from the drawing board to worksheet design: creating a course
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From the drawing board to worksheet design: Creating a course . ELTAF Workshop 22 nd June 2013 Claire Hart. About me. Workshop structure. 1) Approaches to course design a. Some key terms b. Three recipes for course design - PowerPoint PPT PresentationTRANSCRIPT
FROM THE DRAWING BOARD TO WORKSHEET DESIGN: CREATING A COURSE
ELTAF Workshop 22nd June 2013 Claire Hart
ABOUT ME
WORKSHOP STRUCTURE1) Approaches to course design a. Some key terms b. Three recipes for course design - case studies
2) Top ten tips for designing worksheets
LET´S LOOK AT SOME KEY TERMS…
What is:
A coursePersonalisationTailor-made A negotiated syllabusCourse design
Design
Leaners´needs
Stakeholders´expectations
What´s possible
A course
THREE RECIPES FOR COURSE DESIGNTopic-driven Communication situation analysisJIT (Just In Time)
1. THE TOPIC-DRIVEN APPROACH 1.Topic options
2.Choose 5 or 6 topics
3.What vocab? grammar?
4.4 skills work
5.Business skills
Spend 4- 5 weeks on each topic
MIXING AND MATCHING Context: In-company Industry: Construction Timeframe: 38 weeks Participants: 8 Level: mixed from high A2 to B2 Jobs: salesman, quality engineer, civil engineer, architect
Needs: -> Broaden knowledge of industry-specific vocabulary-> Improve accuracy-> Work on business skills, especially telephoning and emailing
WHAT WAS THE FIRST TOPIC?
PLANWeek 1: Starting a conversationWeek 2: Tenses review -> present simple, continuous & perfect, past simple
Week 3: Have you ever? Week 4: Technology landmarksWeek 5: Showing interest
Skills
Speaking Starting a conversation Discussing experiencesShowing interest
Writing Making notes
Reading Reading model conversations
Listening Active listening
Grammar Vocab
WHAT REALLY HAPPENEDWe spent 7 weeks on this topicIn particular we spent a lot of time working on tenses
I realised we needed to focus more on conversation strategies and techniques
The learners enjoyed working on this topic
DESIGNING WORKSHEETS
WORKSHEETS?
MY TOP 10 TIPS
NUMBER 10
Be consistent
NUMBER 9
Use boxes and tables
NUMBER 8
Use tabs, bullets and numbering
NUMBER 7
Leave space for the learners
IS THIS ENOUGH SPACE? 1 Concrete is used to ______build walls______.
2 Copper is used to _________________________ .
3 Steel is used to _________________________ .
4 Fibreglass is used to _________________________ .
5 Carbon is used to _________________________ .
6 PVC is used to _________________________ .
IS THIS ENOUGH SPACE?
NUMBER 6
Use images
NUMBER 5
Use a variety of activity types
Matching pictures with wordsMatching words with meaningsMatching sentence halvesMatching questions and answersOrdering conversationsCategorising wordsTrue or false
NUMBER 4
Try jumbled phrases
NUMBER 3
Ask a different question
What does Karsten want to know?
Why?Consequences?
NUMBER 2
Include topics and issues that matter to the
learners
NUMBER 1The learners should know or be able to do something at the end of the lesson that they didn´t know or couldn´t do at the start of the lesson Michael
Swan
