teacher development catalogue
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G L O B A L I N P U T - L C C I I Q R e p s
Teach er Devel opm entSeminars
and Workshops
I t a l y , S l o v e n i a a n d t h e B a l k a n s
L e a d e r i n E d u c a t i o n a l S e r v i c e s
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2009 by GLOBAL INPUT - LCCI Reps. Permission granted to reproduce for personal and
educational use only. No part of this document may be reproduced or distributed for
commercial purposes in any form or by any means without prior written permission of
GLOBAL INPUT - LCCI Reps.
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C o n t e n t s
Who We Are ................................................................................................................
Teacher Development .................................................................................................
LCCI IQ Workshops
English for Business Workshop ...................................................................................
English for Business Oral Examiner Training ...............................................................
English for Tourism Workshop ...................................................................................
English for Tourism Oral Examiner Training...............................................................
JETSET Workshop................... .....................................................................................
JETSET Oral Examiner Training.....................................................................................
English Language Skills Assessment (ELSA) Workshop................................................
Exam Regulations Seminar...........................................................................................
Teacher Training Courses
CertTEFL ......................................................................................................................
First Certificate for Teachers of Business English (FTBE) .............................................
Improve Your Teaching Skills (IYTS) .............................................................................
Teacher Development
Cultural Awareness Raising Through ELT ....................................................................
Multiple Intelligences Theory in Practice .................................................................
Alternatives in Language Teaching ..............................................................................
Teaching the Four Skills ..............................................................................................
Further Information ....................................................................................................
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W h o W e A r e a n d W h a t W e D o
GLOBAL INPUTis a non-profit organisation which has been operating since 2001 as an
agency recognised in the field of teacher training. Based in Rome, Italy, it operates as the
LCCIEB (London Chamber of Commerce and Industry Examinations Board) international
representative for Italy, Slovenia and the Balkan countries.
The main activities of the organisation are:
The LCCIEB certifications for English language skills in the business area,
Design of specialised language training (for doctors, architects, business manager, etc.),
Organization of vocational training for teachers in cooperation with public bodies.
We pride ourselves on understanding the needs of teachers and providing appropriate on-
demand services to all our centres.
In order to help our centres deliver the
courses leading towards LCCI International
Qualifications and help teachers improve
their teaching skills, we offer a range of
Teacher Development Courses and
Workshops.
T e a c h e r D e v e l o p m e n t
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LCCI IQ WORKSHOPS:
English for Business (EFB) Workshop
English for Tourism (EFT) Workshop
Junior & Senior English Tests (JETSET) Workshops
TEACHER TRAINING COURSES:
First Certificate for Teachers of Business English (FTBE)
CertTEFL
Improve Your Teaching Skills (IYTS)
TEACHER DEVELOPMENT:
Cultural Awareness Raising Through ELT:
1 Language Classroom A Meeting Point of Cultures
2 Culture Teaching Techniques
3 Dealing with Stereotypes in English Classroom
Multiple Intelligences Theory in Practice:
1 Using Multiple Intelligences to Enhance Teaching
2 Songs in ELT
3 Why Not Make Pronunciation Fun for Everyone
Alternatives in Language Teaching:
1 Swim or Sink Together Cooperative Learning in ELT
2 Authentic Materials in ELT
3 Alternative Assessment
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E n g l i s h f o r B u s i n e s s W o r k s h o p
Author: MarkAnthony Chesner
Trainer: Sneana Mitrovi
Programme Objectives
The aims of the EFB One-day workshop is to introduce new
EFB Specifications (Extended Syllabi), exam components
and the support material of the LCCI International
Qualification EFB series, along with the practical
experience necessary to incorporate Business English
syllabi into the existing didactical programmes or to plan
courses.
Introduction
The following involves topics of discussion, their
supportive ideas and activities. The programme is
organised into three parts with each section dedicated to
the introduction and development of competencies in one
of the three London Chamber of Commerce and Industry
Examinations Board EFB examination components:
Part 1: Reading and Writing (2 hours)
Part 2: Listening (1 hour)
Part 3: Speaking (2 hours)
The programme provides both practical didactical work and its theoretical discussions enabling
teachers to both deliver information and organise the exams.
Programme material
1. Guidance Document for EFB Optional Tests 2006
2. EFB Level 2 Specification
3. EFB Level 2 Reading and Writing Past Paper
4. EFB Level 2 Reading and Writing Model Answers
5. EFB Level 2 Listening Sample
6. EFB Level 2 Speaking Sample
7. EFB Level 2 Annual Qualification Report
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Part 1
1. Introduction
1.1. Professional Introduction
1.2. Explain event program
1.3. Explain event activities
2. Practical necessity for business English
2.1. A must in the modern business environment
2.2. Goal oriented learning2.3. General English competences through specialised vocabulary
3. Dual purpose: preparation for practical tasks/certification
3.1. Linguistic competences + language applied to specific purposes
3.2. Examination/certification
4. Introduce support material
4.1. How to Pass books
4.2. Specification/Extended Syllabi
4.3. Past Papers
4.4. Model Answers
5. Introduction to the new EFB examinations
5.1. Covering all four skills
5.2. Better response to university and employer needs
5.3. Practical business related tasks
5.4. Aligned to the CEF
6. Introduce EFB Reading and Writing Test
6.1. EFB Preliminary Level 4 examination format and syllabus topics
6.2. Review EFB Grades and Mark Allocation
6.3. Review Guided learning hours
LCCI IQ WORKSHOPS
N.B. The teachers wishing to become EfB Certified Oral Examiners need to undergo
the EfB Oral Examiner Training too.
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7. Introduce EFB Level 2 Past Paper
7.1. As review material
7.2. As examination simulation
7.3. Read through EFB Level 2 Past Paper
8. Report Writing
8.1. Key point skills needed
8.2. Introduce How to Pass Level 2 Report Unit/Layout
8.3 Assign situation and task Report writing
9. Introduce EFB Level 2 Model Answers as a didactical tool
9.1. Information identification and analysis9.2. As self-correction material
9.3. As guidance on how to best answer the questions
10. Introduce EFB Level 2 Annual Qualification Review as specific support
10.1. Identification of students general strengths and weaknesses
10.2. Teaching points by syllabus topics
10.3. Syllabus Topic Area 3: Reports
10.4. Examples of candidate responses
11. Question and Answer Session
------------------------------------------- BREAK -------------------------------------
Part 2
12. Introduce the EFB Listening Test
12.1. Introduce Listening Test topics
12.2. EFB Preliminary Level 4 question format and syllabus topics
12.3. EFB Listening Test further characteristics
12.4. Review EFB Listening Test Grades and Mark Allocation
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13. Introduce the EFB Level 2 Listening Sample Test
13.1. Simulate the Listening examination
13.2. Introduce the examination answers
14. Question and Answer Session
------------------------------------------- BREAK -------------------------------------
Part 3
15. Introduce the EFB Speaking Test
15.1. Introduce Speaking Test topics
15.2. EFB Speaking Test format15.3. Review Speaking Test Grades and Assessment Criteria
16. Guidance Document for EFB Optional Tests
16.1. Introduce the Topic Sheet (Preliminary and Level 1)
16.2. Instructions to the candidates
16.3. Topics for conversation
16.4. Questions and suggestions for the framework of conversation
16.5. Introduce Examiner Information Sheet
16.6. Introduce Level Descriptors
16.7. Introduce the EFB Preliminary and Level 1 Sample Tests
16.8. Elicit grades
17. Introduce the EFB Level 2 Speaking Sample Test
17.1. Group participants into pairs examiner and examinee simulate exam
17.2. Change partners/roles simulate examination
17.3. Elicit examination reports from participants/Mark sheet
18. Conclusion
18.1. Question and Answer Session
18.2. Provide access to further information and support
18.3. Salutations
LCCI IQ WORKSHOPS
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E f B O r a l E x a m i n e r T r a i n i n g
Author and Trainer: Sneana Mitrovi
Workshop Aims
The aims of this workshop are to familiarise English language
teachers with the EFB speaking component (Preliminary
Level Level 4) as well as to enable them to achieve best
practice when examining EFB candidates.
Introduction
The workshop is organised into two parts with the first
section dedicated to EFB didactical issues, while the second
section is focused on administrative issues.
The workshop provides practical work as well as theoretical discussions and information on
administrative procedures and in that way it enables teachers to both organise the exam and
examine their students successfully.
Workshop Materials
1. Guidance Document for EFB Optional Tests
2. EFB Specifications
3. EFB Past Papers
4. EFB Level 2 Speaking Samples
Candidates entering for EfBwho wish to satisfy
university entry
requirements for English
should take the Speaking
Test for EfB
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Content
1. Introduction to the workshop
1.1. Professional introduction
1.2. Explain event program
1.3. Explain event activities
2. A short overview of English for Business exam
2.1. General English competences through specialised vocabulary
2.1. Dual purpose: preparation for practical tasks/certification
2.3. Linguistic competences + language applied to specific purposes
2.4. Examination/certification
3. Introduction to support material
3.1. Extended Syllabi
3.2. Past Papers
3.3. Model Answers
4. Introduction to the new EFB examinations
4.1. Covering all four skills
4.2. Better response to university and employer needs
4.3. Aligned to the CEF
4.4. Practical business related tasks: a short overview of the EFB exam structure
5. Introduce the EFB Speaking Test
5.1. Introduce Speaking Test topics
5.2. EFB Speaking Test format and timing
5.3. Speaking Test Assessment criteria and descriptors
5.4. Final Grade
LCCI IQ WORKSHOPS
The Speaking Test must be taken within 12 months of the
written paper to be included on the certificate.
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6. Guidance Document for EFB Optional Tests
6.1. Topic Sheet
6.1.1. Instructions for candidates
6.1.2. Topics for conversation
6.1.3. Questions and suggestions for the framework of conversation
6.2. Examiner Information Sheet
6.3. Level Descriptors
6.4. Mark sheet
6.5. Recordings of candidates taking EFB Speaking exam give your marks (pair work)
discussion
7. Recordings of candidates taking EFB Speaking exam give your marks discussion
8. Procedure
8.1. Recording equipment
8.2. Security
8.3. Before the exam
8.4. Exam codes
8.5. Warm-up conversation8.6. Recording procedure
8.7. After the exam
9. Conclusion
9.1. Question & Answer session
9.2. Provide access to further information and support
9.3. Salutations
Unlock your abilities
with LCCI IQ
Workshops!!!
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Part 1: Written English for Tourism Examination - Business Communication (Report Writing)
Part 2: Spoken English for Tourism Examination - Speaking Test Simulation
E n g l i s h f o r T o u r i s m W o r k s h o p
Introduction
The following programme involves the topics of discussion, their supportive ideas and activitie
The programme is organised into two parts with each section dedicated to the introduction an
development of competencies in the following elements of the London Chamber of Commerce
and Industry International Qualifications English for Tourism exams. Each section includes an
activity to provide competences in both the delivery of information and the organisation of
examinations:
Author: MarkAnthony Chesner
Trainer: Sneana Mitrovi
Programme Objectives
The aims of the EFT One-day
Workshop are to introduce new
EFT Extended Syllabi, exam
components and the support
material of the LCCI International
Qualification EFT exams, along
with the practical experience
necessary to incorporate EFT
syllabi into the existing didactical
programmes or to plan courses.
Programme Materials
4. WEFT Level 1 & 2 Syllabi
5. SEFT Level 1 & 2 Sample Paper
1. WEFT Level 1 & 2 Syllabi
2. WEFT Level 1 & 2 Sample Paper
3. WEFT Level 1 & 2 Model Answers
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Part 1
1. Introduction to the workshop
1.1. Professional introductions1.2. Explain event program
1.3. Explain event activities
2. Practical necessity for business English
2.1. A must in the modern business environment
2.2. Goal oriented learning
2.3. General English competences through specialized vocabulary
3. Dual purpose: preparation for practical tasks/certification
3.1. Linguistic competences + language applied to specific purposes
3.2. Examination/certification
4. Introduce support material
4.1. Extended Syllabi
4.2. Past Papers
4.3. Model Answers
5. Introduction to the new EFT examinations
5.1. Covering all four skills
5.2. Better response to university and employer requirements
5.3. Practical tourism industry related tasks, i.e.
5.3.1. Business communications (business letters, memos, faxes)
5.3.2. Promotional literature (brochures, leaflets, advertisements)
5.3.3. Reports
5.3.4. Tour commentaries and itinerary planning
5.3.5. Lists and structured notes
5.3.6. Calculations, etc.
5.4. Aligned to the CEF
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LCCI IQ WORKSHOPS
6. Introduce Written English for Tourism Test
6.1. WEFT Levels 1, 2 examination format and syllabus topics
6.2. Review WEFT Grades and Mark Allocation
6.3. Review Guided learning hours
7. Introduce WEFT Level 2 Past Paper
7.1. As review material
7.2. As examination simulation
7.3. Read through WEFT Level 2 Past Paper
8. Business communication Report Writing
8.1. Key point skills for business communication
8.2. Report Writing Layout
8.3. Assign situation and task Report Writing
9. Introduce WEFT Level 2 Model Answers as a didactical tool
9.1. Information identification and analysis
9.2. As self-correction material
9.3. As guidance on how to best answer the questions
10. Questions and Answer session
----------------------------------------BREAK--------------------------------------
Part 2
11. Introduce Spoken English for Tourism Test
11.1 Introduce SEFT topics11.2. SEFT Test format
11.3. Review SEFT Grades and Assessment Criteria
11.4. Review Marking Descriptors
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12. Introduce SEFT Level 2 Sample Test Topic Conversation
12.1. Review Speaking Test specifications and formats
12.2. Introduce Speaking Topics
12.3. Information Sheet for Test Facilitator12.4. Topic Sheets (candidate copy)
12.4.1. instructions for candidates
12.4.2. topics for conversation
12.4.3. questions and suggestions for the framework of the conversation
12.5. Topic Sheets (Test Facilitators copy)
12.5.1. candidate instructions
12.5.2. topics for conversation during the test
12.5.3. questions and suggestions for the framework of the conversation
12.5.4. background notes for test facilitator
12.6. Group participants into pairs examiner and examinee simulate exam
12.7. Change partners/roles simulate exam
12.8. Elicit examination reports from participants/Mark sheet
13. Introduce SEFT Level 2 Sample Test Role play
13.1. Introduce Role play specifications and formats
13.2.Introduce roles and contexts
13.4. Role play instructions and candidate cue card
13.5. Role play instructions and examiner cue card
13.6. Guided dialogue/suggested role-play dialogue
13.7. Group participants into pairs examiner and examinee simulate exam
13.8. Change partners/roles simulate exam
13.9. Elicit examination reports from participants/Mark sheet
14. Conclusion
14.1. Question & Answer session
14.2. Provide access to further information and support
14.3. Salutations
N.B. The teachers wishing to become EfT Certified Oral Examiners need to undergo the
EfT Oral Examiner Training too.
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The SEFT Test must be taken within 12 months of the written
paper to be included on the certificate.
E f T O r a l E x a m i n e r T r a i n i n g
Workshop Aims
The aims of SEFT Workshop are to familiarise English language teachers with the Spoken Eng
lish for Tourism exam (Levels 1 and 2) as well as to enable them to achieve best practice whe
examining SEFT exam candidates.
Introduction
The workshop is organised into two parts
with the first section dedicated to EFT didac-tical issues, while the second section is fo-
cused on administrative issues.
The workshop provides practical work as
well as theoretical discussions and informa-
tion on administrative procedures and in
that way it enables teachers to both organ-
ise the exam and examine their studentssuccessfully.
Workshop Materials
1. WEFT Level 1 & 2 Syllabi
2. WEFT Level 1 & 2 Sample Paper
3. SEFT Level 1 & 2 Syllabi
4. SEFT Level 1 & 2 Sample Paper
Author and Trainer: Sneana Mitrovi
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Content
1. Introduction to the workshop
1.1. Professional introductions1.2. Explain event program
1.3. Explain event activities
2. Short overview of Written English for Tourism
2.1. General English competences through specialised vocabulary
2.2. Dual purpose: preparation for practical tasks/certification
2.3. Linguistic competences + language applied to specific purposes
2.4. Examination/certification
3. Introduction to support material
3.1. Extended Syllabi
3.2. Past Papers
3.3. Model Answers
4. Introduction to the new EfT examinations
4.1. WEfT and SEfT
4.2. Aligned to the CEF
4.3. Practical tourism industry related tasks: short overview of the WEfT exam structure
5. Spoken English for Tourism Test
5.1. SEFT Syllabus
5.1.1. SEFT topics (Levels 1 and 2)
5.1.2. Assessment objectives
5.1.3. Examination format (Levels 1 and 2)
5.1.3.1. Part 1: Topic-based discussion
5.1.3.2. Part 2: Role-play
5.1.4. SEFT Timing (Levels 1 and 2)
5.1.5. Mark allocation and Criteria
5.1.6. SEFT Grades and Marking descriptors
5.1.7. Final grade
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LCCI IQ WORKSHOPS
6. Delivery Guidance
6.1. Exam materials: 1 set for every 10 candidates
6.2. Information Sheet for Test Facilitator
6.3. Topic discussion format and procedure6.4. Topic Sheet (candidate copy)
6.4.1. instructions for the candidate
6.4.2. topics for conversation
6.4.3. questions and suggestions for the framework of the conversation
6.5. Topic Sheet (Test Facilitators copy)
6.5.1. candidate instructions
6.5.2. topics for conversation during the test
6.5.3. questions and suggestions for the framework of the conversation6.5.4. background notes for test facilitator
6.6. Role play format and procedure
6.7. Roles and contexts
6.8. Role play instructions and candidate cue card
6.9. Role play instructions and examiner cue card
6.10. Guided dialogue/suggested role-play dialogue
6.11. Mark Sheet
7. SEFT recordings of candidates taking SEFT both levels give your marks discussion
8. Procedure
8.1. Recording equipment and security
8.2. Before the exam
8.3. Exam codes
8.4. Warm-up conversation
8.5. Recording procedure
8.6. After the exam
9. Conclusion
9.1. Question & Answer session
9.2. Provide access to further information and support
9.3. Salutations
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Programme Objectives
The aims of the JETSET workshop are to introduce the new JETSET Specifications (Extended
Syllabi), exam components and the support material for teachers, along with the practical ex-
perience necessary to incorporate JETSET syllabi into the existing didactical programmes or to
plan courses.
J E T S E T W o r k s h o p
Author and Trainer: Sneana Mitrovi
Introduction
The following involves topics of discussion, their supportive
ideas and activities. The programme is organised into three
parts with each section dedicated to the introduction and
development of competencies in one of the three EDI - LCCI
JETSET examination components:
Part 1: Reading and Writing (1.5 hours)
Part 2: Listening and Speaking (1 hour)
Part 3: Course planning (30 mins)
The programme provides both practical didactical work and its theoretical discussions enabling
teachers to both deliver information and organise the exams.
Programme Materials
The material to be used in the programme is as follows:
1. JETSET Specifications
2. JETSET Level 3 Reading Sample Test
3. JETSET Level 3 Writing Sample Test
4. JE TSET Level 3 Speaking Sample Test
5. JETSET Level 5 Reading Sample Test
6. JETSET Level 5 Writing Sample Test
7. JETSET Level 6 Listening Sample Test
8. JETSET Workbook Sample Pages
9. Speaking Test Instructions Document
10 Teaching Support Materials
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Part 1
1. Introduction
1.1. Professional Introduction1.2. Explain event programme
1.3. Explain event activities
2. English as a second language
2.1. Problems of teaching English to young learners
2.2. JETSET: a communicative skills based Develop and Assess exam
3. Introduction to the new JETSET examinations
3.1. Covering all four skills
3.2. 7 Levels
3.3. Two contextualised versions (JET and SET)
3.4. Aligned to the CEF
3.5. JETSET Topics
4. Introduce JETSET Reading and Writing Tests
4. 1. JETSET Assessment components and question format
4.2. JETSET Sample Tests identify key grammar points
4.3. JETSET Reading and Writing Assessment criteria
5. Question and Answer Session
-------------------------------------------- BREAK----------------------------------------------
Part 2
6. Introduce JETSET Listening Test
6.1. Introduce Listening Tests procedure
6.2. JETSET Listening question format
6.3. JETSET Listening Assessment criteria
LCCI IQ WORKSHOPS
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7. Introduce JETSET Listening Sample Test
7.1. Simulate the Listening examination
7.2. Introduce the examination answers
8. Introduce JETSET Speaking Test
8. 1. JETSET Speaking examination format
8.2. JETSET Foundation Level 6 Timing and Material
8.3. Introduce JETSET Level 3 and 5 Speaking Sample Tests
8.4. JETSET Speaking Assessment Criteria and Allocation of Marks
8.5. Introduce JETSET Test Instructions Document
9. Introduce support material
9.1. Specifications/Extended Syllabi
9.1.1. As course planning aid
9.1.2. As examination guidance
9.2. Sample Tests
9.2.1. As review material
9.2.2. As examination simulation
9.3. Teaching Support Material
9.3.1. Suggested Course Structure
9.3.2. Sample Learning Activities
9.4. Workbook
9.5. Speaking Component Training DVD
10. JETSET Further Information
10.1. Overall Grade and Progression
10.2. JETSET Guided Learning Hours
10.3. Administrative Procedure
10.4. JETSET Distinctive Features
10.5. JETSET Benefits
10.6. JETSET Recognitions
11. Question and Answer Session
--------------------------------------------- BREAK ----------------------------------------------
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Part 3
12. JETSET Course Planning
12.1. Introduce the Recommended Reading List12.2. Read through the Levels
12.3. Introduce books
12.4. Introduce JETSET Teaching Support Materials
12.5. Compare the JETSET syllabus and Suggested Course structure to the contents of
the book
13. Conclusion
13.1. Question and Answer Session
13.2. Provide access to further information and support
13.3. Salutations
N.B. JETSET Workshop is modified according to the centre need and can be focused on
(a) particular level(s) and/or a particular version.
The teachers wishing to become JETSET Certified Oral Examiners need to undergo
the JETSET Oral Examiner Training too.
LCCI IQ WORKSHOPS
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J E T S E T O r a l E x a m i n e r T r a i n i n g
Workshop Objectives
The aims of this workshop are to familiarise Eng-
lish language teachers with the JETSET Speaking
test (all levels) as well as to enable them to
achieve best practice when examining JETSET
Speaking exam candidates.
Introduction
The workshop is organised into two parts with the first section dedicated to JETSET didacti-
cal issues (including a short overview of the structure of JETSET exams), while the second
section is focused on administrative and technical issues.
Author and Trainer: Sneana Mitrovi
Workshop Materials
1. JETSET Specification
2. JETSET Speaking Test Instructions Document
3. JETSET Speaking Test Samples all levels
4. Videos of JETSET Speaking exam candidates
5. Marking Guidelines for the Speaking exam
Content
1. Introduction to the workshop
1.1. Professional introduction
1.2. Explain event program
1.3. Explain event activities
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2. Short overview of JETSET exams
2.1. Covering all 4 skills
2.2 . 7 levels
2.3. 2 contextualised versions (JET and SET)2.4. Aligned to the CEF
2.5. JETSET Topics
3. Introduction to support materials
3.1. Specifications
3.2. Sample Tests
3.3. Teaching Support Material
3.4. Workbooks
3.5. Speaking Component Training DVD
4. JETSET Speaking Test
4.1. JETSET Speaking exam format all levels samples
4.1.1. Part 1: Personal profile questions
4.1.2. Part 2: An interchange with the assessor
4.1.3. Part 3: Extended conversation/discussion
4.1.4. Exam taken in pairs
4.2. JETSET Speaking exam timing all levels
4.3. JETSET Speaking Assessment Criteria and Allocation of Marks different levels
4.3.1. Marking Descriptors: Appropriacy, Accuracy and Achievement
4.3.2. Marking Scale and Interpretations: What do Appropriacy and Accuracy
mean for different JETSET Levels
4.3.3. Allocation of Marks and Example of Marks all levels
4.4. Videos of students with different levels of English guess which level they are
4.5. Videos of students taking JETSET Speaking exam different levels give your marks
(pair work) discussion
LCCI IQ WORKSHOPS
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5. Introduce JETSET Speaking Test Instructions Document
5.1. Check-list for Teacher-Examiners
5.1.1. Preparation
5.1.2. When recording5.1.3. After recording
5.2. Administrative Instructions
5.2.1. Dates and Times of Tests
5.2.2. Teacher-Examiners
5.2.3. Materials for the test
5.2.4. The Test Room
5.2.5. The Recording Equipment
5.2.6. The conduct of the test
5.2.7. Cassette/CD labels
5.2.8. Security
5.3. Test technique
5.4. Advice for best practice when examining JETSET
6. Conclusion
6.1. Question & Answer session
6.2. Provide access to further information and support
6.3. Salutations
N.B. The teachers who undergo the training will receive the Oral Examiner Certificate
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E n g l i s h L a n g u a g e S k i l l s A s s e s s m e n t W o r k s h o p
Workshop Objectives
The programme is designed to introduce the LCCI International Qualifications ELSA Assess-
ment along with practical experience necessary to incorporate ELSA preparation into exist-
ing didactical programmes.
Introduction
The following programme involves topics of discussion, their supportive ideas and activities.
The programme is organised into five parts: four parts dedicated to the introduction and de-
velopment of competencies in the following elements of the London Chamber of Commerce
and Industry International Qualifications ELSA Assessment, each section including an activity
to provide competences in both the delivery of information and organisation of examina-
tions:
Part 1 ELSA Listening - Listening SimulationPart 2 ELSA Reading - Reading Simulation
Part 3 ELSA Speaking - Speaking Simulation
Part 4 ELSA Writing - Writing Simulation
Part 5 ELSA Grammar Points - Designing CEF B1 Grammar Course
Workshop Materials
1. ELSA Handbook 2006
2. FELSA Handbook 2006
3. ELSA Listening Sample Paper
4. ELSA Reading Sample Paper
5. ELSA Reading Past Paper
2
6. ELSA Speaking Sample Paper
7. ELSA Writing 1 Sample Paper
8. ELSA Writing 1 Past Paper
9. ELSA Writing 2 Sample Paper
Authors: MarkAnthony Chesner & Sneana Mitrovi
Trainer: Sneana Mitrovi
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Content
Introduction
1. Introduction
1.1. Professional Introduction
1.2. Explain event programme
1.3. Explain event activities
2. Practical necessity for Language Assessment
2.1. Progressive preparation
2.2. Goal oriented learning
2.3. Communicative language skills
2.4. Working tools for higher learning and employment
3. Introduction to the ELSA tests and topics
3.1. General English topics: Work, Home, Society, Travel
3.2. Cover all four skills and levels of ability
3.3. ELSA formats
4. Introduction to the FELSA tests and topics
4.1. Everyday English: social and workplace contexts
4.2. Cover 3 skills: Listening, Reading, Speaking
4.3. Proficiency tests for elementary students: CEF A1 A2
4.4. FELSA formats:
4.5. Sample topics and question formats
5. Introduction to ELSA Online test
5.1. Instant results
5.2. Very easy to administer
5.3. Must be a registered LCCI IQ centre
5.4. Must register for ELSA at least 48 hrs before the test
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Part 1
6. ELSA Listening test
6.1. Multiple-choice, 60 questions, total testing time
6.4. 4 question formats
6.5. Listening score equivalences: 0 250 (CEF A1 C2)
7. ELSA Listening Simulation
7.1. ELSA Listening Sample Paper/ELSA Online Simulation + Corrections
8. Question and Answer Session
Part 2
9. ELSA Reading test
9.1. Multiple-choice, 60 questions, total testing time
9.2. 4 question formats
9.3. Listening score equivalences: 0 250 (CEF A1 C2)
10. ELSA Reading Simulation
10.1. ELSA Reading Sample Paper/ELSA Online Simulation + Corrections
11. Question and Answer Session
------------------------------------------- BREAK-----------------------------------------
Part 3
12. ELSA Speaking Test12.1. Listen and respond, total testing time
12.2. Moderated by different levels of assessors
12.3. Recorded locally by centres
12.4. 6 question formats
12.5. Speaking score equivalences: Novice Low (A1) Superior (C2)
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13. ELSA Speaking Simulation
13.1. ELSA Speaking Simulation/ELSA Online simulation + Discussion
Part 4
14. ELSA Writing 1 Test
14.1. Multiple choice test of grammar, Total testing time
14.2. 3 question formats
14.3. Writing 1 score equivalences: 0 100 (CEF A1 B2)
15. ELSA Writing 1 Simulation
15.1. ELSA Sample Paper/Online Simulation + Corrections
16. ELSA Writing 2 Test
16.1. One essay to be written on a specific topic
16.2. Total testing time: 40 minutes
16.3. Score range: banded 0 7
Part 5
17.Introduction of ELSA Reading and Writing 1 Past Papers
17.1. Group participants and assign the task
17.2. Identify Grammar Points in ELSA Reading and Writing 1 Past Papers
17.3. Review ELSA Reading and Writing 1 Level Descriptors (focus on B1)
18. ELSA Level B1 Grammar Course
18.1. Regroup participants and assign the task18.2. ELSA B1 Level Course Planning
18.3. Elicit suggestions and discuss
19. Conclusion
19.1. Question and Answer Session
19.2. Provide access to further information and support
19.3. Salutations
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E x a m i n a t i o n R e g u l a t i o n s W o r k s h o p
Author and Trainer: Sneana Mitrovi
Aims
The aims of this seminar are to familiarise LCCI centre staff with administering and invigilat-
ing the examinations, obtaining results and certificates, malpractice and appeals.
Seminar material
1. Examination Guide for LCCI Centres, July 2008
2. On Demand Requisition Form
3. On Demand Candidate Spreadsheet
4. Series Examination Requisition Form
5. Series Entries Spreadsheet
6. Invigilator Declaration and Attendance Report Sample
Content
1. Introduction
1.1. Professional introduction
1.2. Explain event program
2. Registering for LCCI Examinations
2.1. On Demand Exams
2.1.1. Documents to complete
2.1.2. On Demand Requisition Form
i. On Demand Candidate Spreadsheet
ii. Documents to be sent 4 weeks before the examination date
2.2. Series Exams
2.2.1. Documents to complete
i. Series Examination Requisition Form
ii. Series Entries Spreadsheet
2.2.2. Documents to be sent by the deadline listed in the Series Timetable
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2.3. All documents available online
3. Examination Regulations - Before the day of examination
3.1. Question papers and equipment3.1.1. Question papers received at least 5 days before the exam date
3.1.2. Packet contents
3.1.3. Question papers security: On Demand exams; Series exams
3.2. Rules about invigilators
3.2.1. Number depends on the number of candidates
3.2.2. Roles and responsibilities
4. Examination RegulationsOn the day of examination
4.1. Arranging the examination room
4.1.1. Check:
i. Display material
ii. Desk position
iii. Seating plan
iv. Room arrangement
v. Details to display
4.2. Identifying candidates
4.2.1. Candidate identification
4.2.2. Attendance register
4.3. Informing candidates
4.3.1. Dos and donts during the examination
4.3.2. Pens or pencils
4.3.3. Instructions to candidates
4.3.4. Front of the answer booklet
4.3.5. Timing
4.4. During the examination
4.4.1. Late candidates
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4.4.2. Procedure in case of malpractice
4.4.3. Leaving the room
4.5. After the examination4.5.1. Collect scripts and arrange them
4.5.2. Invigilation Report
4.5.3. Sending procedure
5. Results and Certificates
5.1. Series examinations
5.1.1. Result release
5.1.2. Exam Results Online service5.1.3. Certificate release
5.2. On demand examinations
5.2.1. Result and certificate release
6. Dealing with malpractice
6.1. Examples of malpractice by centre staff
6.2. Examples of candidate malpractice
6.3. Malpractice procedure
6.4. Actions
6.5. Penalties against centres and candidates
7. Permit to Re-sit
7.1. Transfer of an examination entry
7.2. Conditions for a Permit to Re-sit
7.3. Validity of a Permit to Re-sit
7.4. How to claim a Permit to Re-sit
8. Conclusion
8.1. Question and Answer Session
8.2. Provide access to further information and support
8.3. Salutations
LCCI IQ WORKSHOPS
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C e r t T E F L
Course Description
The EDI Certificate in Teaching English as a Foreign Language (Cert TEFL) is a Level 4
qualification (UK NQF equivalent) designed for people who have little or no experience of
teaching English as a Foreign Language (EFL) but who wish to embark on a career as an EFL
teacher. The EDI Cert TEFL is a highly practical course designed to provide candidates with the
initial skills they need for teaching English to adult students of other languages.
Achievement of the EDI Cert TEFL will confirm that candidates have a good understanding of
the essential aspects of the EFL teachers role, can organise and manage effective learning
and have developed professionally through on-going reflection and evaluation.
Author: EDI
Aims
The aims of the EDI Cert TEFL are that by the end of the course, candidates will be able to:
evaluate the communicative needs of classes of adult speakers of other languages
(both at higher and lower levels),
meet these needs through effective teaching, and
evaluate how effectively they are meeting these needs.
Assessment Objectives
The EDI Cert TEFL course will assess a candidates ability to:
conduct a needs analysis of target learners
plan effective lessons
implement lesson plans effectively manage a class effectively
understand the basic principles of effective language teaching
implement the basic principles of effective language teaching
understand the basic principles of effective skills teaching
implement the basic principles of effective skills teaching
evaluate the efficiency of the teaching and learning
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TEACHER TRAINING COURSES
Opportunities for Progression
On completion of this qualification
candidates could: Progress to a Level 5 Diploma in Teaching
English to Speakers of Other Languages
(Dip TEFL),
Become a qualified Teacher of Business
English by taking the LCCI First Certificate
in Teaching Business English (FTBE) and
gaining the EDI Certificate in Teaching Business English (Cert TEB) qualification.
Entry Requirements
In order to register for the EDI Cert TEFL qualification, candidates must possess the
qualifications required for entry to higher education in the UK (NQF level 3) or their own
country. If English is not the candidates first language then they should possess an English
language qualification at CEF level C2 or equivalent.
Unit structure
The EDI Cert TEFL has a unitised structure consisting of 6 mandatory units. The syllabus
topics and learning outcomes for this qualification have been broadly mapped to the LLUK
overarching professional standards and standards for teachers of EFL and are structured as
follows:
Unit 1: Teaching and learning in an EFL context
Unit 2: Developing teaching skills and managing the learning environment
Unit 3: Teaching language
Unit 4: Teaching language skills
Unit 5: Planning and evaluation
Unit 6: Assessment of learners
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Delivery and Contact Hours
EDI recommends that 120 Guided Learning Hours (GLHs) provide a suitable duration for the
Cert TEFL course. This figure includes direct contact hours as well as other time when
candidates work is being supervised by the course teachers. Ultimately, however, it is the
course tutors responsibility to determine the appropriate course duration based on their
candidates skills, ability and level of existing knowledge. In addition to the GLHs, candidates
are also expected to complete an appropriate amount of self directed study. This self directed
study may include background reading, written assignments and other homework
assignments set by the course tutor.
Candidates must also complete 6 hours of observed and assessed teaching practice and 4
hours of teaching observation.
Examples of Teaching and Learning Strategies
The programme is a good model for trainees in that a wide range of methods and strategies
should be used for both teaching and learning.
There are appropriate opportunities to include many of the following methods and
Strategies:
Presentation/demonstration
Group work
Investigation/report /shared experience
Workshop activity eg preparing sessions
Investigation/resource based learning followed by group discussion
Sub-group activities
Observation of a teacher teaching or trainer training Self evaluation/evaluation with mentor
Assessment Methodology
The EDI Cert TEFL is assessed via a combination of teaching practice, teacher observation and
written assignments. Each candidate is required to keep a portfolio of work that includes all
materials relating to the teaching practice, teacher observation and written assignments.
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TEACHER TRAINING COURSES
Suggested Reading and Resources
The following books are recommended for reading prior to the commencement of the course.
1 A Communicative Grammar of English (2003) G. Leech Longman, ISBN 9780582506336
2 A Course in Language Teaching: Practice and Theory: Trainee's Book (1999) P. Ur,
Cambridge University Press, ISBN 978-0521656245
3 Grammar for English Language Teachers (2000), M. Parrott, Cambridge University Press,
ISBN 9780521477970
4 How English Works, Swan and Walter (2000), Cambridge University Press, ISBN
0194314561
5 How to Teach English, (2007) J. Harmer, Longman, ISBN 978-1405853095
6 How to Teach Pronunciation (2002), Gerald Kelly, Longman, ISBN 0582429757
7 Learning Teaching (2005) J. Scrivener, Macmillan, ISBN 9781405013994
8 Practical English Usage (2005), M. Swan, Oxford University Press ISBN 9780194420983
9 Principles of Language Learning and Teaching, H. D. Brown (2006), Pearson Education,
ISBN 9780131991286
10 Teaching by Principles: An Interactive Approach to Language Pedagogy (2001), H. D.
Brown
11 The Practice of English Language Teaching (2001), J. Harmer, Longman ISBN 0582403855
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F T B E
What is the FTBE?
The First Certificate for Teachers of Business
English provides an additional qualification for
educators wishing to enhance their resume and
skills in ESP, and tests the candidate knowledge
in three areas:
Professional Skills;
Methodology and Materials;
Basic Business Awareness.
Other elements include:
Classroom management;
Needs Analysis;
The use of authentic materials;
The creation of bespoke material.
Why do teachers take the FTBE?
To improve their teaching expertise;
To become better prepared to respond to the changing needs of English;
To teach abroad;
To work in the private education sector;
For professional recognition in LCCI Examination Centres.
Author: MarkAnthony Chesner
Presenter: Sneana Mitrovi
The Course
The aims of this course are to provide participants the developed competences considered
as best practice in teaching Business English.
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TEACHER TRAINING COURSES
These techniques and methodologies are combined with elements aimed at understanding
basic business concepts in a preparatory course for the London Chamber of Commerce
and Industry International Qualifications First Certificate for Teachers of Business English,
(FTBE).
This programme involves two main components:
A self-preparation course based on the Teaching Business English materials;
A five-day How-to-Pass course focusing on the three key elements found on the
examination.
Course Length
The course associated with this program is divided as follows:
Day 1 & 2: Syllabus Topic 1 Section A
Day 3 & 4: Syllabus Topic 2 Section B
Day 5: Syllabus Topic 3 Section C
Day 6: Examination
Each lesson is scheduled for 6 hours per day with a final 2.5 hour examination time. Total
class-time 32.5 hours.
Course Requirements
Graduate native speakers with a basic English as a Foreign Language (EFL) or language
teaching experience, or Non-native speaker English teachers with a first degree plus experience teaching
English.
Participants are expected to have from a high B2 to C1 level of English.
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Programme Materials
The following is a list of material to be used in the program:
1. TEACH BUSINESS ENGLISH
2. TEACHING BUSINESS ENGLISH
3. BUSINESS MATTERS: TEACHERS BOOK, STUDENTS BOOK
4. BUSINESS ENGLISH RECIPES
5. FTBE SYLLABUS
6. FTBE SAMPLE PAPER
7. FTBE MODEL ANSWERS
8. FTBE RECOMMENDED READING 1 & 2
9. FTBE STUDY GUIDES
10. FTBE COURSE BOOK
Activities
Each section includes activities to provide competency in both the understanding and
application of information:
Part 1: TBE Techniques
A) Needs Analysis
1. Questionnaire development
Participants create questionnaire applied to a Business English Teaching scenario
2. Oral Interview simulations
Participants create oral interview work sheets applied to a Business English teaching scenario
B) Syllabus Design
1. Information analysis
Participants analyse information from questionnaires and interviews
2. Syllabus design
Participants use information to create a multi-strand syllabus for a
Business English Teaching Scenario
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TEACHER TRAINING COURSES
C) Lesson-planning Stage I
1. Course Program
Participants project the contents of a course based on previous work
D) Feedback and Evaluation
1. Feedback and Evaluation prospective
Participants write a report defining the feedback and evaluations relevant to a Business
English teaching scenario
E) Applied Knowledge
1. Workbook activities Section A
Participants apply developed knowledge to past examination
scenarios and tasks
Part 2: TBE Methodology and Materials
A) Authentic Materials
1. Graphical Numerical Materials
Participants develop a lesson based on a graph or chart including follow-up activities
2. Business Article
Participants develop a lesson based on an authentic business article including follow-up
activities
3. Video
Participants develop a lesson based on a business video including follow-up activities
B) Applied Knowledge
1. Workbook activities Section A
Participants apply developed knowledge to past examination scenarios and tasks
Part 3: Basic Business Prospects and Practices
A) Applied Knowledge
1. Workbook activities Section A
Participants apply developed knowledge to past examination scenarios and tasks
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I Y T S - I m p r o v e Y o u r T e a c h i n g S k i l l s
Course Description
The course is designed to help teachers with little experience of teaching English as a
Foreign Language who want to broaden and improve their knowledge of teaching
methodology. It will expose teachers to language teaching terms, skills necessary to prepare
and teach an effective lesson, as well as different approaches and methods of teaching. In
addition, they will examine the advantages and disadvantages of these approaches and
methods in order to develop their own methodology.
Aims
By the end of the course, the candidates will be able to:
Identify the needs of both young and adult learners of English.
Respond to these needs by means of acquired practical skills of effective teaching.
Critically evaluate their own teaching skills and skills of their colleagues.
Assessment Objectives
The overall assessment objectives are that candidates should be able to:
Identify learner needs, plan and teach effective lessons taking into account learners
background, needs, preferences and learning styles.
Demonstrate knowledge of teaching methodology and principles as well as choose theappropriate ones in a given situation.
Implement the knowledge to develop the learners language skills and overall language
competence.
Critically evaluate their own teaching skills.
Author and Presenter: Sneana Mitrovi
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TEACHER TRAINING COURSES
Contact Hours
The course programme will be covered in 30 contact hours with the additional pre-course
reading material.
The learning activities will include:
input
project work (lesson planning and preparation)
homework assignments
discussion groups
other in-class activities
Syllabus Overview
The course programme is divided into five six-hour units as follows:
1 Basic teaching terms and principles, needs analysis and lesson planning
2 Teaching methods and techniques; Classroom management
3 Micro-teaching exercises and observation
4 Teaching different age groups
5 Teaching the fours skills
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C u l t u r a l A w a r e n e s s R a i s i n g t h r o u g h E L T ( 4 . 5 h r s
Author and Presenter: Milica Savi
1 LANGUAGE CLASSROOM - A MEETING POINT OF CULTURES (90 mins)
Description
In this workshop, the participants will be asked to discuss their experience in dealing with
cultural issues in the classroom and their role in their students cultural awareness raising,
as well as share their own successful classroom practices. Then, they will create their own
framework for English-speaking culture exploration, which could be used as a starting point
for classroom project work, presentations or portfolios, and which they can later adapt to
their own teaching situations.
Workshop Objectives
By the end of the session the participants will have:
Considered their role in the cultural awareness raising of their students.
Come up with a set of activities they could use when dealing with coursebook material
on culture. Created a joint framework for English-speaking culture exploration, which they can later
adapt to their own teaching situations.
Procedures
Warm-up: Intercultural communication activity (BafaBafa)
Group discussion exploring the participants beliefs about teaching culture and sharing
experiences
Adaptation activity exploring ways to use coursebook material on cultural issues
Group presentations of activities and materials
Introducing a framework for exploring cultures and discussing the ways to use it
Project-based learning and culture learning
Round-up, comments and feedback
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TEACHER DEVELOPMENT
Description
The workshop will be based on the principles of cooperative and experiential learning. The
aim is to introduce some of the techniques of culture teaching culture capsules/ clusters,
culture assimilators, cultoons and cultural incidents and generate ideas on how to use
them to deal with different cultural issues. In the first stage of the workshop, the
participants will be invited to actively cooperate through a jigsaw activity; in the second
stage, they will be expected to share some of the culture-related problems that commonlyarise in their classrooms and then try to solve them by using the techniques introduced.
Workshop Objectives
By the end of the workshop the participants will have:
Got acquainted with four techniques specifically designed to teach culture: culture
capsules/ clusters, culture assimilators, cultoons and cultural incidents.
Designed a culture capsule/ assimilator/ caltoon or cultural incident to explore the
similarities or differences between an English speaking and Italian culture.
Procedures
Warm-up
ntroducing the four techniques and providing an example of each (group activity)
Brainstorming the most common cultural issues that come up in the participants
classrooms
Designing culture capsules/ clusters, culture assimilators, cultoons or cultural incidents
to deal with a common cultural misconception or to reinforce similarities between the
Italian and an English-speaking culture; Poster session and group presentations
Closing, comments and feedback
Author and Presenter: Milica Savi
2 CULTURE TEACHING TECHNIQUES (90 mins)
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Author and Presenter: Milica Savi
3 DEALING WITH STEREOTYPES IN ENGLISH CLASSROOM (90 mins)
Description
English language teachers often have to deal with different kinds of stereotypes of English-
speaking cultures and peoples. This workshop demonstrates a number of activities that can
be used to introduce the issue of nationality stereotypes, as a starting point of raising the
students awareness of stereotypes and the way they influence our everyday life.
Workshop Objectives
By the end of the workshop the participants will have:
Got acquainted with a number of activities for exploring nationality stereotypes.
Considered the nationality stereotypes their student often have and designed an activity
to use in their own context based on their students stereotypes.
Procedures
Warm-up: Desert Island an activity to explore the participants nationality stereotypes
Discussion the participants experience with stereotypes in ELT
An awareness raising activity demonstration
Stereotypes as reflected in the English language
Stereotypes in Italian
Material development based on Italian students nationality stereotypes
Round-up, comments and feedback
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M u l t i p l e I n t e l l i g e n c e s - T h e o r y i n P r a c t i c e ( 4 . 5 h r s
Description
The aim of the workshop is to introduce the teachers to Gardners Multiple Intelligences
Theory and its implications for teaching English. The teachers will first become familiar
with different types of intelligence by doing an MI test and then will get further
explanations. In the second part of the workshop, the teachers will be involved in practical
work designing activities for students with different types of intelligence and in open
discussions with the round-up discussion on the implications of MI Theory for an Englishclassroom.
Workshop Objectives
By the end of the workshop the participants will:
Have become acquainted with the Multiple Intelligences Theory principles.
Have gained practical knowledge of implementing the theory.
Be able to meet the needs of students with different learning preferences.
Procedures
Warm-up: MI Test
Multiple Intelligences Theory introduction and open discussion
Activity: Defining MI types
Demonstration practical implementation of MI Theory in teaching English
Task: Redesign a course book unit to meet the needs of different types of intelligence
Activity: potential jobs/occupations for different intelligence types
Round-up: MI Theory implications for teaching English open discussion
Author and Presenter: Sneana Mitrovi
1 USING MULTIPLE INTELLIGENCES TO ENHANCE TEACHING (2hrs)
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Author and Presenter: Milica Savi
2 SONGS IN ELT (90 mins)
Description
As songs have proved to be a highly motivating tool in ELT, it is necessary to consider the
ways in which they can be used in the classroom to involve students of different age, with
different learning styles and types of intelligence. This workshop demonstrates various
song-related activities some focusing on listening, some on vocabulary and sentence
structure, still others exploring the students creative potential through writing, acting,
directing song videos, drawing and singing.
Workshop objectives
By the end of the session the participants will have:
Experienced various song-based activities tailored to suit different types of learners.
Explored the potential songs have for ELT.
Procedures
Warm-up
Demonstration 1 a different activity for each verse of a pop song
Exploration analyzing the activities (age, level, language skills and areas involved)
Demonstration 2 workstations (how to tailor song-based tasks to suit learners of
different learning styles and types of intelligence)
Lesson planning and material development planning a lesson and designing
activities based on a popular song of the participants choice
Group demonstrations
Closing and feedback
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Description
Although an aspect of linguistic
performance most open to judgment,
pronunciation is rarely given much
attention in a foreign language classroom,
especially with young learners. This is
probably a result of a widely-held beliefthat that they will pick up correct
pronunciation effortlessly. However, most
learners exposed to a foreign language
exclusively (or almost exclusively) in the
classroom end up speaking it with a noticeable foreign accent, regardless of the age of
their first exposure to it.
In this workshop, the participants will have an opportunity to experience a number of fun
pronunciation teaching techniques tailored to suit different types of young learners. In
addition, they will be invited to come up with ways to modify them and adjust them to
their own teaching contexts.
Workshop Objectives
By the end of the session the participants will have:
Experienced some pronunciation teaching techniques.
Become aware of a number of psychological, social and identity issues involved in L2
phonology acquisition.
Become aware of the necessity to make pronunciation instruction suit different types of
learners.
Author and Presenter: Milica Savi
3 WHY NOT MAKE PRONUNCIATION FUN FOR EVERYONE? (60 mins)
TEACHER DEVELOPMENT
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Procedures
Sharing experiences with pronunciation instruction
Demonstration (1. Listen run circle; 2. Picture groups rhyming; 3. Humming);
Discussion - Factors influencing L2 phonology acquisition and implications for ELT
Matching activity matching pronunciation activities with the dominant type of
intelligence they draw on
Activity design based on coursebook material for learners of different levels
Closing and feedback
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Description
The aim of the workshop is to introduce some of the principles behind and techniques of
Cooperative learning and generate ideas on how to use them to deal with different
language material. The workshop will be based on the principles of cooperative and
experiential learning in the first stage of the workshop, the participants will be asked to
cooperate with their colleagues through a jigsaw activity to find out as much as possible
about Cooperative learning; in the second stage, they will be asked to come up with waysto use some of the Cooperative learning techniques in their own teaching contexts.
Workshop objectives
By the end of the session the participants will have:
Got acquainted with the concept of cooperative learning (the whats, whys and hows
of its use).
Got acquainted with the techniques commonly used in cooperative learning.
Generated ideas on how to use cooperative learning techniques to deal with different
language material.
Procedures
Warm-up: Find someone who an activity to provoke the participants to think about
their own experience with organizing group work
Introducing the ideas behind the concept of cooperative learning
Introducing the techniques of cooperative learning (through a jigsaw activity)
Group lesson planning exploring possibilities for the application of the new ideas
Closing and feedback (through the team-pair-solo technique)
1 SWIM OR SINK TOGETHER: COOPERATIVE LEARNING IN ELT (90 mins)
A l t e r n a t i v e s i n L a n g u a g e T e a c h i n g ( 4 . 5 h r s )
Author and Presenter: Milica Savi
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Author and Presenter: Milica Savi
2 AUTHENTIC MATERIALS IN ELT (90 mins)
Description
Now more readily available than ever before, authentic materials still seem to be underused
in ELT. The participants in this workshop will be asked to explore the ways in which different
authentic materials brochures, menus, magazines, video clips, Internet resources can be
employed in ELT with students of different age and level. They will also examine the
requirements authentic materials need to meet in order to be suitable for classroom use.
Finally, if there is sufficient technical support, groups of participants will be asked to dosome research on the Internet resources suitable for use in ELT and share their finding with
their colleagues.
Workshop Objectives
By the end of the session the participant will have thought about how to exploit the
potential of easily available authentic materials for use in different teaching/ learningcontexts.
Procedures
Warm-up
Activity design how to use the same materials with students of different levels
Brainstorming things to consider when choosing materials for classroom use
Group research on the Internet
Presentation of findings
Closing, comments and feedback
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Description
In spite the growing number of alternative ways to assess students knowledge, skills and
abilities, English language teachers rarely attempt to use forms of assessment other than
traditional language tests. In this workshop, the participants will get acquainted with some
of the most frequently employed alternative modes of assessment, such as portfolio
assessment, assessment through individual and group projects, individual and group
presentations, peer and self assessment. They will also have the opportunity to discuss theadvantages and disadvantages of the modes of assessment introduced, and requirements
for their successful application in the classroom. Finally, the teachers will be invited to
choose the alternative modes of assessment they could use with their students and modify
them to suit their students age, level and needs.
Workshop Objectives
By the end of the session the participants will have:
Got acquainted with the most commonly used alternatives in assessment.
Explored their pros and cons as well as the possibilities of using them in their own
teaching context.
Procedures
Warm-up mini survey of modes of assessment used by the participants
Presenting alternative modes of assessment (through a jigsaw activity and video)
Poster making - pros and cons of individual assessment techniques
Guidelines for successful application of some alternative modes of assessment
Workstations - practical application of the ideas introduced; Closing and feedback
3 ALTERNATIVE ASSESSMENT (90 mins)
A l t e r n a t i v e s i n L a n g u a g e T e a c h i n g ( 4 . 5 h r s )
Author and Presenter: Milica Savi
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Author and Presenter: Sneana Mitrovi
Workshop Objectives
The aim of the workshop is to raise teachers awareness of the importance of teaching allfour skills (Reading, Listening, Writing and Speaking) as well as familiarising the teachers
with different techniques that can be employed
when teaching each of the skills. The teachers will
be actively involved in discussions, practical work
related to the materials, pair and group work. They
will gain practical experience which will facilitate
the use of different types of materials in teaching aswell as using the course book and making the most
of the curriculum prescribed by the Ministry of
Education.
Introduction
The following involves topics of discussion, their supportive ideas and activities. The work-shop is organised into four parts with each section dedicated to one of the four skills
(Reading, Listening, Writing and Speaking):
Part 1: Teaching Reading (1.5 hours)
Part 2: Teaching Listening (1.5 hour)
Part 3: Teaching Writing (1.5 hours)
Part 4: Teaching Speaking (1.5 hours)
The programme provides both practical didactical work and its theoretical discussions pro-
viding teachers with invaluable practice in teaching the four skills.
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Workshop Material
The material to be used in the workshop includes activities from the following text books:
1. Scrivener, J 2005, Learning Teaching, Macmillan
2. Thornbury, S & Watkings P 2007, The CELTA Course Trainee Book, CUP
3. Harmer, J 2007, The Practice of Language Teaching, Longman
4. Harmer, J 2007, How to Teach English, Longman
Gower R, Philips D & Walters S 2005, Teaching Practice, Macmillan
Tailor-made handouts are also used in the workshop. Each participant gets a material pack.
Part 1: Teaching Reading
1. Introduction
1.1. Professional Introduction
1.2. Explain event programme
1.3. Explain event activities
2. Warm-up: Quotes on teaching discussion
3. Intensive reading
3.1. Problems when reading a text in a foreign language discussion
3.1.1. Understanding every word or not
3.1.2.. Teaching new words
3.1.3. Letting the students in
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4. Selecting an appropriate reading task
4.1. Task: Copy of a leaflet suggest possible tasks
4.2. Reading techniques and activities: Scanning, skimming, reading puzzles, close, ordering
sentences, Jig-saw reading, multiple choice, true or false questions
5. Top-down reading
5.1. Task and discussion: Identify the stages in a reading sequence
6. Choosing useful reading activities
6.1. Task and discussion: Distinguishing between useful and useless reading activities
7. Stages of a reading lesson
7.1. Task and discussion: Put the stages of a reading lesson in a logical order
8. Designing tasks
8.1. Task and discussion: Designing pre-reading, while-reading and post-reading task
9. Extensive reading
9.1. Discussion: Differences between intensive and extensive reading
-------------------------------------------- BREAK----------------------------------------------
Part 2: Teaching Listening
10. Intensive listening
10.1. Reasons for listening activities
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11. An unsatisfactory listening lesson
11.1. Task and discussion: Why is the listening activity unsatisfactory?
12. Listening texts and tasks
12.1. Task: Using appropriate tasks for listening texts
12.2. Discussion: Criteria for choosing tasks
13. Stages of a listening task
13.1. Task: Put the stages of the listening task in a logical order
13.2. Discussion: Explain the principles underlying the order
13.3. Geography of a listening text
13.4. Task: Divide the listening task stages into pre-listening, while-listening and post-
listening
14. Top-down and bottom-up listening
14.1. Task: From a list of listening strategies identify the ones which are top-down as op-
posed to bottom-up
15. Designing listening tasks
15.1. Task: Design pre-listening, while-listening and post-listening tasks for a listening text
16. Using films and videos in the classroom
16.1. Viewing and listening techniques: Fast forward, freeze frame, silent viewing, picture-less listening, story telling
17. Choosing listening texts
17.1. How to choose a suitable listening text
17.2. What makes a listening text easy or difficult
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18. Extensive listening
18.1. Discussion: Differences between intensive and extensive listening
19. Question and Answer Session
-------------------------------------------- BREAK----------------------------------------------
Part 3: Teaching Writing
20. Writing
20.1. Good reasons for writing
21. Writing for writing vs writing for learning
21.1. Task: Identify differences between the two
21.2. Types of writing for writing activities
21.3. Types of writing for learning activities
22. Demonstration: Ideas for generating ideas
22.1. Brainstorming
22.2. Picture starts
22.3. Text starts
22.4. Fast writing
23. Writing tasks based on resource materials
23.1. Task: Design writing tasks for different types of resource materials
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24. Stages in writing
24.1. Task: Put the stages in writing into a correct order
24.2. Task: Identify the purpose of each stage
25. Marking writing tasks
25.1. Task: Correct a piece of student writing
25.2. Discussion: Different way of marking writing tasks advantages and disadvantages
26. Question and Answer Session
-------------------------------------------- BREAK----------------------------------------------
Part 4: Teaching Speaking
27. Speaking
27.1. Reasons for speaking
27.2. Suggestions for a regular discussion/conversation lesson
27.3. Speaking for speaking vs speaking for learning
28. Demonstration: Organising a speaking lesson
28.1. Topic and cues
28.2. Structuring talk
28.3. Open questions
28.4. Playing the devils advocate
28.5. Guidelines for creative speaking activities
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29. Common communication activities
29.1. Picture difference tasks
29.2. Group-planning tasks
29.3. Pyramid discussion
29.4. Information gap activities
29.5. Telling stories
30. Role-plays, real-plays and simulations
30.1. Task: Identify differences between the three types of activities
30.2. Discussion: Factors important for a successful role-play30.3. Discussion: Why are real-plays and simulations useful and who for
31. Stages in a speaking lesson
31.1. Task: Put the stages of a speaking lesson in a correct order
32. Error correction
32.1. When to correct
32.3. Correction strategies
33. Integrating skills
33.1. Task: How to use a reading text to practise all four skills
33.2. Demonstration: How to use music to practise all four skills
34. Conclusion
34.1. Question and Answer Session
34.2. Provide access to further information and support
34.3. Salutations
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This catalogue offers a number of seminars, workshops and courses that GLOBAL INPUT
LCCI REPS have prepared for you. Each of our centres is free to choose the combination
that best suits the needs of their teachers. In order to help us meet your needs, it is
preferable that the centre decides on more than 5 hours of teacher development time.
The teachers wishing to become Oral Examiners need to undergo trainings relevant to the
qualification: the workshop and the oral examiner training. Each of the teachers who
successfully undergo the trainings will get the oral examiner certificate.
All the seminars and workshops listed in the catalogue are accredited by Ministero
dellIstruzione Italiano DIR 90/2003, decreto 1506 2/8/2005. In addition, the JETSET
workshop and the FTBE course are accredited by the Serbian Ministry of Education for the
school year 2009/10 (6 and 24 hours of professional development respectively).
For further information on the courses and workshops as well as their availability, please
contact info@lcci.it or s.mitrovic@lccieb.it.
F u r t h e r I n f o r m a t i o n
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GLOBAL INPUTLCCI REPS
Regional Hub for Italy and the Balkans
Via Caiazzo 52
00132 Rome, Italy
Email: info@lcci.it
Phone: +39.06.62279059
Web: www.lcci.it; www.lccibalkans.net
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