Professional Practices Series

LPO

Professional Practices Series-10

Register and Appropriacy

 

We are delighted to inform you that NELTA, having a formal agreement with British Council, Nepal is publicising a series of materials for the development of English language teachers provided by British Council. These materials contain both conceptual as well as practical ideas on improving teaching practice. The series includes 12 articles on a wide range of themes like ‘Evaluating and Assessing Learning’, ‘Using Multilingual Approaches’ and ‘Integrating ICT’ to name a few. As per our agreement with the British Council, we will publish an article every month for a year. We hope that these articles will help you develop your understanding, skills and confidence in the key areas that a language teacher comes across.

Please do not forget to respond to the British Council about your use of the ideas mentioned at the end of the article under the heading “Over to you”. Doing so, you can get a chance to win a free seat on British Council’s teacher training workshop – Fundamentals of Teaching.

Thank you very much for reading and responding to the previous articles in this series. For this issue, we have included an article by Katherine Bilsborough on Register and Appropriacy.

This article briefly explains the importance of being aware of the contextual use of language. As language teachers, we need to understand and help our students understand that the language used in formal and informal setting is different. In another words, we need to make appropriate use of the language.  The article presents some examples of how the same ideas is conveyed in different way in formal and informal setting. It also presents the differences between the spoken versus written English.

Like in the past issues, it includes some useful vocabulary and an activity that teachers can do with their students to help them understand the difference between formal versus inform and written versus spoken English. We hope that this article helps you develop understanding about importance of using different language according to the context.

You can download the PDF version of the article by clicking on the link below.

Register-and-Appropriacy

Please do not forget to respond to British Council and NELTA ELT Forum about how you use the board in your lass and the ways teachers can make it more effective.

Laxmi Prasad Ojha

Series Coordinator 



Error Correction Codes -9

Thank you very much for reading and responding to the previous articles in this series. For this issue, we have included an article by Kevin Thomson on Error Correction Codes.

This article briefly explains the importance of correcting learners’ errors. It also talks about different techniques that can be used to correct errors committed by the learners. Besides, it provides some error correction codes that teachers can use to make their error correction effective.

Very often, we teachers do not give importance to correction of the students work but if we continue ignoring the mistakes that they make, the errors may develop into habit. Therefore, we need to pay attention to the errors and provide suggestions to the students so that they can improve their language. At the same time, we should avoid paying attention to details unnecessarily so that the students do not feel demotivated to do the task in the future. Thus, we should know how to create a balance in the error correction process. One way to do so can be using some codes to indicate the errors so that learners work on identifying the exact error and improve their weaknesses themselves. This will save teacher’s time and will also make the learners independent.

Like in the past issues, this article includes some useful vocabulary items related to evaluation and assessment of learner’s work. It also contains an activity that you can work on to improve your error correction practice. We hope that this article helps to improve your skills to correct your learners’ errors.

You can download the PDF version of the article by clicking on the link below.

Error_Correction_Codes

Please do not forget to respond to British Council and NELTA ELT Forum about how you correct your learners’ errors so that other teachers can adopt them in their classes.



Pair and Group Work-7

Thank you very much for reading and responding to the previous articles in this series. For April-May 2016 issue, we have included an article by Kevin Thomson on Pair and Group Work.

This article briefly explains the importance of managing the lesson and particularly focuses on using pair and group work to engage learners in various interactive activities in a language class.

It is important for teachers to understand that they should engage the learners in a variety of interactional activities so that the students do not lose interest in the activities and lessons. Sometimes, the students might feel hesitant to interact and take part in the activities. Therefore, the teacher should keep on monitoring the students and encourage them.

Like in the past issues, this article also includes some useful classroom phrases and an activity that teachers can do to engage learners in interaction. We hope that this article encourages you to engage your students in meaningful interaction in as systematic way.

You can download the PDF version of the article by clicking on the link below.

Article 7__Pair and Group Work

Please do not forget to respond to British Council and NELTA ELT Forum about what activities you use to understand your learners’ preferences before designing classroom activities and how they benefit you to teach better.



 Selecting Resources-4

Thank you very much for reading and responding to the previous articles in this series. For January 2016 issue, we have included an article by Kevin Thomson on Selecting Resources. This article contains some vocabulary items related to resources for language teaching. It particularly focuses on how teachers can make use of the locally available and contextually relevant materials for teaching language successfully.

One of the roles that teachers have to take to be successful is to plan and prepare resources for their lessons. Therefore, it is important for teachers to know how to prepare and select the materials for their lessons. These materials and resources that we use in our class are important for both learners and teachers as they make both teaching and learning easier and lively.

Materials used in our lessons should be closer to our life situations so that students are motivated to use the language in a meaningful way. Some of the materials that can bring language learning closer to the students’ life are realia, pictures, bus timetables, tourist brochures, etc. Since the learners come across these resources frequently in their life outside the classroom, they are motivated to talk about them. This engages them in practice of the target language and helps in achieving the lesson goals.

We hope that this article encourages you to prepare and use the resources from around your locality so that you do not need to spend (much) to manage resources for your lessons.

Please do not forget to respond to British Council and NELTA ELT Forum about how you prepare and select your resources and what benefits you gain doing so.

Wish you a happy and prosperous year ahead!

Selecting Resources



Planning Lessons and Courses- 3

Thank you very much for reading and responding to the previous articles in this series. For December 2015 issue, we have included an article by Katherine Bilsborough on Planning Lessons and Courses. This article contains some vocabulary items related to preparation/planning of a lesson, areas that teachers need to plan before entering the class and activity for planning lessons and courses. It particularly focuses on describing assumptions and potential problems that a teacher may face in an EFL class.

Planning a lesson in advance has numerous advantages for both teachers and students. We should be aware of the fact that planning lesson is one of the key factors for success in teaching. It is an activity of thinking about what you will teach (the objectives) and how your will do it (activities and materials). Doing so, you can maintain focus of the lesson on target effectively. Using a planned lesson, you can feel confident that you are leading towards the right destination and will achieve the desired outcomes at the end of the class.

Planning alone may not guarantee success but it can help a teacher tech better to a great extent. A well planned lesson keeps both teachers and students on track which ultimately leads to timely completion of the lesson and better achievements. You can assume the level of the learners and be prepared to tackle the potential problems that they may face while learning the target language item. Moreover, reviewing the lesson after you come out of the class can be a wonderful way to improve your teaching skills. This ultimately helps in your continuous professional development.

We hope that this article encourages you to plan your lessons in advance so that you become a more successful teacher.

Article 3_Planning Lessons and Courses

 



Peer Observation-2

For November 2015 issue, we have included an article by Kevin Thomson on Peer Observation. This article contains some vocabulary items related to peer observation, useful phrases that teachers can use before/during peer observation and activity for organizing peer observation.

Developing professional skills is very much challenging in a country like Nepal where we lack adequate ideas and resources to support ourselves. But as the proverb goes –where there is a will, there is a way- teachers can develop an association with other like-minded professionals and collaborate to learn from each together. By doing so, they can help each other develop their teaching skills.

Peer observation is based on the idea that every teacher has some unique ideas to deal with different situations and topic areas and there is something to learn from every one. Peer observation is beneficial for both teachers (teaching and observing) because they can gain insight and provide feedback by having discussion about the activities carried out by one of the teachers. As peer observation does not include merely being in another teacher’s class; the observer teacher should also provide some feedback or suggestions for improvement. This ultimately benefits both of them.

We hope that this article encourages you to collaborate with a teacher in your locality to learn and help him/her learn English language teaching skills.

Peer observation by Kevin Thomson


Assessing Learning:  Self- and Peer Assessment-1

For the October 2015 issue, we have included an article by Kevin Thomson on Assessing learning 1: Self- and peer assessment. This article contains some vocabulary items related to assessment, useful classroom phrases, activity on self-assessing and peer-assessing writing and training students to give their classmates feedback.

Assessing Learning – Self- and peer assessment

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