work in pairs to answer questions about a text

F
on Egyptian history.
G The teacher asks the learners to choose the activity they want
to do.
The learners expect the teacher to explain all the chemistry

H
formulae to them.
The teacher encourages the learners to help each other with

I
their learning.
J The learners only talk to the teacher, not to each other.

C. Learner-centred teaching advantages
Discuss your answers to these questions with a partner.
A. What do you think are the advantages of learner-centred teaching? Are there any
disadvantages?
B. Have you experienced learner-centred or teacher-centred teaching as a learner?

What was your experience?
C. Have you observed learner-centred or teacher-centred teaching in schools

in your context?
D. Is learner-centred teaching suitable for learning languages? Why/why not?

D. Reflection and discussion
Answer these questions.
A. Do you think there has been a balance between Student Talking Time and Teacher
Talking Time so far in this workshop? Imagine you are the students and the trainer
is the teacher.
B. What learner-centred activities have you done?
C. What do you like about the training approach? What don’t you like?
Key principle(s):

LEARNER CENTRED TEACHING: CASE STUDIES
Case study 1: Activity Based Learning is an approach to
education originally trialled in schools in Chennai and now
adopted by at least seven different states across India.
Children manage the pace at which they work themselves,
engaging in a range of activities to achieve milestones
and learning goals. The teacher acts as a facilitator, most
often working with small groups or individual students as opposed to with
the whole class.
For more information see:
http://unicef.in/Story/603/Activity-based-learning-A-radical-change-in-Primar
y-Education or www.ssa.tn.nic.in/docu/abl-report-by-dr.anandhalakshmi.pdf
Case study 2: As part of the British Council’s English Language

Initiative for Secondary Schools (ELISS) in Maharashtra,
Master Trainers and teachers have been learning a variety
of techniques to help them shift the focus of learning away
from the teacher and onto the learners. The teachers are
shown how to engage the learners in different ways and
to encourage them to communicate with each other while doing activities.
Unlike in Case study 1, the learners generally work on the same activities
at the same time. The teacher might play several roles during each lesson:
facilitator, counsellor, advisor, etc.
https://www.britishcouncil.in/programmes/english-partnerships/state/maharashtra-english-
language-initiative-secondary-school
Case study 3: On the British Council’s English Language

Teacher Development Programme (ELTDP), primary school
teachers in East Malaysia embarked upon classroom
research with the support of their mentors, investigating
how different learner centred approaches impacted upon
their classrooms. Teachers shared the findings of their
research, from the local level through teacher clubs and groups, to the
international stage through conferences and online platforms.
https://www.britishcouncil.my/english-language-teacher-
development-project-eltdp

E. Takeaway points
What have you learned from this session? Make a list of three key learning points
below.
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3. FROM TEACHER TO TRAINER

• identified your professional development to date
• identified some of the ways teachers learn
• described some of the similarities and differences between teaching and teacher
training.
A. How I’ve changed

Identify five ways that you have developed since your first day as a teacher, and complete
the table below.
When I started teaching, I… Now, I…
Be prepared to share your points with the group.

B. How teachers learn
1. Look at this concept map of some of the ways that teachers learn, and the basic reflective learning cycle below.
Diagram 1:
2 Discuss these questions with a colleague.
A. Which of these ways of learning in Diagram 1 above are you familiar with?
B. Which ways do you feel have been the most influential on your development?
C. Can you recall examples of when you have followed a process similar to the
reflective cycle (in Diagram 2)?
Diagram 2

C. The purposes of teacher training
Identify the statements that you agree with most/least.
0 – completely disagree
5 – completely agree
Statement 0-5
1. Training should persuade teachers to adopt recent or new ideas for

teaching.
2. Training should help teachers make their own decisions about teaching.
3. Training should tell teachers what to do in the classroom.
4. Training should allow teachers to discuss what they do in the classroom

and share ideas with their colleagues.
5. Training should focus on teachers’ weaknesses and show them how to

get better.
6. Training should help provide teachers with alternatives that they then
adapt to their own context.
7. Training should provide teachers with lots of new activities – the more
activities the better.
8. Training is about giving as much information as possible – the practice

is done in the classroom afterwards.
Share your ideas with a colleague. Do you agree or disagree? Why?

D. From teacher to trainer
Record the skills, knowledge and attitudes that are needed by both teaching and
training, and those which are specific to training.
Teaching & training
Training

E. Reflection
Take some moments to think about what you did in this session.
Then read and respond to the questions below.
A. What happened in this session that was particularly helpful for you? Why did it help?
B. What (if anything) could have been done differently? What difference would this have made
to the experience of the session?
C. What are your feelings after the sessions we have covered so far on Day 1 of your training?
4. CONTINUING PROFESSIONAL DEVELOPMENT

• reviewed the definition of Continuing Professional Development (CPD)
• reflected on your own qualities and stage of development and how these relate to CPD.
Read this quote:
‘An education system is only as good as its teachers’ (UNESCO, 2014: 9) and enhancing
teacher quality at all stages of a teacher’s career is thus a key factor in improving the
quality of learning that students receive.’
From Contemporary Perspectives on Continuing Professional Development by Dr Simon

Borg available at https://www.teachingenglish.org.uk/teacher-development/continuing-
professional-development.
What do you think this quote means for teachers? Discuss with your partner.

A. What is CPD and how do you feel about it?
1. Can you remember what Continuing Professional Development means?
Discuss with your group and write a short definition.
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2. Listen to your trainer’s instructions.
B. How would you describe yourself?

1. Look at the qualities below. Put a tick ( ) next to the ones that describe you.
Put a (?) next to the ones you are not sure about. Put an (x) next to the ones
that you don’t think describe you.
motivated tired reflective
responsible patient inexperienced
open-minded interested confident
impatient over-worked honest
determined experienced knowledgeable
2. Which of these qualities do you think are important for teachers who want to
develop professionally?
C. CPD Framework – professional practices

1. Look at this list of professional practices from the British Council’s Framework of
CPD for teachers that are important for the development of English language and
other subject teachers:
• Planning lessons and courses
• Understanding learners
• Managing the lesson
• Knowing the subject
• Managing resources
• Assessing learning
• Integrating ICT
• Taking responsibility for professional development
• Using inclusive practices
• Using multilingual methods
• Developing 21st century skills
• Understanding national policies and practice

Development of understanding and skills in these practices moves through the following stages:
Awareness: you have heard of the professional practice

Understanding: you know what it means and why it is important
Engagement: as well as understanding, you can show skills in this professional
practice in your teaching
Integration: you can use your understanding and skills consistently, confidently and
appropriately in your teaching
2. Listen to your trainer. Decide which stage of development you are at for each of the
professional practices. Use the CPD Framework to map your answers.
3. Think about your role as a Teacher Educator, what stage of competence do you think
you need to be at? Are there any additional professional practices you need to have?
e.g Understanding how teachers learn
D. Activities for Continuing Professional Development
1. What are the different activities that you can do to help you develop your
professional skills and knowledge to attain the required stage of competence
in your new role? E.g. doing a small scale survey to find out what teachers need
in your governorate are.
Make a list below.
2. Compare your list with the one on the next page. Are there are any ideas you hadn’t
thought of? Did you think of any ideas that aren’t on this list?

E. Planning your CPD
1. Tick ( ) the activities you have already done and circle the activities you would like
to try (or do again!). Then discuss with your group and decide where you would find
the resources to do the activities you are interested in.
Where will you find the resources to do

CPD activities
the activities you are interested in?
Face to face training course
Online training course
Attending conferences
Presenting at a conference
Joining a teachers’ club
Finding out about teachers needs through

a survey or interviews
Practice
Action research
Reflection
Doing formal research on an ELT topic
Peer-observation
Watching teaching videos
Listening to podcasts
Joining an online teacher groups and forums
Recording your class using your mobile phone and watching that video / listening to the
recording
2. Share your answers with your group.

F. Take away points
What have you learned from this module? Make a list of your key learning points below.
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G. What next?
1. Create your development plan for the next six months on the next page.
2. How can you use this with teachers in your context?
My development plan
What is your development goal? (Tip: What is most important that you would like to
develop? Look back at the list of professional behaviours)
Why is this goal important to you? / How will it improve your teaching practice?

Activities for my development: What activities will help you achieve your goal?
Activity When will you do this How can you find the
activity? necessary resources?
REFLECTION TIME!
A. Reflective log based on your learning

Look back through today’s sessions.
Answer the questions below based on your takeaway points. Discuss your answers
with a partner.
1. The most useful takeaway point for me today was:

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2. How will you use or implement these learning points in the future?
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3. What challenges do you think you will face when implementing these
points?
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4. How will you overcome these challenges?
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5. TEACHING SPEAKING: MAXIMISING INTERACTION
Learning outcomes
The aim of this module is to introduce you to a range of techniques and activities which
promote oral communication in the classroom. The module also looks at the benefits of pair
and group work and adapting tasks to maximise student interaction. You are given the
opportunity to prepare and deliver speaking activities to your peers.
This module covers the professional practice:
• Planning lessons and courses – selecting and developing the activities, resources and
materials which engage the learners and correspond to the aims of the lesson.
By the end of this module you will be able to:

• recognise the benefits of pair work and group work in maximising student interaction
• describe a variety of techniques to increase oral communication in the classroom
• adapt reading tasks to make them more communicative
• prepare and use communicative speaking activities to help learners practise language.

1. Lead-in
1.1 Find someone who…
Listen to your trainer’s instructions.
Find someone who… Name/notes
uses pair work and group work.
has never conducted a debate with

their learners.
knows what an information gap is.
has noisy classrooms.
believes that speaking is the most

important of the four language skills.
thinks fluency is more important than

accuracy in speaking.
likes using role plays.
thinks the ratio of student talking time

to teacher talking time should be 75:25.
Work in pairs. Tell your partner two pieces of additional information about the other
participants that you found interesting.
• Could you use ‘find someone who…’ with your learners?

2 Pair and group work
2.1 Two approaches
Your trainer will demonstrate two activities. Follow your trainer’s instructions.
Work in groups and find out how your classmates travel to school.
by by school
Name by bus by car by train on foot bicycle bus
Total

Work in groups and discuss these questions.
• Which demo was more effective in helping the learners practise language?
• What are the benefits and problems of pair/group work?
Notes
Work in pairs, reflect on your teaching and discuss these questions.

• How often do you use pair and group work in your classroom, and what for?
• Will you make any changes to the way you use pair and group work?

3 Techniques for promoting speaking
in the classroom
3.1 Jigsaw activity
Work in groups. Your trainer will give you part of a text on how to promote real speaking
in the classroom.
• Read the text.
• Identify which three questions you can answer (one answer for each group has been given).
• Discuss the answers as a group.
• Write the answers.
Group No. Questions
A 1 What is our main aim in practising oral English according to the first
paragraph?
Answer
B 2 Conversation B is probably two people talking in private, face-to-face

and reacting to each other. How is conversation A described?
Answer
C 3 Does the writer think that traditional grammar practice is a complete

waste of time? Why/why not?
Answer
4 According to conversation B, what will the British Council give you?
Answer
5 In conversation A, the attention of the learner is focused on the

language they are using and on getting the grammar right. What is the
focus on in conversation B?
Answer

Group No. Questions
6 How many ways does the writer give of practice that is controlled but
which includes some of the features of real communication?
Answer
7 How many different pieces of advice are there in conversation A?
Answer
8 Conversation A is a controlled exercise where the language is

completely predictable. How is conversation B different?
Answer
9 Name two task types that the writer says give learners a purpose
for using the language.
Answer
Work in new groups. Share your answers. Shout ‘Finished!’ when you have answered
all the questions.

3.2 Running dictation
Work in groups to complete the text. Follow your trainer’s instructions.
How to inject more speaking into your classroom
There are lots of _____________ to inject more speaking into your classroom.
For example, at the beginning and end of classes, _____________ the learners and get
them to tell their partner what they _____________ in the previous or current lesson. They
can also tell their partner something connected with the _____________ of the lesson: for
_____________,
where they were last night or what their _____________ and dislikes are.
Every time you give _____________ on a task, tell them to _____________ check their
answers with a partner. This will help to build _____________ before speaking in front of the
whole class. If groups are working together on a task, when they _____________, move one
learner from each group to _____________ their answers again or to share/check more
information before eliciting feedback.
When you have finished, swap your text with another group and peer check their text
using Appendix 3.

Work in pairs. Reread the text and discuss these questions:
• What techniques and activities are suggested in the text?
• Have you tried any of them?
• If so, were they successful?
• If not, would you like to try them?
• Could you use this task in your classrooms?
• Could you adapt some of your textbook tasks into ‘running dictation’ activities?
Notes

4 Peer teaching
4.1 Planning
You are going to prepare and demonstrate a speaking activity. Your trainer will give you
an activity. Listen to your trainer’s instructions.
Use these questions to help you prepare the activity. You will need to adapt it for a class
you are familiar with.
Pre-speaking activity
1. How are you going to create a context and introduce the activity?
2. What language (i.e. vocabulary/grammar/functional language) do your students need to

know before they can do the task?
3. What interaction pattern does the activity require? How are you going to create this?
4. What instructions are you going to give? Write them down. Are there different parts to
the activity? If so, what are the instructions for each part?
5. How are you going to ensure the students understand what you want them to do?
Are you going to use instruction-checking questions? Do you think a demonstration
or example is necessary? If so, how are you going to provide it? How are you going
to start the activity?

Speaking activity
6. How are you going to monitor the activity? (e.g. remotely, by making notes on errors,
by helping them, by correcting them)
7. How are you going to stop the activity? Do you have an early finisher’s task? How can
you extend the task if necessary?
Post-speaking activity
8. How are you going to feed back on the task and on the language?
Focus questions and observer tasks adapted from Tanner, R and Green, C (1998) Tasks for Teacher Education. Longman.
4.2 Teaching
Look at Activity 4.3. These are the areas you will make notes on after the other
group’s speaking activity.
Teach your activity and take part in the other group’s activity.

4.3 Reflection task
After you have taken part in the other group’s activity, complete the table.
How did the teacher

give instructions?
How much did the teacher

and the ‘students’ speak
during the activity
(e.g. teacher 25 per cent,
learners 75 per cent)?
What did the teacher do

during the activity?
How did the teacher start

and stop the activity?
What did the teacher do

after the activity?

5 Reflection
5.1 Decisions, decisions
Reread the learning outcomes for this module.
• Think about the tasks that you participated in (the content and how they were delivered)
and the techniques you discussed:
– find someone who...
– jigsaw reading
– running dictation
– peer teaching activities
– pair and group work
– information gap
– ‘real’ speaking
– peer checking
– personalisation of topics.
• Which tasks in your textbooks could you do in this way?
• Which activities would you like to try/not try? Why/why not?
• Make some notes in the box.
My action plan
Tell as many participants as possible about your plans.

Websites and reading
Gammidge, M (2004) Speaking Extra. Cambridge University Press.

www.teachingenglish.org.uk/article/teacher-talk-encouraging-speaking
A video on the theme of encouraging speaking with fun and useful activities.
www.teachingenglish.org.uk/article/speaking-elementary-learners
An article which gives advice and practical speaking activities for low-level learners.
www.teachingenglish.org.uk/article/teaching-speaking-skills-1
An article about what language students need for speaking, with practical suggestions.
www.teachingenglish.org.uk/article/teaching-speaking-skills-2-overcoming-
classroom-problems
An article which addresses issues with teaching speaking and how to deal with them.
www.teachingenglish.org.uk/article/speaking-activities
A long list of classroom activities which practise speaking.
www.onestopenglish.com/skills/speaking
A selection of lesson plans and activities for speaking skills.
www.onestopenglish.com/skills/speaking/speaking-matters
A series of articles by Adrian Tennant giving useful tips for teaching speaking.
www.teachingenglish.org.uk/article/running-dictation
How to set up a running dictation activity.
www.teachingenglish.org.uk/teaching-speaking
A series of short videos on the topic of teaching speaking which features classroom footage
and interviews with teachers of English from state primary and secondary schools.

Noticeboard
Jigsaw
A jigsaw listening or reading activity is an information gap exercise.
Learners hear or read different parts of a text, then exchange information
with others in order to complete a task.
For example, learners in three groups hear different versions of an
encounter with aliens. Together with other learners, they complete
comprehension questions based on all three descriptions of the
encounter. Jigsaw tasks are an excellent way to integrate the skills,
as learners read or listen to a text, and speak and listen to others to
reconstruct the information in the text. Most written texts can be made
into a jigsaw activity easily. Managing a jigsaw listening exercise is more
challenging as it requires multiple audio players, enough space to listen
without disturbing other groups, and time.
Peer correction
Pyramid dis
Peer correction is a classroom cussion
A pyramid di
technique where learners correct scussion is a
speaking ac
each other, rather than the teacher tivity where
learners
form progre
doing this. For example, using a ssively larger
groups
as they carr
computer room, each learner quickly y out a spea
ki ng
which normal task,
writes a short text on someone who ly requires ea
ch
grouping to
has inspired them. They then move reach agreem
ent
before joinin
to the next terminal and correct the g another gr
ou p.
For example,
next learner’s text. This rotation in small grou
ps ,
the learners
continues until they come back to have to agre
e on
the most impo
their work. Peer correction is a rtant of the
five
senses. They
useful technique, as learners can then join with
another grou
feel less intimidated being helped p and have to
agree
again, and so
by others in the class. However, on, until the
w hole
class is invo
some learners are highly resistant lved in one di
sc us
Pyramid disc sion.
to being corrected by someone ussions are
useful
for practisin
other than the teacher. g a range of
functions,
including agre
eing and disa
negotiating, greeing,
summarising,
putting forw an d
ard an argum
ent.

Information gap rners are missing
tio n ga p ac tiv ity is an activity where lea
An infor ma need to talk to
tio n the y ne ed to complete a task and a
the informa A has a biography of
For example, Learner
each other to find it. ssing, while Le arn er B has
ou s pe rso n wi th all the place names mi n co mp lete
fam r they ca
t wi th all the da tes missing. Togethe
the same tex n gap activ s itie
as kin g ea ch oth er questions. Informatio
the text by e an opportunity for
reasons. They provid
are useful for various t real communication,
ea kin g pr actice, they represen
ex ten de d sp ls such as clarifying
n be hig h, an d they require sub-skil
motivati on ca n gap activities
d rep hr as ing . Ty pic al types of informatio
meaning an , spot the difference
,
e: describe and draw
you might find includ tations.
listenings, and split dic
jigsaw readings and
Communicative
The communicative approach is based on the idea that
learning language successfully comes from having to
communicate real meaning. When learners are involved
in real communication, their natural strategies for
language acquisition will be used, and this will allow them
to learn to use the language. For example, practising
question forms by asking learners to find out personal
information about their colleagues is an example of the
communicative approach, as it involves meaningful
communication. Classroom activities guided by the
communicative approach are characterised by trying to
produce meaningful and real communication, at all levels.
As a result there may be more emphasis on skills than
systems, lessons are more learner-centred, and there
may be use of authentic materials.

Appendix 1
2.1 Two approaches
Benefits
• They enable much more language practice for learners, especially in large classes. It is
essential in order to help learners develop into confident users of the language.
• Some learners are naturally shy and tend to say little or nothing in whole-class work. Pair
work and group work can help learners feel more secure.
• They involve learners more. Learners tend to lose interest and not concentrate in
whole-class work.
• Pair work and group work encourage learners to help each other. They can share
knowledge and ideas and begin to take responsibility for their own learning.
Problems
• Pair and group work can be very noisy and this can disturb colleagues – this is generally
regarded as a good thing. It can help to explain to colleagues and principals why pair work
is beneficial.
• Learners make mistakes during pair and group work. This may be true but might be a sign
that learners are experimenting with language and developing their competency in the
language. It is a good idea to prepare learners before pair or group work and to monitor
carefully during the activity so that you can correct important mistakes when the activity
is finished.
• Learners can be difficult to control when they are doing pair or group work. It is important
to give very clear instructions for pair and group work. Learners must have a clear task to
complete. It is also a good idea to introduce pair and group work slowly over a period of
weeks if your learners are not used to it.

Appendix 2
3.1 Jigsaw activity
Group No. Questions
A 1 What is our main aim in practising oral English according to the first paragraph?
Answer To develop learners’ ability to communicate freely and spontaneously in English.
B 2 Conversation B is probably two people talking in private, face-to-face and

reacting to each other. How is conversation A described?
Answer Public formalised interaction dominated by the teacher and with the whole
class listening.
C 3 Does the writer think that traditional grammar practice is a complete waste
of time? Why/why not?
Answer No, it is useful practice of the grammar, but on its own it won’t prepare learners
very well for real communication.
A 4 According to conversation B, what will the British Council give you?
Answer A list of language schools.
B 5 In conversation A, the attention of the learner is focused on the language

they are using and on getting the grammar right. What is the focus on in
conversation B?
Answer Communicating a message or the meaning.
C 6 How many ways does the writer give of practice that is controlled but which
includes some of the features of real communication?
Answer Four.
A 7 How many different pieces of advice are there in conversation A?
Answer Three.
B 8 Conversation A is a controlled exercise where the language is completely

predictable. How is conversation B different?
Answer Language is unpredictable, speakers have to listen to each other.
C 9 Name two task types that the writer says give learners a purpose for using
the language.
Answer Discussion, games, problem-solving, information gap activities.

Preparing for communication
Our aim in practising oral English is to develop learners’ ability to communicate freely and
spontaneously in English. To achieve this aim, we need to ask the following questions:
• What is real communication like?
• How is it different from the kind of controlled practice that usually takes place in the
classroom?
• How can we bring features of real communication into language practice?
Consider the two examples below.
Conversation A shows a controlled practice exercise, practising the structure ‘should’.
Conversation B shows how the same structure might be used in real communication.
Conversation A Conversation B
Teacher: I feel tired. Student 1: I’d like to try to study in Britain for
Student: You should have a rest. a few months. What do you think I should do?
Teacher: I feel ill. Student 2: Well, first of all, you should go
and see the British Council. They’ll give you
Student: You should see a doctor.
a list of language schools in Britain where you
Teacher: I feel hungry. could go and study, and they’ll also tell you if
Student: You should have a sandwich. there are any ways of getting a grant or a
scholarship. And then you could try…
As well as being more advanced, there are several ways in which the language in B is
different from that in A:
1. In B, the friend giving advice doesn’t only use ‘should’, but a range of structures (‘will’,
‘could’, ‘ways of … ing’), and different functions (giving advice, making predictions,
discussing possibilities). To communicate, they need to know how to mix different
structures in context.
2. In B, the language is unpredictable. The friend uses ‘should’ but they could have replied
in many other ways: e.g. ‘If I were you...’ or ‘I don’t know’ or ‘What’s the matter? Don’t you
like it here?’ To continue the conversation, the two speakers have to pay attention and
respond to what the other person is saying. In A, the language is predictable; the
responses are ‘set’, and there is no chance for a conversation to develop.
3. In B, the speakers are using language for a purpose; there are things the first speaker
does not know, and that is why they are asking the friend’s advice. Although the speakers
need to use grammar correctly, their attention is focused on the message, on what they
are talking about, not on the language they are using. In A, the only reason for using
language is to practise ‘should’ – the teacher is not really asking for advice. The practice
is ‘meaningful’ because the learners are aware of the meaning of what they are saying,
but their attention is focused on ‘getting the grammar right’, not on the message they
are communicating. They do not have the option of using a different phrase, e.g. ‘Why
not have a rest?’
4. The two friends in B are probably talking to each other in private. It is a private,
face-to-face interaction; the two speakers react to each other and their personalities
affect the way the conversation develops. In A, the ‘conversation’ is a public, formalised
interaction, dominated by the teacher and with the whole class listening. There is nothing
personal about the responses; they will be the same whichever learners make them.

This comparison shows there is a gap between traditional grammar practice and the way we
communicate in real life. This does not mean that traditional grammar practice is a waste of
time; on the contrary, it is a very useful way of practising the structure ‘should’. But this kind
of practice alone will not prepare learners very well for real communication in English. This
may be achieved by giving practice that is controlled, but which also includes some of the
features of real communication. Here are some ways in which this could be done:
• By giving practice involving more than just single sentences, so that learners have a
chance to use a mix of different functions and grammar.
• By encouraging learners to give a variety of responses, rather than one ‘set’ answer; by
encouraging learners to give personal responses; and by doing practice that naturally
leads to unpredictable, creative language.
• By giving learners a purpose for using language (e.g. through discussion, games,
problem solving, information gap activities); and by paying attention to what learners
are saying, not only to whether they are using the language correctly.
• By organising activities in pairs and small groups, to give learners the opportunity to use
language in private, face-to-face interaction.
These activities will complement other, more grammar-based activities, and involve your
learners in real communication.
Adapted from Doff, A (1988) Teach English. Cambridge University Press, 104–105.

Appendix 3
3.2 Running dictation
How to inject more speaking into your classroom
There are lots of ways to inject more speaking into your classroom.
For example, at the beginning and end of classes, pair the learners and get them to tell their
partner what they learned in the previous or current lesson. They can also tell their partner
something connected with the topic of the lesson: for example , where they were last night
or what their likes and dislikes are.
Every time you give feedback on a task, tell them to peer
check their answers with a partner. This will help to build confidence before speaking in front
of the whole class. If groups are working together on a task, when they finish , move one
learner from each group to check their answers again or to share/check more information
before eliciting feedback.

Appendix 4
4.1 Planning
Speaking activities
These are the communicative activities that your group and other groups demonstrated.
Read them and tick the ones that you would like to try out.
Ball throwing game

The teacher throws the ball to a pupil who has to say something, e.g. how they are feeling,
an introduction to themselves, and what their future plans are. The learner then throws the
ball to someone else who has to speak. This continues until everyone has had a chance to
say something. You can also do this by asking learners to make a question and then throw
the ball for someone else to answer it.
Pyramid discussion
This can be focused on a ranking task, an advantages/disadvantages task or a problem-
solving task – any task where they have to discuss something and decide something. For
example, the teacher hands out worksheets with items for ranking and puts pupils into pairs.
Each pair has to order the items from most important to least important. Then two pairs are
grouped together and they repeat the task until everyone in the group of four agrees. This
is done again with two groups of four getting together and trying to agree and then with two
groups of eight. Finally, the whole class has to rank the items and come to an overall agreement.
Role play
This can be focused on any situation that produces a dialogue between two or more pupils.
The teacher puts the pupils into two groups (if you have a large class, this can be further
sub-divided). One group is the ‘customer’; the other is the ‘shop assistant’. The pupils plan
what they are going to say to their groups (they can make notes but they must not write the
dialogue). Pair one pupil from each group together. The pairs do their role plays. They then
go back to the original group and discuss what happened.
Class survey
This can be focused on any situation that involves information gathering. The teacher tells
pupils to copy an information table from the board into their notebooks. The pupils then
wander around the classroom finding out information from their friends and filling in the
table. The pupils then go back to their places and report the interesting information they
found out. They can then write up the information for homework or pool all the class
information into a class report.

Balloon debate
This can be focused on a ranking task or a problem-solving task – any task where they have
to discuss something and decide something. Pupils are put into groups and given an item or
person to talk about. They have to plan a talk on why their item or person is the best.
A spokesperson from each group stands up and gives their talk. Pupils then have to vote on
which talk had the weakest arguments. The item or person with the weakest arguments is
thrown out of the balloon (the balloon will plummet to the ground if someone or something
is not thrown out!). The arguments are put forward again and, again, the weakest is thrown
out of the balloon. Finally, the remaining group with the strongest arguments is the winner
and remains in the balloon!
Survival
Divide the pupils into groups of five or six. Describe a survival scenario to them. For example,
your group has just crashed in a jungle miles from anywhere. Tell them they are going to walk
for help. They can only carry so much in their rucksack. They have to decide which eight
things out of a possible 20 they would take with them on their search for help, and why. The
teacher needs to decide what the 20 things are or the class brainstorms 20 possibilities and
notes them on the board. After this discussion, either each group presents their reasoning to
the class and the class votes on the best choices, or they are regrouped as in a jigsaw task
and they have to agree on eight things to take. As a follow-up task, the groups can make up
a story of what happened on their trip and then be interviewed by reporters.
Onion rings
You do need room for this. You could do it outside. This is a good speaking activity for first
lessons or when you have a short dialogue you want to practise. Divide the class into two.
One half stands in a circle facing outwards. The other half stands in a larger circle around
them facing inwards. Each learner should be opposite another learner. They have two to
three minutes to ask and answer as many questions as possible, then the outer circle have
to move on to the next learner, and stop when they’ve come ‘full circle’. This can be used
for any functional language and for practising any language in a more interesting way.

6. UNDERSTANDING VOCABULARY FOR
PRIMARY LEARNERS
Learning outcomes
The aim of this module is to help you explore how to make vocabulary learning effective and
memorable by employing a variety of strategies, activities and resources. The module looks
at the importance of active involvement in learning and how to adapt activities to different
ages. You will also be given the opportunity to plan, prepare and microteach an activity.
• Planning lessons and courses
– selecting and developing the activities, resources and materials which engage the
learners and correspond to the aims of the lesson
– planning activities that help learners to develop learning strategies.
• identify factors that make vocabulary more memorable
• employ strategies to make vocabulary more memorable
• give examples of how to adapt vocabulary activities to different age groups
• use a variety of activities and materials to make vocabulary memorable.

1 Lead-in
1.1 Activities we use
Note down any games or activities that you use in your lessons which you think make
vocabulary more memorable.
Activities and games for

learning vocabulary
Work in groups. Share what you have written. Add any new ideas.
Notes

2 Ways of making vocabulary memorable
2.1 Matching task
Work in pairs and do the matching task.
Bingo Classifying Using opposites

Using flashcards What’s missing?
Kim’s game Translating Guessing from context
Guess what Using objects
Match each activity or game with an explanation.
Description Activity/game
a. Showing learners a set of pictures or objects

and encouraging them, then taking one away
and asking which one is not there
b. Saying a word which has a different meaning
c. Saying the word in their own language
d. Saying a word and getting the learners to match

that word to a picture
e. Putting objects or pictures in front of learners

and getting them to remember what is there.
Taking away or covering pictures to see if the
learners can remember them
f. Drawing an item, and the learners guess

what it is
g. The learners write or draw in a table of nine

boxes. They cross off the word they hear.
When they have crossed off a row of three,
they have won
h. Listing words that are connected, for example

duck/horse/cow, and the learners guess what
else is connected
i. Putting words or pictures together in sets
j. Showing the learners real items and getting

them to say the word

Work in groups. Discuss which of the ten games and activities make vocabulary
memorable for their learners. Why?
Look again at the list of activities and games that you made in Activity 1.1. Tick them
if they were in the matching task.
2.2 ‘Tic tac toe’

Your trainer will play a game with you. Follow your trainer’s instructions.
Work in groups. Discuss the questions.
1. What was the aim of the game?
2. Did you like the game?
3. Could you use this game in your classes? Why?

How could you change it so that you could use it?

4. In what different ways could you use this game?
5. What makes this game memorable?
2.3 What’s the best way?

Read the proverb. What does this mean for effective vocabulary learning?
Tell me and I will forget

‘ .’
Show me and I might remember
Involve me and I will understand

Work in pairs and read the strategies.
Strategies
a. Draw a picture – the learners guess as you draw
b. Show a picture
c. Make a hand gesture – the learners have to work out the meaning
d. Show a set of pictures or objects and get the learners to remember them. Take one
away and ask them which one is missing
e. Use a real object
f. Give an example
g. Give examples of different types and the learners guess
h. Act out (mime) – the learners guess as you mime
i. Translate
j. Put pictures together in sets (classifying)
Which strategies do you think are good for making these words memorable?
Which do you think is the best strategy for each word?
Word Possible strategies Best strategy
1. book
2. stand up b., c., d., h., i. c., h.
3. big
4. happy
5. brown
6. mum
7. bag
8. desk
9. mouth
10. banana

Put each strategy into one of the columns.
Tell
Show
Involve
Which are the best activities and games for learning vocabulary?
What do they have in common?
Notes

3 Vocabulary games
3.1 Assessing and adapting games
Watch the video of five teachers playing games in their classrooms.
As you watch each of the games, complete the table.
Country/class Game Lexical set
Grade 4 – Taiwan 1. Bingo
Grade 2 – Indonesia 2. What number is it?
Grade 4 – Vietnam 3. Whispers
Grade 3 – Japan 4. What’s missing?
Grade 2 – Indonesia 5. Number grab
Work in pairs and discuss these questions.

• Which game(s) did you like the best? Why?
• What language topics are you teaching at the moment? How could you use some of these
games to practise the topic vocabulary with your learners?
• How would you use these games differently with younger or older children, and learners
with different levels of English?
Notes

Work in groups and compare your ideas.
Work in pairs. Choose one game and adapt it to use with your learners.
My learners
Age: Grade/level: Topic:
Lexical set:
Game:
Adaptation:

Activity plan
Learners (age, grade or level)
Lexical set/words
Activity/game
Resources
Notes on strategies, etc.
Microstages and
Materials Interaction Time
brief description

4.2 Peer microteaching
Work in groups of six. Take it in turns to ‘teach’ your words.
Play the role of ‘learner’ when you are not teaching.
It’s my turn to
be the teacher. We are the learners.
4.3 Stop and think

Work in pairs. Reflect on your activity or game as ‘teachers’ and discuss your thoughts.
• What worked?
• What didn’t work?
• Would you change anything next time?
Reflect on the other two activities/games as ‘learners’ and discuss your thoughts.
• Did you enjoy the activity/game? Why?
• Was the learning memorable? Why?

5 Reflection
5.1 My mind map
Follow these instructions.
• Reread the learning outcomes for this module.
• Think about what has been important to you in this module.
• Draw a mind map of what you have learned, reflected on and decided to do. Use colour,
small drawings, think bubbles and anything else that you want to use to map out your
experience of this module.
• There is no right answer. You will all have different and personal mind maps, just as you
have all had different and personal experiences.
5.2 Action plan

Work in pairs. Discuss how you are going to make vocabulary more memorable in the future.

Argondizzo, C (1992) Children in Action. Prentice Hall.
Lewis, G and Bedson, G (1999) Games for Children. Oxford University Press.
Palim, J and Power, P (1990) Jamboree: Communication Activities for Children. Nelson ELT.
Reed, C (2007) 500 Activities for the Primary Classroom. Macmillan.
www.teachingenglish.org.uk/sites/teacheng/files/D467_Storytelling_handbook_
FINAL_web.pdf
A downloadable PDF which contains a section on introducing new vocabulary, practising,
checking and consolidating vocabulary (pp 31–32).
www.teachingenglish.org.uk/language-assistant/games
A collection of games for learning language.
www.teachingenglish.org.uk/teaching-kids/kids-vocabulary
An article on introducing and practising vocabulary in fun and motivational ways.
www.teachingenglish.org.uk/language-assistant/primary-tips/word-building
An article on how to vary the way we approach vocabulary.
www.teachingenglish.org.uk/language-assistant/primary-tips/using-opposites
A lesson which uses different strategies for dealing with opposite adjectives.
www.teachingenglish.org.uk/language-assistant/games/telephone-wires
How to play ‘Whispers’ or ‘Telephone line’.
http://learnenglishkids.britishcouncil.org/en/
There are lots of activities and games for children on LearnEnglish Kids.
www.teachingenglish.org.uk/language-assistant/primary-tips
Lots of activities and topics for teaching vocabulary.

Noticeboard
Lexical set
of words within the
A lexical set is a group
form. For example,
same topic, function or
ldfish, gerbil’ is part of
‘cat, dog, tortoise, go
of pets, and ‘quickly,
the topical lexical set
matically, angrily’ is
happily, completely, dra
ical set of adverbs.
part of the syntactic lex
of looking at new
Lexical sets are a way
e learners find
vocabulary, which som
e asking learners to
useful. Activities includ
s, word games such
sort words into group
me ‘I went to the market
as the chaining ga
e out’ and class
and bought…’, ‘Odd on
poster projects.
Multi-senso
ry learning
Learners re
act differen
senses are tly dependin
used and ho g on which
in learning. w many sens
Some learne es are used
to sight, som rs react mo
e touch, som re strongly
Involving as e sound, etc.
many of the
in learning vo senses as p
cabulary mak ossible
effective. an es the learni
d the learne ng more
remember th rs are more
e vocabular likely to
It makes clas y.
ses more fu
n!

REFLECTION TIME!

Answer the questions below based on your takeaway points. Discuss your answers
with a partner.

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3. What challenges do you think you will face when implementing these points?
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7. UNDERSTANDING THINKING SKILLS FOR PRIMARY
Learning outcomes
The aim of this module is to raise awareness of concepts and cognitive skills, and the links
between these and activity types commonly found in textbooks. Identifying and
understanding concepts and cognitive skills used in learning activities enables teachers to
incorporate resources and activities which help children to develop cognitively and learn
effectively. You are given the opportunity to reflect on the activities you use and plan for
greater impact.
• Understanding learners – making decisions about teaching by applying an
understanding of levels of attainment and age.
• explain the meanings of ‘concept’ and ‘cognitive skill’
• identify common concepts and cognitive skills
• recognise the links between concepts and cognitive skills, and activity types found in
primary resources and textbooks
• relate concepts and cognitive skills to your primary classroom practice.

1 Lead-in
1.1 Textbook activities
Think about or look through the textbook you use. Note down some of the typical
activities included, such as listen and point, match words and pictures, and read
and colour.
Textbook
activities
Work in groups. Share what you have written. Discuss these questions.
• Is there a good range of activity types, or are the same ones repeated?
• Are some repeated more often than others?
Notes

2 Concepts and cognitive skills
2.1 Team race
You will take part in a team race. Follow your trainer’s instructions.
Your trainer will explain what you have just done.
Work alone. Complete the statements in your own words.
A concept is ______________________________________
A cognitive skill is __________________________________

2.2 Why focus on concepts and cognitive skills?
Your trainer will demonstrate a flashcard game.
5 7 1 9 4 2
Work in groups. Think about the flashcard game. Discuss and answer these questions.
• Have you ever played a game like this in your primary classroom? Did your learners
enjoy it? Why?
• How else could you play it?
• What cognitive skill did this game require?
• What concept did the learners need to understand?
• How quickly do you think children aged six would complete this game?
• How quickly do you think children aged five would complete this game?
• Can you make any conclusions about cognitive development in children?
Work alone. Complete the gaps.
The primary English classroom involves training children in the four linguistic skills:
• l ________________
• s ________________
• r ________________
• w ________________
However, it also involves developing children’s non-linguistic skills, such as using

c ________________ skills and developing their understanding of c ________________ .

2.3 How children learn and develop
Work in small groups. Discuss each question and make notes.
Think about children you know who are five years old. What sort of things can they do
without help?
What sort of things can eight-year-olds do, without help, that they couldn’t do when they
were five years old?
Finally, what sort of things can ten-year-olds do, without help, that they couldn’t do when
they were eight years old?

Work in pairs. Your trainer will give you a text. Read it to your partner but do not show
it to them.
Glue your completed text on here.

3 Making links to teaching materials
3.1 A range of concepts and cognitive skills
Draw a line to join the concept with its definition.
Name of concept
Definition or example
1 Place
H The idea of an
2 Volume E How much empty area
liquid/solid material is
in a given space
3 Time
C E.g. airport,
4 Opposites D Groups with the school, home
same type of things
in them
5 Colour
B How long
something is
6 Length J E.g. red, blue,
yellow, green
7 Sets
L The idea that life can
be divided into seconds,
G The idea that minutes, hours, etc.
8 Shape something can
get bigger
9 Growth K How heavy

I E.g. winter, spring, something is
summer, winter
10 Weight
11 Space A E.g. round square,

F E.g. black and white, oblong
or fat and thin
12 Cycles

Check your answers with a partner and complete the statement.
In order to complete this task I used the cognitive skill of m___________________ !
Work in pairs. Write the translations under each of these cognitive skills into the boxes.
Describing Predicting Measuring Evaluating
Guessing Checking Observing Recording
Reasoning Sequencing Labelling Deducing

Sorting Ranking Ordering Comparing
Memorising Experimenting Counting Matching
Completing Recognising Planning Identifying
Rote learning (or m___________________ ) is not the only cognitive skill!
Work in groups. Your trainer will give you some descriptions. Place them correctly
onto the table.
Compare your work with another group’s. Glue the boxes onto the table.

3.2 Analysing activity types
Work in groups. Read the primary English activities. Decide which concept and
cognitive skill is needed to complete the task. There may be more than one.
Use the information in Activity 3.1 to help you.
Notes

4 My learners
4.1 Stop and think
Look again at Activity 1.1. Think about your learners and the cognitive skills in
Activities 3.1 and 3.2. Choose two or three cognitive skills your learners need to
develop.
My learners
(age/grade)
Cognitive skills they

need to develop
Discuss your choices with your partner.

4.2 A useful activity
Work with a partner. Adapt an activity from your textbook or create an activity to
develop one of the cognitive skills you chose in Activity 4.1. Discuss your ideas
together.
Make notes in the table.
My learners
(age/grade)
Cognitive skill
Concept/
language focus
Skills focus
(reading, writing,
speaking, listening)
Resources/
materials I need
Brief description
of the activity
Work in groups and compare your ideas.

5 Reflection
5.1 Review
Reread the learning outcomes for this module.
Work in pairs. Think about this module. How has your trainer tried to use activities
needing different cognitive skills? Note down your answers, your opinions and
feelings. Use colour, text or drawings.
Learning outcomes
Recording
Textbook
activities
Evaluating
Understanding thinking
skills for primary

5.2 Planning to use my activity
Work alone. Complete the action plan for using your activity using information from
Activity 4.2.
You will not be able to complete the result section, but you should do this later.
Questions Answers
Class
Which class will I work with?
Goal
What will I try?
How
What resources or materials do I need?
When
When will I try?
Result
Was it successful? How do I know?

Cameron, L (2001) Teaching Languages to Young Learners. Cambridge University Press.
Moon, J (2005) Children Learning English. Macmillan.
Pinter, A (2006) Teaching Young Language Learners. Oxford University Press.
www.onestopenglish.com/children/methodology/childrens-development
An article about the stages of children’s cognitive development.
www.teachingenglish.org.uk/articles/child-a-learner
An article about how children learn.
http://psychology.about.com/od/piagetstheory/a/keyconcepts.htm
Piaget’s stages of cognitive development.

Noticeboard
Concept
ch as
abstract idea, su
A concept is an so m et hing you
e. It is not
height, age or siz u ca n un de rstand
but yo
can see or touch, e of
ample, e.g. the siz
it by seeing an ex
ight of a man.
a shoe, or the he
Cognitive
skill
A cognitiv
e skill is a
thinking sk
ill, for exa
to comple mple,
te a task b
ordering o y
r sequenc
ing.
Jean Piaget
Jean Piaget, a Swiss developmental
psychologist, was the first educationalist to
s.
understand that children are not mini-adult
older .
Children’s brains develop as they get
They are able to master different types of
tasks at different ages.

Appendix 1
3.2 Analysing activity types
These are typical activities commonly found in published textbooks or activity books.
Decide which concept and cognitive skill is needed to complete the task.
There may be more than one.
WRITE
cooker fridge cupboard sofa television lamp bath
Concept(s):
Cognitive skill(s):
LISTEN AND POINT
Concept(s):
Cognitive skill(s):
Appendix 1
WRITE
fridge green television snake red elephant
blue sofa giraffe yellow cupboard camel
orange lion lamp mouse black leopard
bath white cooker hippopotamus
Furniture Colours Animals
Concept(s):
Cognitive skill(s):
READ, WRITE THE NAMES AND THEN COLOUR
Sarah has got short brown hair. She’s Peter has got short black hair. He’s
wearing a blue blouse, a green skirt and wearing a red sweater, blue jeans and
yellow shoes. She’s eating a banana. white shoes. He’s eating an apple.
John has got short blond hair. He’s wearing Anne has got long brown hair. She’s
a yellow T-shirt, white trousers and black wearing an orange dress and pink shoes.
shoes. He’s got a skateboard. She’s got a book.
Concept(s):
Cognitive skill(s):

WRITE THE WORDS IN THE CORRECT ORDER
Sunday Tuesday Thursday Saturday
Monday Friday Wednesday
1. 5.
2. 6.
3. 7.
4.
Concept(s):
Cognitive skill(s):
GAME
I spy something
beginning with B.
Book?
No, try again!
Concept(s):
Cognitive skill(s):

THE LEARNERS CAN ANSWER IN THEIR OWN LANGUAGE
Let’s read a story about a

holiday at the beach. What do
you think is going to happen
in this story?
Concept(s):
Cognitive skill(s):
FOLLOW THE LINES AND WRITE THE VERB IN THE PAST TENSE
jump
eat
go
see
have
run
Concept(s):
Cognitive skill(s):

CIRCLE AND WRITE THE DAYS. LOOK DOWN  AND ACROSS 
S A T U R D A Y T K M _ _ _ _ _
P E M O N D A Y H I T _ _ _ _ _ _
T R U M S C T B U V W _ _ _ _ _ _ _ _
U N F J Q U G S R P T _ _ _ _ _ _ _
E A L O I D P U S C F _ _ _ _ _
S H T W G H S N D E S _ _ _ _ _ _ _
D W E D N E S D A Y S _ _ _ _ _
A F A T G P J A Y O
Y T S R W H S Y P L
N C F R I D A Y E B
Concept(s):
Cognitive skill(s):
WRITE THE WORDS
lepnaeth noli leacm fifegra
akesn stipohpompua deplaor esomu
Concept(s):
Cognitive skill(s):

REFLECTION TIME!

Answer the questions below based on your takeaway points. Discuss your answers with
a partner.

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8. MICRO-TEACHING: PLANNING
• started to prepare to deliver a section from the training materials in this course
• become more familiar with activities that you could facilitate in TAGs.
A. Micro teaching preparation

Your trainer will put you into groups and ask you to prepare for micro-teaching.
You will be assigned one of the modules we have completed this week to plan and
then deliver during micro-teaching. Every group member should be involved in
the planning.
Complete the form:
MICRO-TEACHING GROUP INFORMATION
Group number
Group members
Title of the text
Presentation time
B. What next?
• If you have time, rehearse the module with the participants in your group, or in front of a
mirror, so that your delivery is as smooth as possible.
• Try to think of any challenges that you could encounter while delivering the module. How
will you get around them?

9. MICRO-TEACHING: PRACTICE
• practised delivering a section of from one of the training modules in this course
• become more familiar with the different sections and materials in this training workbook
• reflected on your training and facilitation skills
• considered feedback on how to improve your training and facilitation skills.
A. Micro-teaching
Your trainer will ask you to participate in micro-training. Listen to your trainer’s
instructions.
B. Feedback on micro-teaching
Discuss these questions with the rest of your group. Write down some constructive
observations about the micro-training that are applicable to the whole group.
Do not focus on individuals.
1. Which aspects of the micro-training were successful? Why?

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2. Was there anything that could be improved? How?

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B. Feedback on micro-teaching
What have you learned from this session? Make a list of your key learning points below.
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D. What next?
Please continue to reflect on this micro-teaching session. Try to implement what
you have learnt from your experiences of doing / participating in today’s micro-
teaching session.

REFLECTION TIME!

Answer the questions below based on your takeaway points. Discuss your answers with
a partner.

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REFLECTION AND ACTION PLANNING
• reflected on what you have learned during the course
• planned how you can use this in your role as a Teacher Educator on NTTP
• considered how you will continue your professional development after this course.
A. Orientation stage reflection

• Go through your workbook and read through your notes. Try and remember all the
activities and the learning from the different modules you studied. If some notes are
missing, work with your colleagues to make sure your notes are complete. If you
have any questions or doubts, ask your colleagues and then your trainer.
• Work with a partner, discuss the following questions and make notes.
A. Which parts of the course did you find most useful? Why?
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B. Which parts of the course do you think will be challenging to apply in your work?
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C. Do you have any concerns related to your role as a Teacher Educator

on the NTTP programme this year?
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D. Is there anything you need / want to find out more about?

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B. Writing an action plan
1. Now use your ideas from above and your reflections from throughout the whole
course to complete your action plan. You should write three actions for each
section. Remember to be SMART!
Section A: What will I do when I return to my governorate?

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Section B: How will I prepare for my role on NTTP?

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Section C: What will I do to continue my professional development?
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C. Feedback
Complete the feedback forms and questionnaires that your trainer hands over to you.
Thank you very much!
Don’t forget to join the NTTP Facebook and WhatsApp groups. Ask your trainer
for more details.

Practice Stage
1. INTRODUCTION TO TEACHER GROUPS
By the end of this session you will be able to:
• share your experiences of being a part of a teacher group or club.

• summarise the functions of teacher groups.
• state the key aspects of teacher group meetings.
• know where to look for suitable resources to use in teacher groups.
A. Lead-in: your experiences
You are going to find out about each other’s experiences relating to collaborating with
other teachers through teacher groups.
Option 1:
Interview up to three participants. Complete the table below.
Items Participant 1 Participant 2 Participant 3
Location and name of group
How many members are there?
How often do you meet?
List three group activities
What challenges does the group face?

How do you overcome these challenges?
www.teachingenglish.org.uk 120
Option 2:
Look at the word-cloud below. In your opinion, which three words best describe your
understanding of a teacher group or club? Why? Share your thoughts with a partner.
B. Why teacher groups?
Work in groups. What are the benefits and challenges of teacher groups?
Complete the table below.
Benefits Challenges
121 Teacher Educator Course - Phase 2

C. Activities and resources for teacher groups
Work in groups. Your trainer will give you some poster paper. Make a list of all the
activities teachers in a teacher group can do. Use the suggestions below if necessary.
Add more if you can.
School-based
activities
e.g.
Peer-observations
Training
ACTIVITIES Events
workshops
& e.g. Attending a
e.g. Presenting at a
RESOURCES conference
conference
Group study
e.g. Participating in
a MOOC* (*massive
open online course)
D. Managing teacher group meetings
Think about the things that you will need to do if you start a teacher group.
Work in pairs. Write B (Before), D (During) and A (After) for each of these activities.
More than one answer is possible. Add one more activity to each stage.
Managing teacher group meetings B/D/A
Evaluate the meeting
Prepare the agenda
Inform members about the meeting
Record the discussion and action points
Share important information
Ensure everyone contributes
Start on time
Stick to the agenda
Circulate the discussion notes
Plan for the next meeting
Start the cycle again!
Ensure that the meeting room is arranged and ready
Check about support (e.g. time-keeper, co-facilitator)
Finish on time
Decide who the next facilitator will be

E. Principles for setting up teacher groups
Here are some key principles for setting up teacher groups. Work alone.
Complete the sentences using the words in the box.
facilitate answers rotate outside
listening responsibility contribute
1. What happens in the group is everyone’s .......................................... .

2. We don’t have to have all the .......................................... . We just need to trust that
together we can learn.
3. Everyone has something to .......................................... ; we all have different knowledge
and types of expertise.
4. Just talking about our teaching and .......................................... to each other can be very
helpful.
5. Someone will need to start the group and .......................................... each meeting, but
there is no leader. Facilitator roles can .......................................... around members.
6. Together we can find sources for support from .......................................... the group, if
necessary.
Adapted from: Starting NTTE Teachers Together (Peer Support) Groups,

British Council, Central Asia.
F. Takeaway points
Work alone. Complete the following.
Three things you learned in the session.
Two things you didn’t get a chance to say in the session and would like to add now.
One thing you would still like to know more about.
Share your tips with a partner.
G. What next?
Read the adapted article below by Jayne Moon. Work in groups and answer these
questions:
1. The two key assumptions of teacher clubs are: that teachers are capable of managing
their own development in their own non formal ways and that a group of teachers
working together can provide the necessary conditions for professional development.
Explain these two assumptions in your own words...
• ..........................................................................................................................................................................
. ............................................................................................................................................................................

2. Where was the study conducted?
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3. Who were studied? How many were there?
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4. List the four findings.
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5. What are the main responsibilities of a club co-coordinator / facilitator?

Do you think you can be one? Why/why not?
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G. What next?
Reading text for section G
Adapted from: Investigating the Role of the Co-ordinator in Kenyan Teacher Development
Groups by Jayne Moon and Gichema Wanjohi.
Introduction
This study was conducted in Kenya on three teacher development groups. The Teacher
Development (TD) groups were based on the assumption that the best people to help
teachers are teachers themselves and that groups of teachers could collaborate in
solving their own professional problems. Our experience with such groups suggested
that their co-ordinators played an important role.
Teacher development
Teacher development in the sense of on-going growth in relation to a teacher’s career is

widely accepted as a characteristic of the notion of teaching as a profession (Pennington
1990; Ur 1996). This encompasses the notion of personal agency which is clearly
illustrated in this quote from Ur (1996: 318):
You have within your teaching routine the main tools for personal progress: your own
experience and your reflections on it, interaction with other teachers in your institution.
Teacher development takes place when teachers, working as individuals or in a group
consciously take advantage of such resources to forward their own professional
development’
There are two key assumptions here that support the idea of ‘teacher development
groups’: the notion that teachers are capable of managing their own development in their
own non formal ways and that a group of teachers working together can provide the
necessary conditions for professional development.
Design of study
Our initial objective in this small-scale study is to investigate the role played by co-
ordinators and we have begun to investigate their perceptions of their roles, and of their
relationships with their TDs so as to better understand the way they conceive of and run
their groups.

We have adopted a case study approach, as this seemed most appropriate to our aim of
understanding how TD co-ordinators operate their groups.
Co-ordinator subjects were chosen on the basis of convenience sampling from those who
had attended a workshop which both researchers helped to run. This gave us a useful
cross section of subjects with different levels of teaching experience and different levels
of experience in running TD groups. Data was obtained from letters requested by one of
the researchers during the workshop, from questionnaires sent out after the workshop,
from email messages and from other documentary evidence supplied by the case study
participants e.g. TD group minutes, reports on visits.
Findings
The three cases represent three co-ordinators at different stages of co-ordinating their
groups. These reveal differences in the stages of their career cycles; in their personal
goals and how these influence the way they view their roles and their groups.
• U is a senior teacher of 23 years’ experience who has co-ordinated her group since
1995;
• L is a teacher of 10 years’ experience with two years co-ordinating his group;
• R is a teacher with 5 years’ experience and just over 6 months as group co-ordinator.
While all TD co-ordinators represent unusual teachers in that they are highly motivated
and have initiated steps to assist their development, when we look individually the picture
is much more complex.
One of the main findings is the importance of viewing co-ordinators’ choices and
decisions with regard to the setting up and running of TD groups within the context of
their lives, careers, personal circumstances and their relationships with their institutional
and local communities. Decisions to take on the role of TD co-ordinator may initially be
a means to an end (promotion, more pay etc) and motives may be primarily instrumental
which is probably important in terms of the groups’ survival and sustainability.
A second finding is the apparently symbiotic nature of the relationship which develops
between the co-ordinator and group. For example, by U representing her group officially,
she is advancing her career by widening her connections and achieving status but her
connections and contacts also bring opportunities for her group (e.g. she arranged a
visit to a university department in Nairobi) and she organises them to prepare teaching
materials useful for their schools.
A third finding is the variation between the co-ordinators as reflected in the nature of
their personal goals and their goals for the group linked to their career stages. U appears
to be nearing the end of her teaching career at a stage where she wants to diversify
away from teaching and the TD group provides her with a means of realising this goal. R,
unlike U, is in the early stages of his teaching career and in running a TD group. He also
discusses his own and the group’s goals in different terms, perceiving his own immediate
needs for skills to co-ordinate the group. L, by contrast with both, is mid-career with
two years’ experience of running a TD group concerned with his own professional
development. His view of how his development has been assisted is compatible with his
view of how teachers in the group have benefited and is consonant with his belief that
‘fellow teachers can be a lot of help’.
So each co-ordinator varies in his/her personal goals which reflect his/her career stage
and the way they perceive their group’s goals. This influences the way they run their
groups.
The fourth finding is that institutional support from the local district education
authorities and the head teachers is crucial to TD group survival. TD co-ordinators have
to convince the authorities and head teachers that it is worthwhile setting up a local
group and persuade them to support the group financially e.g. money for travel.
TD co-ordinators need strong interpersonal and entrepreneurial skills to enable them to
achieve this.
Our study confirms that the co-ordinator’s role in establishing the group and providing
the initial direction is very important. Their energy and enthusiasm may be crucial over
the first few years of a group’s life until it takes root and members begin to perceive for
themselves the value of such a group.
Teacher Educator Course - Phase 2

REFLECTION TIME!
Answer the questions below based on your takeaway points.

Discuss your answers with a partner.
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2. FACILITATING A TAG SESSION
• identify positive actions for facilitating TAGs effectively

• describe useful language to facilitate TAGs.
A. Lead-in discussion
1. Have you worked as a trainer on other projects in the past?
If yes, write a list of all the things you did in your role as a trainer.
If no, think about your own experiences of attending training and make a list of what your
trainer did in her/his role of a trainer.
E.g. described specific workshop training objectives to the participants
• ..............................................................................................................................................................................
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B. Training or facilitating?
1. Work in pairs. Put the words or phrases from the box below in the most appropriate
column. Some of the options below can go in both columns, try to put them in the
most appropriate column or write them at the centre of the table.
a b c d e
shares expert transfers asks provides
builds rapport
knowledge knowledge questions solutions
f g h i j
focuses on doesn’t
guides directs achieving moderates need to be
interaction learning specific discussions a content
outcomes expert
Trainer Facilitator
2. What do you think is the difference between the role of a trainer and the role of a
facilitator? Using the ideas in the columns above, write a definition of a trainer and a
facilitator.
A trainer …
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A facilitator …
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C. Facilitation behaviours
1. Read the dialogue below and answer the questions.

This extract is from a teacher meeting.
Heba: Good afternoon everyone! How are you all? How did your month go?
Ahmed: It was very interesting; I tried something new this time in my class.
Shaimaa: Oh great! What did you try?

Ahmed: I tried to tell a story in a very different way.
Heba: hmm…that sounds very interesting Ahmed.
Heba: That’s great, so let’s start today’s meeting. So we’ve just heard from Ahmed about
his experiment in the classroom; did any of you try anything in your English lessons?
What about you Hoda?
Hoda: I didn’t try anything new but I did one activity in a better way. I think this time it
was more effective than before. So I am happy!
Heba: Can you tell us a little more?
Hoda: Well, this week when I was reading a story to my class, I used puppets and asked
the children to speak to them.
Heba: That sounds great. And Wael, can you tell us about your week?
Wael: Well, I know I had decided to change my lesson plan this time but honestly I was a
little worried to try something new.
Eman: That’s ok Wael, we can help you if you need any support.
Fady: Yes, we can definitely support you.
Heba: That’s the spirit! It is really good to have each other’s support but let’s try to find
out from Wael – what were you worried about Wael?
Wael: I was worried that my students wouldn't be able to the new activities in my plan.
Fady: Well, I think students will take time to get used to new activities, its normal. Don’t
worry about that.
Hoda: Yes I agree with Fady, what about you Heba? What did you try in your lesson?
Heba: I taught some new words this time and I tried asking questions and getting the
answers from my students rather than giving away all the answers like I used to. It worked
really well….
2. Who do you think is facilitating this teacher discussion? How do you know?
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3. Read the extract again. Which of the following actions is the facilitator doing while
facilitating? Tick the ones that apply.
Actions Tick ( )
help set group guidelines
guide participants to think critically
listen to participants’ comments, questions, etc.
keep things moving / maintain pace
motivate group members
bring back focus
encourage participants to contribute to the discussion
help participants to reach an appropriate consensus
summarise the discussion or get others to do so

4. What behaviours do you think will not help Heba facilitate this group?
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D. Language for facilitation
What language can you use for the actions on the left of the column?
Actions Language
Help the group set group e.g. What do you think about … (arriving on time / using
guidelines mobile phones etc.)
Guide participants to think e.g. Why do you think … (using pictures help learners)?
critically
Actions Language
Keep things moving / e.g. OK so let’s go to the next activity.

maintain pace
Motivate group members e.g. That’s a good idea! Well done!
Bring back focus e.g. OK, let’s discuss that in the reflection section later,
Let’s come back to this point.
e.g. What do you think, Wael?

Encourage participants to
contribute to the discussion

Actions Language
Listen to and acknowledge e.g. I think I understand what you are saying.
participants’ comments, You have a point there.
questions etc.
Help participants to reach e.g. OK, we’ve had very different ideas, but as a conclusion I
an appropriate consensus think we can say…. Do you agree?
Summarise the discussion e.g. So what you are saying is….

or get others to do so
Can you give us a short summary of the discussion,
please?
E. Tips for effective TAG facilitation
1. Read the situations below and help the facilitator!
I am Adel. Our last TAG started off really well but after
1
some time, teachers started arguing with each other about
something they had read. I found it extremely difficult
to control all of them. Since they are my colleagues, it
What’s your tip? becomes challenging to control the TAG.
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2
I am Dina. In our TAG we have a teacher who never speaks.
I think he hesitates because he might make mistakes while
using English. I tried asking him to speak a couple of times
but he didn’t!
What’s your tip?
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3
Hi, I am Nadeem. We never manage to complete all the TAG
activities. My teachers always come in late and this delays
everything!
What’s your tip?
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4
Hello, I am Mona. We do all the TAG activities but sometimes
teachers lose interest and focus. This slows down
everything. What can I do to keep them motivated?
What’s your tip?
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5
I am Lamiaa. My TAG is very lively and teachers are quite
enthusiastic. This is good but sometimes when we discuss
something important we spend too much time on one thing
and then have no time left for anything else.
What’s your tip?
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2. Think about the above situations.
How can TAG participants support facilitators to make the TAGs successful?
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F. Poster presentation
Make a poster to summarise the main ideas from this session. You can draw pictures, use
colours and write text on the poster. Be creative!
You could cover the following aspects
• role of the facilitator

• tips for effective facilitation
• useful language to use for facilitators
• dos and don’ts for a TAG facilitator

D. Takeaway points
What have you learned from this module?

Make a list of your key learning points below.
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REFLECTION TIME!

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Appendix 1
3. TAG REPORTING STRUCTURE AND Q&A
By the end of this session you will be:
• more familiar with how TAGs will be monitored and evaluated

• able to describe your role in setting up TAGs and the support you will receive
• able to describe your role in the monitoring, evaluation and reporting of TAGs.
A. Presentation
1. You will listen to a short presentation on setting up TAGs, the monitoring and
evaluation of TAGs and how you will be involved in the reporting of TAG activities.
Before you listen, think about any questions you have relating to this. Write them
below.
Questions I have before the briefing:
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2. Listen to the presentation. Are any of your questions answered?

Tick the questions you have written that are answered above.
3. Do you have any questions that were not answered?

Do you have any further questions? Discuss with your partner.
You will have a chance to ask your questions.

Appendix 2
4. SOCIAL NETWORKING FOR EDUCATIONAL USE
• evaluate the usefulness of social networking sites in the achievement of your teaching
aims
• understand the risks and opportunities of using social networking sites in your teaching
• identify a number of ideas for using social networking sites in your teaching
• understand the potential of micro-blogging for your professional development.
A. Keeping safe in social networking sites
Here are some tips on how to keep your students and yourself safe within social network
sites.
Personal contact details (address or phone number etc.) – Remember people you
meet online aren’t necessarily who they say they are and images they post may not be of
themselves. It’s very easy to create a fake online identity, so never agree to meet people
or share your personal contact details with them.
Know how to block people – Most social networking websites have some means to
block access to people you don’t like or who you feel are harassing you. Be sure you
know how to do this.
Understand privacy settings – Make sure you understand the privacy settings and how
to control who can see and access your information within the network.
Third party games and applications – Many social networks allow other companies to
market games and applications through their sites. When you sign up to use these they
have access to some or all of the information you have posted within the network. Make
sure you know what information they share about you and your friends.
Inappropriate behaviour – Most social networking websites have some means to ‘flag’
report any inappropriate behaviour or images etc. that are posted there. Make sure you
know how to use this.
Who is your friend? – Check the profiles of any people who want to connect with you.
Try to see if they are authentic, see if you have any friends or common connections.
Think about why this person wants to connect to you.
Be accepting of other people’s opinions – Social networks can bring you into contact
with people from all over the world with a wide range of opinions and cultures. Try to
respect them as you would like them to respect your own opinions. If you find you can’t
do this then break your connection to the person, but never be impolite or disrespectful
to others.
Who owns the content? – In some cases, when you share images or videos etc. on a
social networking site, they become the property of the network owner. This can give
them the right to use your images how or wherever they please. Be sure to check the
terms and conditions regarding content ownership before you sign up and make sure you
are happy to comply.
Your images – If you post images / videos of yourself, be aware of what other people
might think of them (your mother, your employer, your teacher) or what you might think
of them 5–10 or even 20 years from now. Once an image is published on the Internet it is
there forever even if you delete it from your profile.
Images of other people – Many of your photographs may contain images of other
people. Be sure you have their permission before posting these images, especially if they
might find them embarrassing.
Digital bullying – Harassment or bullying through social network sites or any digital
medium can usually be traced back to the sender quite easily. Be sure to save any
messages, report the person to the site administrator and if it continues tell a teacher,
friend or person in authority.
Provocation – Though it is unusual, some social media users can be impolite and at
times threatening. Never respond to this kind of provocation and particularly don’t
respond angrily.
Support your friends – If you become aware that someone is being harassed or bullied
online, be sure to support them. Tell them to save any messages they have received,
block or un-friend the person, and report it to someone in authority.
Behaviour guidelines and policy – Have clear guidelines on what kind of behaviour is
and isn’t acceptable and a clear policy for how any kind of breach of those guidelines will
be dealt with. Make sure that both students and parents are aware of these guidelines
and the policy and how to report any kind of abuse.

Professional profiles – If you work a lot with students in social networks it may be useful
to have a separate profile so that you keep your work and personal friends apart. You
may also advise your students to do the same.
Respect age restrictions – Never join or encourage other to join social networks if they
are below (or above) the specified age. There is usually a good reason for the age limit.
There are a lot of rules and restrictions here, but remember that most people who use
social networks never have a problem. Following these guidelines and encouraging
students to think about them too can ensure that they enjoy the educational potential
that these sites offer, without encountering any of the possible problems that could arise.
B. Twitter and ELT
Explore the timelines of some of these popular ELT Twitter users and see if you can find
any interesting reading.
TeachingEnglish https://twitter.com/TeachingEnglish
OneStopEnglish https://twitter.com/Onestopenglish
Cambridge ELT https://twitter.com/CambridgeUPELT

International Association of Teachers of
https://twitter.com/iatefl
English as a Foreign Language (IATEFL)
David Crystal https://twitter.com/davcr
Scott Thornbury https://twitter.com/thornburyscott
Larry Ferlazzo https://twitter.com/Larryferlazzo
Cherry M P https://twitter.com/cherrymp
Shelly Terrell https://twitter.com/ShellTerrell
Sugata Mitra https://twitter.com/Sugatam
Jim Scrivener https://twitter.com/jimscriv
Jeremy Harmer https://twitter.com/Harmerj
Russell Stannard https://twitter.com/russell1955
Nik Peachey https://twitter.com/NikPeachey
C. Scenarios – social networking for educational use
Decision 1
Yousef is a teacher educator and trains teachers from both primary and secondary levels,
in Cairo. His teachers are very familiar with the Internet. Most of them have accounts on
Facebook and Twitter and they use text messaging via WhatsApp to communicate with
each other to share ideas, discuss challenges or do language activities. The internet is
one of their main means of communicating with their friends. Yousef is familiar with the
Internet too but he doesn’t have a profile on Facebook, he has heard of Twitter but he
doesn’t use that either. He uses the Internet to send emails and to search for teaching
materials using the search engine Google. Yousef's school has a well-equipped computer
room with a fast Internet access. He decides to use Facebook or a similar social
networking site with his teachers.
What is the first step Yousef should take now he has decided to start this project?
a - Decide which system to use.
b - Decide how he will use such a system to further his teaching/training aims.
c - Ask his teachers to recommend a system.
Decision 1: Outcomes
a - Decide which system to use.
Outcome
Clearly Yousef will have to select a system to use during the project. The first thing he
needs to do, however, is to decide how he will use the system to teach English more
effectively.
b - Ask his teachers to recommend a system.
Outcome
This is a good idea as his teachers may know of a suitable user-friendly site with useful
functionality. It’s also very wise to find out which systems and sites his teachers are
already familiar with. However, the first thing Yousef needs to do is to decide how he will
use the system to teach English or train his teachers more effectively.
c - Decide how he will use such a system to further his teaching/training aims.

Outcome
This should always be the starting point for the integration of technology into teaching.
Yousef needs to decide how to use the social networking system to make his teaching/
training more effective. Once he’s decided this he can then make a list of the functions
the system will need to have to enable him to achieve his teaching/training aims.
Decision 2
Yousef decides to take a simple approach. He plans to set up a community space where
teachers from one group can interact with each other in English as they do now in Arabic
on Facebook. He discusses this approach with the group and they think it’s a great idea.
What sort of system would be best suited to this approach?
a - A ‘made for education’ online system such as Edmodo, a website and app for
educators and learners.
b - A content-based system such as YouTube.
c - An established profile-based system such as Facebook.
d - Create a ‹closed group› on one of the established networks such as Facebook.
a - A ‘made for education’ system such as Edmodo.
Outcome
Yousef’s teachers use Facebook in their personal lives to socialise with their friends and
colleagues. They may not want to use the site to learn English. The creation of a ‘neutral’
social networking site using a system such as Edmodo is a good approach, though
this means he will need to get the teachers to register and may need to help them
understand how to use the site.
b - A content-based system such as YouTube.
Outcome
YouTube could be a good choice if Yousef’s project were only centred around discussion
of video clips. This isn’t the case. Yousef should select a more appropriate system.
c - An established profile-based system such as Facebook.
Outcome
Yousef’s teachers are already registered on these sites and familiar with them – this is an
advantage. However, these sites play an important part in the private social lives of these
teachers where interactions take place via their native language, Arabic. This approach
risks being seen as an intrusion into their private lives and Yousef is worried that they
may not use English within this forum. This is going to be a difficult decision.
d - Create a ‘closed group’ on one of the established networks such as Facebook.
Outcome
Yousef’s teachers already use Facebook so this saves them having to create a new profile
on a new site and learn how to use it. They are also more likely to visit the group and get
updates from it because they are already in the habit of using Facebook every day.
Having a ‘closed group’ also keeps their contributions and interactions within the group
private from their other Facebook activity, but they may not use English within Facebook
and may see it as an intrusion into their private social lives. This is going to be a difficult
decision.
Decision 3
Yousef decides to set up the group’s networking site using a ‘made for education’ system
called Edmodo. He works through the set up process and is pleased that it is so easy to
create the site. Yousef now needs to decide on the security and privacy settings to put in
place for the site.
How should Yousef configure the settings?
a - Make all the content of the site public.
b - Allow his teachers to decide who should have access.
c - Restrict visibility of the content to signed-in members, i.e. himself and the teachers
only.
a - Make all the content of the site public.
Outcome
This approach will not further the aims of promoting social interaction on the site as
planned by Yousef. In addition, it is unadvisable to allow public access to private social
interaction of this nature.

b - Allow his teachers to decide who should have access.
Outcome
Yousef currently has administrator rights over the site. This approach would effectively
hand over these rights to his teachers. They may grant access to friends and other
colleagues which might well lead to more genuine interaction, but is also very risky as
they might invite inappropriate people who could put other students at risk.
c - Restrict visibility of the content to signed-in members, i.e. himself and the teachers.
Outcome
Although having people from outside the class could help to generate more genuine
discussion. Inappropriate visitors to the site could compromise the social dynamics
Yousef wishes to create and worse could pose a security threat to the members of the
site.
Decision 4
Yousef set up the site three weeks ago. He immediately distributed the URL and the
login information to his teachers and asked them to start using the site. He is very
disappointed with the activity taking place on the site. Only a third of his teachers have
logged on to the site and only twelve messages have been posted, half of these are in
Arabic. Yousef has asked his teachers why they aren’t using the site; they said that they
didn’t see the point in socialising in English when they were already doing this in
Arabic.
What should Yousef do to salvage the project?
a - Start rewarding the teachers for each message they post.
b - Encourage the teachers to post messages in Arabic.
c - Change the aim of the project.
a - Start rewarding the teachers for each message they post.
Outcome
A good approach, this does encourage more postings, but much of it is pointless
messages that teachers post in order to get rewards and it doesn’t lead to any
meaningful interaction. This approach does not address the source of the problem – the
teachers don’t have a reason to interact in English.
b - Encourage teachers to post messages in Arabic .
Outcome
This may help to increase postings to the site but this approach does not improve the
teachers’ English and they soon revert back to using their usual social network sites.
c - Change the aim of the project.
Outcome
Yousef’s plan to provide a space where his teachers could socialise in English in an
unfocused manner didn’t really provide them with a purpose to interact. He needs to
think again about his teaching/training aims and how this site can help him achieve them.
Decision 5
Yousef knows that his teachers watch the latest music videos on a video website. He
decides to use the site so that teachers can add their favourite video and then invite
other teachers to review the clip. There is an incredible explosion of activity on the site.
Instead of adding links to one video, teachers link to five or six, sometimes ten videos. So
many reviews are being added to site (all in English) that Yousef is spending two hours
each night reading and correcting the postings. He is pleased that this new approach is
so successful but is starting to feel very tired.
What should Yousef do to better manage the content being added to the site?
a - Set up a peer review system where the teachers ‘correct’ each other’s work.
b - Spend more time at the weekend correcting postings.
c - Ask his teachers to upload only one video and post one review a week and no more.

a - Set up a peer review system where the teachers ‘correct’ each other’s work.
Outcome
Yousef spends one lesson working through a set of peer review guidelines and asks
each teacher to review one posting per week. He further lays out the ground rules by
explaining that class time will be devoted to this activity. Two teachers a week will share
their favourite reviews and explain some of their corrections in front of their peers using
the whiteboard.
b - Spend more time at the weekend correcting postings.
Outcome
This isn’t an efficient use of Yousef’s free time and he will soon become exhausted and
demotivated.
c - Ask his teachers to upload only one video and post one review a week and no more.
Outcome
This is not a good approach as it will kill the momentum the site has finally managed to
generate. Yousef needs to find another solution.
D. Discussion
Work with a partner. Discuss the following.
In your role as a Teacher Educator, you will be facilitating and moderating WhatsApp and
Facebook groups for teachers in your TAGs. Which of the scenarios in the previous task
do you think you could face? What are the solutions?
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E. Takeaway points
What have you learned from this session?

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REFLECTION AND ACTION PLANNING
• reflected on what you have learned during the course

• planned how you can use this in your role as a Teacher Educator on NTTP
• considered how you will continue your professional development after this course.
A. Practice stage reflection
1. Go through your workbook and read through your notes. Try and remember all the
activities and learning from the different modules you studied. If some notes are
missing, work with your colleagues to make sure your notes are complete. If you have
any questions or doubts, ask your colleagues and then your trainer.
2. Work with a partner, discuss the following questions and make notes.
a - Which parts of the course did you find most useful? Why?
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b - Which parts of the course do you think will be challenging to apply in your work?
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c - Do you have any concerns related to your role as a Teacher Educator on the NTTP
programme this year?
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d - Is there anything you need / want to find out more about?
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B. Writing an action plan
1. Now use your ideas and reflections from the whole course to complete your action
plan.
You should write three actions for each section. Remember to be SMART!
Section A: What will I do when I return to my governorate?
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Section B: How will I prepare for my role on NTTP?
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Section C: What will I do to continue my professional development?
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C. Feedback
Complete the feedback forms and questionnaires that your trainer hands over to you.
Thank you very much!
Notes:
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Consolidation Stage
1. SETTING UP ACTIVITIES

• explored various signposting techniques to get participants’ attention
• identified elements of effective instructions and demonstrations
• planned instruction checking questions (ICQs) to check participants’ understanding
of activities
• practised setting up activities
• gained some strategies of how to enhance students’ involvement in large classes
A. Why are instructions misunderstood?
Work with a partner.

Read the following situation:
“You are a trainer who has just set the participants some pair-work. You monitor the group
but after one minute, you see that one pair is looking a little confused. When you ask if they
are ok, they say that they are not sure what to do. What are the possible reasons for this?”
Discuss your ideas and add them to the mind map below
Why are
instructions not
followed?
B. Signposting
Below is a list of some different signposting techniques to get your participants’ attention.
Read the list to check you understand what the different techniques involve.
Rank them from 1-5 (where 1= least effective and 5 = most effective).
Signposting Technique 1 2 3 4 5
a) Stand at the front of the group and shout

above talking participants
b) Bang a pen loudly on a desk or the whiteboard
c) Turn the training room lights off, then on again
d) Verbally signal to participants to stop talking then wait silently,

making eye contact with participants who continue to talk
e) Verbally signal to participants to stop talking, then click your

fingers at participants who continue to talk
f) Ring a bell
g) Use a response chant, e.g. T: “Team?” CPs: “Yes?” T: “Team,

team?” CPs: “Yes, yes!” or “1,2,3…eyes on me”
h) Stand silently at the front of the room with your hand in the air
i) Verbally signal to participants to stop talking, then name

participants who continue to talk
j) Say “Ok” in a loud voice, and repeat as many times as necessary
k) Play music in the background during the activity,

then turn it off
l) Slam the training room door loudly
What reasons do you have for your analysis?

Do you have any other techniques that you can share with your colleagues?
C. Scripting instructions
Listen to the instructions. Work with a partner to improve it.

“OK, so we’re going to check some of the language here and make it better. There are five
sentences (a) to (e) and you need to work with a partner to, erm, erm, to change them.
There’s one thing you need to adapt in each sentence because they aren’t right. So you
need to read and adapt them to make them right. Actually the first thing to do is underline
it, and then change it. Ok? Do you understand?
1. How can you improve this teacher’s instructions?
2. What gestures could you use when delivering this instruction?
D. Writing instructions and checking instructions (ICQs)
Answer the following questions. Discuss your answers with a partner.
a) What kind of question is an ICQ?
b) When should we issue ICQs?
c) Should we always use ICQs?
d) How many ICQs should we ask?
e) What information should we not check?
f) What questions are not good ICQs?
E. Setting up activities
Follow your trainer’s instructions.
F. Increasing students’ involvement in large classes
1. Reasons for lack of involvement:

2. Strategies for increasing students’ action zone:
Read the following strategies along with their description, and then make a tick ( ) on the
column that better describes your attitude to the strategy.
In groups, add two more strategies to the list.
It is difficult
Strategy Description I like this idea
for me to apply
Get students to For example, every

change their Monday, have the front
seats row move to the back
and all other rows
move forwards so that
during the term all
students have a chance
to sit in the action zone.
Change your You will widen the

teaching style to action zone by
focus less on involving more
lecturing and students in the learning
more on process.
students doing
activities in pairs
or small groups
Conduct If there is space move

whole- class around the class or if it
activities is difficult to move
around the class, move
up each row of
learners.
At start of the The rules emphasise

course, establish respect for other
with your students and value
students a set of making mistakes as
classroom ‘rules part of the learning
of participation’ process.
Below are three activities that can be used to further enhance students’ involvement in large classes.
Which one would best fit your own context?
1. Give each pair one white board. Ask a question and encourage them to write their answers on their
white boards and once finished they raise their boards up. Here, white boards are used as an informal
assessment tool to assess students’ understanding of the lesson learnt.
2. Give each group a set of sticky notes on which they write as many words as they can that are
related to a certain category; then, they go and stick them on the board/wall. This can be used to
either assess their knowledge before teaching the lesson or after.
3. While telling a story encourage children to make actions that agree with the story events. Then, tell
them to recount the story events while repeating the movements they have learnt. Such Total Physi-
cal Response (TPR) approach boosts vocabulary and language learning.
G. Takeaway points

Make a list of your key leaning points here.

DAY 2
2. WORKING WITH PARTICIPANTS

• identified different kinds of motivation that might be present on a training course
• suggested strategies for engaging with different motivations during training
• analysed difficult situations on a training course for possible courses of action
A. Lead- in: your motivation
You are going to find out about each other’s motivation.
Follow your trainer’s instructions.
Be prepared to share any main discussion points with the whole group
B. Types of motivation
Work in groups. What are the main four kinds of motivation often found in among training
groups? What can a facilitator do to engage with these motivations to increase the learning
environment of the group?
C. Dealing with difficulties
What can the facilitator do?

Read the following case studies of difficult situations and suggest possible approaches
that a facilitator can take in response.
This group of teachers are unusually passive. In discussions, many of
1
the teachers appear to have nothing to say. They work well enough in
small groups but seem to not want to speak in English in public
2. In one of my TAGs, some teachers had a heated discussion about

methodology which led to a strong difference of opinion. I can sense
2
a little hostility from the teacher. The teacher appears to have
disengaged and is not paying attention in sessions. In addition, he
occasionally makes sarcastic comments about the value of the TAGs
which seem to make the group uncomfortable
3. There appears to be a divide between younger and older teachers

in my TAG. The older teachers are dominating, and the younger
3
teachers appear to be quite intimidated by their more experienced
colleagues. As a result, the younger ones seem reluctant to speak and
participate in group discussions.
D. Poster presentation
Make a poster to summarise the skills and attitudes of a facilitator who focuses on the
participants’ learning and motivations. You can draw pictures and use colours to present
your poster in a visually memorable wat. Be creative!
E. Takeaway points

What will you do in your role as a Teacher Educator as a result of this session?

3.THE STRUCTURE OF A TRAINING SESSION

• identified the features of effective training sessions
• analysed a training session for its stages and how the activities link together
to form a sequence of learning
• explored training activity sequences experienced so far in the course.
A. What makes a training session effective?
Think of a training session that you felt was particularly effective.
Identify as many features of that effective session as you can and record them
below:
Features of an
effective
training session
Be prepared to share your points with your colleagues
B. The stages of a training session
Look at this description of the stages of a training session.

How does your analysis of the Reading session stages compare?
teaching
materials experience The input stage provides information to
literature (personal/peer) work on. This might come from a variety
of sources, depending on the topic being
life trainer covering. Including the experiences of the
trainees is useful if we want to make the
learning relevant to the everyday realities
Input of their classrooms. However,
pre-prepared input is sometimes more
controllable, and can take less time in the
session.
create deconstruct
Teachers need to analyse the information

rank choose
in some way. In the process stage there
might be a number of different activities
order Process identify (e.g. identifying - categorising - ranking -
adapting) in one session. The key is that
the activities follow a logical process.
categorise improve
adapt compare The output stage is what is produced
poster presentation after the processing of the information.
This might bedirectly linked - for example
list rules a completed grid after a process of
analysis. But it might also be more
complex, such as the teachers producing
lesson Output teaching
teaching materials of a lesson plan.
plan materials
grid
The evaluation stage is important to
diagram
support teacher independence. In this
stage, teachers are given the opportunity
to come to their own conclusions about
the subject of the session. This is often
Evaluation most effectively supported by the need to
ask them to give reasons for their
decisions.
C. Session reflection
Take some moments to think about what you did in this session.
Complete these sentences as they apply to yourself.

I particularly liked….
I would like to ask…
I particularly liked….
D. Takeaway points
Work alone. Complete the following.

Three things I learned in this session
1……………………………………………………………………………………………………………………………………………………………………………………
2……………………………………………………………………………………………………………………………………………………………………………………
3……………………………………………………………………………………………………………………………………………………………………………………
Two things I did not get a chance to say in the session and would like to add now
1……………………………………………………………………………………………………………………………………………………………………………………
2……………………………………………………………………………………………………………………………………………………………………………………
One thing I would still like to know more about

1……………………………………………………………………………………………………………………………………………………………………………………
Share your ideas with a partner.
Next steps
Read the assigned pages from The TAG Toolkit and answer the following questions:
1. What is the difference between lecturing and facilitating a session?
2. Mention some activities where you can encourage whole class or small group discussions.
3. What is meant by group dynamics?
REFLECTION TIME!
1. The most useful takeaway points for me today was:

4. PLANNING FOR TAG MICRO-FACILITATING
• been assigned a section of a TAG to facilitate tomorrow

• become more familiar with one section from the TAG resources.
A. Micro-facilitating preparation
Your trainer will put you into small groups to facilitate a section of a TAG. Every group
member should facilitate around 15 minutes of the section they have been assigned. In
your groups, decide who will facilitate first, second etc. Remember to think about the
kind of language you will use to encourage participation and the sharing of ideas.
Complete the form:
Micro-facilitating group information
Group number
Group members
Section of the TAG you will

facilitate

B. What next?
• Review the session on facilitation and remind yourself of the useful language you can
use to effectively facilitate TAG meetings.
• Review the materials in the TAG resources you have been allocated.
• Try to think of any challenges you may encounter while facilitating the TAG. How will
you get around them?
.....................................................................................................................................................................................
.....................................................................................................................................................................................
.....................................................................................................................................................................................
......................................................................................................................................................... ...........................
.....................................................................................................................................................................................
.....................................................................................................................................................................................
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5. TAG MICRO-FACILITATING: PRACTICE
• facilitated a section from the TAG Resources Book

• become more familiar with the different sections and materials in the TAG Resources
Book
• reflected on your facilitation skills
• considered feedback on how to improve your facilitation skills.
A. Micro-facilitating
Your trainer will ask you to participate in micro-facilitating. Listen to your trainer’s
instructions.
B. Feedback on micro-facilitating
Discuss these questions with the rest of your group. Write down some constructive
observations about the micro-facilitating that are applicable to the whole group.
Do not focus on individuals.
1. Which aspects of the micro-facilitating were successful? Why?
2. Was there anything that could be improved? How?

C. Takeaway points

.....................................................................................................................................................................................
.....................................................................................................................................................................................
.....................................................................................................................................................................................
......................................................................................................................................................... ...........................
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......................................................................................................................................................... ...........................
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.....................................................................................................................................................................................
.....................................................................................................................................................................................
.............................................................................................................................. ......................................................
D. What next?
Please continue to reflect on this micro-facilitating session. Try to implement what you
have learnt from your experiences of doing / participating in today’s micro-facilitating
session.
REFLECTION TIME!

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3. Share the three areas for development with your partner. Agree on three actions you will
take to improve on these. E.g. ‘I want to further improve recording my plenary stages of
my training sessions’ – ‘You could ask a colleague to observe you and record your
board-work, then discuss it together afterwards’.
6. COURSE REFLECTION AND ACTION PLAN

• Reflected on what you have learned during the training
• Planned how you can use this in your role as a Teacher Educator
• Considered how you will continue your professional development after this training
A. Course reflection
1. Go through your workbook and read through your notes. Try and remember all the activities
and learning from the different modules you studied. If some notes are missing, work with
your colleagues to make sure your notes are complete. If you have any questions, ask your
colleagues and then your trainer.
2. Work with a partner, discuss the following questions and make notes.
2.1. Which parts of the training did you find most useful? Why?
2.2. Which parts of the training do you think will be challenging to apply in your work?
2.3. Do you have any concerns related to your role as a Teacher Educator
on the NTTP programme this year?
2.4. Is there anything you need/ want to find out more about?
Next steps
Read the assigned pages from The TAG Toolkit and answer the following questions:
1. Mention some techniques that can help develop teachers’ English language skills through
TAGs.
2. How can you help teachers integrate reflection and action planning into their professional
careers?
3. What guidelines would you like to build for your social media networking group?
Feedback
Complete the feedback form that your trainer hands over to you.
179 Teacher Educator Course

Action Plan
1. Evaluate your training skills now you have completed the NTTC Trainer Development Course.
Working alone, complete the self-audit diagram below.
Stages of development
1. Awareness
You have heard of this professional practice.
2. Understanding
You know what the professional practice
means and why it’s important.
3. Engagement
You demonstrate competency in this professional practice at work.
4. Integration
You demonstrate a high level of competency in this professional
practice and this consistently informs what you do at work.
PLANNIN
G
NDING LESSONS
ERSTA
UND ARNERS AND COUR
SES
G LE
GIN
NA SON
MA E LES
TH
G T
IN EC AWARENESS
BJ
E OW
SU
TH KN
UNDERSTANDING
LA FICI
PR
OU NG
ES
NG ENC
O
RES NAGI
RC
UA
ENGAGEMENT
MA
GE
Y
A1
INTEGRATION A2
G
B1
G
ASSESSIN
LEARNIN
B2
C1
QUALIFICATIONS
EDUCATIONAL
C2
QUALITY
IN THE
CLASSROOM PhD Masters Bachelors Secondary
RATING
school
INTEG T
IC
PhD
MA
BA
Q
FOR EVEL
U
RES ROFE PME
A
DIPLOMA
LIF LT
D
TAK IBI NA
PO
P
CERTIFICATE
E
ICA
NS SSIO T
ING LIT L
TIO
O
N
Y
N
US P
IN RA
N
G
CT CLU
I
IC SI
ES VE
MU US
IN
AP LTIL G
PR ING
OA UAL G
CH PROM NDIN
ES 21ST- OTING UNDERSTA NAL
CENTURY E DU CATIO
SKILLS AND
POLICIES E
C
PRACTI
2. Using your self-audit diagram above, identify three areas for development you would like to
work on after the course has finished. Write them in the left-hand column below:
Area for Development Action to take
1.
2.
3.

7. TAG READINESS CHECKLIST
Choose the right number to rate how much confident you have become in running a TAG after the
training received.
1= Very confident and ready- 2= Quite confident but need some more practice/reading –
3= not confident at all and need more training
In my TAG… 1 2 3
I can give clear instructions
I can structure a training session
I can set up training activities
I can motivate my participants
I can engage my participants in the training session
I can encourage participants to reflect on what they are learning
I can encourage participants to adapt different activities to suit their

teaching environment
I can lead a trainee-centred session, spreading the attention over to

the participants rather than letting the focus be on me as a trainer.
I am familiar with ways to enhance the English language skills of teachers

in TAGs
182 Teacher Educator Course

© British Council 2019
The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities.

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National Teacher Training Programme (NTTP)

Dr Tarek Shawky, Minister of Education and Higher Education

Dear Teacher Educators

Teaching for Success 1

In year 2, the objectives of the NTTP are:

-To embed sustainable communities of practice in each of 27 governorates

• language practice activities

What training will you receive?

2 Teaching for Success

1. INTRODUCTION TO NTTP ........................................................................................................................... 5

2. LEARNER CENTRED TEACHING ................................................................................................................ 9

3. FROM TEACHER TO TEACHER EDUCATOR ........................................................................................... 14

4. CONTINUING PROFESSIONAL DEVELOPMENT (CPD) ........................................................................ 19

6. UNDERSTANDING VOCABULARY FOR PRIMARY LEARNERS .......................................................... 49

7. UNDERSTANDING THINKING SKILLS FOR ................ ...........................................................................

1. INTRODUCTION TO TEACHER GROUPS......................................................................................................................120

2. FACILITATING A TAG SESSION.......................................................................................................................................132

2. WORKING WITH PARTICIPANTS...................................................................................................................................166

3. STRUCTURING A TAG SESSION....................................................................................................................................168

4. MICRO-TRAINING PLANNING .......................................................................................................................................172

6. COURSE REFLECTION AND ACTION PLANNING......................................................................................................178

7. TAG READINESS CHECKLIST..........................................................................................................................................182

Teaching for Success 3

Session 1 Session 2 Session 3

Getting to know each other Continuing Professional Teaching speaking &

Session 4 Session 5 Session 6

Teaching vocabulary for Understanding thinking Micro-teaching &

Session 7 Session 8 Session 9

Micro-training & Feedback

Teaching for Success 4

Teaching for Success 5

Read the NTTP Theory of Change and underline key words.

NTTP believes that:

Teacher Educators Teachers Learners

6 Teaching for Success

Planning and delivering continuing professional development activities

What teacher training experience do you have?

Supporting and mentoring teachers

Social media management

Teaching for Success 7

• I feel conﬁdent in … because …

• I want to develop in … because …

Share with a partner.

E. Find someone who …

Find someone who … Name and further information

1. is a member of an online group for teachers.

2. has supported other teachers to develop

3. has written a training workshop for teachers.

4. has used a lot of ICT in their teaching.

5. has delivered a teacher training session on

6. has taken part in a peer observation system.

7. has observed other teachers and provided

8. has worked with other teachers to adapt their

9. has shared materials they have made with

10. has given a presentation at a conference

8 Teaching for Success

2. LEARNER CENTRED TEACHING

A. Learner centred vs teacher centred classrooms

Teaching for Success 9

The teacher asks learners to read a social sciences text and