English-for-Teaching

Workshop 1: Orientation to the Online

Environment

Workshop Purpose
Give an overview of the EfT course.
Give teachers an opportunity to meet
each other.
Introduce the basic technological
knowledge teachers need to
complete the course.

Mingling activity
Introduce yourself to 2 people you
dont know.
Whats your name?
Where are you teaching?
What do you like best about your job?
What do you know about the EFT
course?

Discussion
In which part of the lesson do you
use
Vietnamese?
English?

What percentage of the lesson time

do you speak in
Vietnamese?
English?

Discussion
Does teacher proficiency lead to
student proficiency?
Is it important that teachers have a
higher communicative fluency than
their students?

Demand for improving the

quality of English teaching
15 million English teachers worldwide
(David Graddol, Bristish Council)

Lack of teachers who can teach English

in English
No scalable way to train teachers fast
enough

The NFL 2020 Project

Decision 1400/Q-TTg dated 30 September, 2008 of the Prime Minister on
the Approval of the Project entitled Teaching and Learning Foreign
Languages in the National Education System, Period 2008-2020

Goal:

... by 2020 most Vietnamese students

graduating from secondary, vocational
schools, colleges and universities will be
able to use a foreign language
confidently in their daily
communication, their study and work in
an integrated, multi-cultural and multilingual environment, making foreign
languages a comparative advantage of
development for Vietnamese people in the
cause of industrialization and
modernization for the country.

How are ministers to address the

issue?

3 steps to improve English levels

in Vietnam
1. Teachers general English
proficiency
2. Teachers integration of ICT
3. Teachers English in the classroom

EFT COURSE

Parts of the Course

50 60
hours
Self-paced
Online
(f2f
workshops)
Learning
paths

TEFT
Online test,
at ETS
approved
test sites
2.5 hours

8 weeks
Ts will
receive
certificate
& score
report
3 bands, no
pass/fail

International panel of
experts

Led by professors Donald Freeman,

Anne Burns, and Anne Kartz,
panelists from 13 countries shared
their insights and experience to help
shape the ELTeach course content
and ensure that it is both globally
and locally relevant.

What is EFT?
EFT = English for Teaching
EFT course is an ESP course
General proficiency
vs.
Classroom English proficiency

Discussion
Why do you think EFT is important in
Vietnam?

Why is EFT important?

What teachers do influence what
students learn
The language teachers learn in this
course can be used in the
classroom right away
Teachers know how to teach; the
course helps teachers to do more of
their teaching in English

External research shows

The more English students are
exposed to (from teachers and other
sources) in class, the faster they will
learn.

Research principles for EFT

Classroom teachers = key to Ss
learning
Ss learn best when taught in English
Ts learn best when they can connect
what they study in the classroom
Confidence in language leads to
professional confidence and
competence

 17,000 teachers have finished the course in

23 countries
Feedback from 2 implementations in
VN
97.3% found the course useful for their
profession
94.7% indicated it will be useful in their future
teaching
90.7% said they would recommend the course
to others
The average completion rate was 91%

 Q: Who benefit from the course

more, teachers with low or high level
of English proficiency?

Topics and language in EFT

What are some typical teaching tasks
that you need to do in your class?
What are some phrases or
expressions you can you to do these
tasks?

 What language do you use to greet

your students?

Some phrases for greeting

students

Hi, everyone.
Good morning, class.
Good afternoon, [student name].
How are you?
How are you doing?
How is everyone today?
Good to see you.
How was your weekend?

 Brainstorm phrases for these

different tasks
Motivating students
Checking understanding
Summarizing the days lesson

Checking student
understanding

Is that clear?
Is everything clear?
Do you understand the instruction?
Ill repeat the instruction.
Lets review the instruction.
Are there any questions?
Do you have a question about the activity?
If you have a question, please raise your hand.
Let me give you an example.

Summarizing the days lesson

What did we learn today?

Id like to go over what we learned today.
Lets go over what we learned today.
Lets review what we learned today.
Today we reviewed (the past tense/ )
Today we worked on (ordering food/ )
Today we practice (our new vocabulary/ )

Course Organization

Mingling activity
Find someone whom you have not
talked to and ask the following
questions.
What is one thing you are excited about
from this session?
What is your confidence rating for
working with technology (high/ medium/
low)?

Logging in to MyELT

To
To start,
start, type
type
https://myelt.heinle.com
https://myelt.heinle.com in
in your
your
browser.
browser.

To
To start,
start, type
type
https://myelt.heinle.com
https://myelt.heinle.com in
in your
your
browser.
browser.

Next
Next time
time you
you log
log in,
in,
type
type your
your email
email and
and
password
password under
under
Returning
Returning User.
User.

*******

Click
Click on
on your
your
course.
course.

Click
Click on
on your
your course
course
work.
work.

Click
Click on
on each
each of
of these
these activities
activities
and
and follow
follow the
the directions.
directions.

You
You are
are now
now in
in your
your course.
course.
These
These three
three activities
activities are
are
the
the Introduction.
Introduction.

Complete
Complete the
the Pre-Course
Pre-Course
Planner.
Planner. Click
Click here.
here.

Read
Read the
the directions
directions
for
for the
the Pre-Course
Pre-Course
Planner.
Planner. Then
Then click
click
Next.
Next.

Answer
Answer all
all of
of the
the
questions.
questions.

Remember
Remember to
to
click
click on
on every
every
button.
button.

Answer
Answer all
all of
of the
the
questions.
questions.

After
After you
you answer
answer all
all the
the
questions,
questions, click
click Submit.
Submit.

If
If you
you want
want to
to retake
retake the
the
Pre-Course
Pre-Course Planner,
Planner, click
click
Retake.
Retake.
Click
Click Print
Print to
to print
print out
out
your
your learning
learning path.
path.
When
When you
you are
are ready
ready to
to
continue,
continue, click
click Return
Return to
to
Table
Table of
of Contents.
Contents.
After
After you
you complete
complete the
the
Pre-Course
Pre-Course Planner,
Planner, you
you
will
will see
see your
your
Recommended
Recommended Learning
Learning
Path.
Path.

In
In the
the Table
Table of
of Contents
Contents you
you
will
will see
see the
the sections
sections that
that
MyELT
MyELT recommends.
recommends.

To
To see
see all
all of
of the
the units
units of
of
the
the course,
course, click
click Show
Show Me
Me
Entire
Entire Book.
Book. We
We
recommend
recommend you
you study
study the
the
entire
entire course.
course.

Click
Click on
on aa section
section to
to get
get
started.
started.

Click
Click on
on the
the first
first
activity.
activity.

These
These are
are the
the
units.
units.

To
the
on
To play
play
the audio,
audio,
click
on the
the
To
the
click
on
To stop
stop
the audio,
audio,
clickclick
on the
the
button
Play
button
().
Stop
button
().
StopPlay
button
().().

This
This is
is an
an
activity.
activity.

You
slider
You can
can move
move the
the Audio
Audio
slider
You
change
You can
can
change the
the volume
volume
to
listen
to
different
parts
of
the
to listen to different
parts of the
here.
here.
audio.
audio.

This
This is
is an
an
activity.
activity.

Some
Some activities
activities have
have
videos.
videos. You
You can
can use
use
the
the same
same buttons
buttons to
to
Play
Play and
and Stop.
Stop.

You
You can
can change
change the
the font
font size
size
here.
here. Click
Click on
on the
the big
big T
T to
to make
make
the
the font
font bigger.
bigger.

To
To see
see additional
additional materials,
materials,
click
click here.
here.

When
When you
you finish
finish an
an activity,
activity,
click
click Submit.
Submit.

Click
Click Submit
Submit after
after every
every activity.
activity.
If
If you
you dont,
dont, the
the system
system will
will not
not
save
save your
your work.
work.

To
To go
go to
to the
the next
next activity,
activity, click
click
the
the Right
Right arrow
arrow on
on the
the top.
top.

To
To go
go back,
back, use
use the
the Left
Left arrow
arrow
on
on the
the top.
top.

This
This is
is the
the second
second
activity.
activity.

Many
Many activities
activities
have
have more
more than
than
one
one screen.
screen.
You
You are
are on
on the
the
first
first screen.
screen.

Click
Click 2
2 to
to go
go to
to
the
the second
second
screen.
screen.

When
When you
you finish,
finish,
dont
dont forget
forget to
to click
click
Submit.
Submit.

At
At any
any time,
time, you
you can
can go
go
back
back to
to the
the Table
Table of
of
Contents
Contents by
by clicking
clicking
Return
Return to
to Table
Table of
of
Contents.
Contents.

Testing Your Headset

Testing Your Headset

Testing Your Microphone

Doing Speaking Activities

Understanding Your
Pronunciation Feedback

Final Reminder

English-for-Teaching
Workshop 2: Roles and
Responsibilities

Workshop Purpose
Learn how to use Gradebook to check
progress.
Describe the roles and responsibilities of
the coordinator and the teachers.
Provide ideas for getting the most out of
the course.
Practice language from Section 1, Unit 1:
Managing the Classroom.

Roles and Responsibilities

Teachers

Coordinator

Create a plan for completing

the course.
Monitor progress.
Do all units and activities.
Have a positive attitude.
Complete the course.
Interact, participate, and
practice during workshops.
Link theory and concepts to
classroom practice.
Learn and use professional
terminology in English.
Register for and take the
assessment.
Create and maintain a nonjudgmental, learning-centered
atmosphere.

Provide technical support.

Monitor progress.
Have a positive attitude.
Communicate weekly.
Link theory and concepts to
classroom practice.
Support learning and
motivation.
Create and maintain a nonjudgmental, learning-centered
atmosphere.

Gradebook

Strategies for successful online

learning
Learning strategies (& learning
styles)
Manage your time
Manage technology
Connect with others

Learning style quiz

1. When operating new

equipment for the first
time I prefer to..
A. read the instructions
B. listen to or ask for an
explanation
C. have a go and learn by
trial and error

2. When seeking
travel directions, I ...
A. look at a map
B. ask for spoken
directions
C. follow my nose and
maybe use a
compass

3. When cooking a
new dish, I ...
A. follow a recipe
B. call a friend for
explanation
C. follow my instinct,
tasting as I cook

4. I tend to say ...

A. show me
B. tell me
C. let me try

5. To complain about
faulty goods, I tend to

A. write a letter
B. phone
C. go back to the store
or send the faulty
item to the head
office

6. I prefer these
leisure activities
A. museums or
galleries
B. music or
conversation
C. physical activities
or making things

7. I feel especially
connected to people
because of
A. how they look
B. what they say to me
C. how they make me feel

8. If Im very angry, I
tend to
A. keep replaying in my
mind what is it that has
upset me
B. shout and tell people
how I feel
C. stomp about, slam
doors, and throw things

Learning styles

A fire breaks out in a room

Your IMMEDIATE,
FIRST reaction

Auditory-Auditory start yelling Fire or giving

directions or screaming.
Visual --quickly you size up the situation,
looking for exits, other is need, etc.
Kinesthetic start running for the exits or
grabbing other to help them out.
While you may do all 3, one will be an instinctual first reaction .

Managing your time

Anticipate time needed to do different
tasks
Identify time you have available
Set schedule for study
Make a to-do list
Manage (limit) distractors
Find a quiet place to work
Ask family, friends, and co-workers not
to interrupt you while you are working

Managing technology
Find a computer to use if you do not
have one at home
Learn how to access the course
(username, log in procedure)
Experiment so you can navigate the
course (e.g. move from one screen to
another, choose and submit answers)
Find out how to get help and answers
to questions

Connecting with others

Talk with colleagues about what you
are learning
Attend EfT workshops
Find a friend/ colleague who is
studying EfT and check in with that
person regularly
Teach someone else a new
expression that you have learned

Getting the Most Out of the

Course
Use Learning Strategies

Find ways to stay positive and

motivated.
Do all units.
Take notes.
Keep a journal of what you learn and
what you have questions about.
Keep a terminology log/book.
Make connections to your teaching
as you read.
Do comprehension activities and redo activities when necessary.

Participate Actively

Use terminology.
Participate by sharing ideas,
understanding, and questions.
Ask questions.
Work together.
Participate in English as much as
possible.

Manage Your Time

Connect With Others

Take breaks.
Plan a study schedule and, as much
as possible, stick to it.
Ask family and friends to respect
your study time and not interrupt
you.

Talk with colleagues about what

youre learning.
Attend workshops and conferences.
Read professional magazines,
books, and online resources.
Explain something youve learned to
a colleague.
Reflect on your teaching.

Workshop Review
Questions
What did we do today? Make a list of
what we did first, second, next, and so
on. For example, first we did a pair
interview.
Look at the list. What surprised or
interested you during each activity of
the workshop? Tell your partner at
least one thing for each activity.