Lexical Lab: Training for language teachers

Zoom link

Some housekeeping ... and choosing your coursebook

Coursebooks Intro

Assessing how much time you have for the coursebook

Problem #1: I don't cover as much as I want

Completing the coursebook = completing the level

Assessing content and level of your coursebook

Language and learning

Problem #2: students don't make the progress I want

Discussion and tasks

The desire for photocopies and preparation: care and guilt

Some further issues with coursebooks and two common designs

Two mindsets and adding value

Task and Discussion points

Intro and outline: adding and supporting speaking

Questions about speaking

Recognising all the opportunities for speaking and the affordances they give

Exploiting affordances and covering grammar

From planning to classroom practice

Problem #7: The speaking task fails

Task and Discussion points

Supporting speaking through vocabulary: Introduction and outline

My vocabulary teaching

The Problem of Lexical Sets

Supporting speaking: choosing the right words

Plan better: examples models and patterns

Thinking about the questions we ask

Plan better questions: exploring co-text

Plan better questions: exploring other aspects of word knowledge

Adding speaking: personal questions based on vocab

Tasks and points for discussion

Intro and outline: Texts and purpose

Assessing the texts in a coursebook

Plan better: Increase interest and engagement through speaking tasks

Plan quicker: simple tasks to focus on language

Plan better: integrating new tasks with the coursebook

Task and points for discussion

Intro and outline: methodology and recycling

Revision: you, your book and your students' notes

Making use of all the coursebook support

Making use of the wordlist and supporting homework

Revision and making use of students' notes

Task and points for discussion

Intro and outline: A final word on grammar

Task: planning a unit from Outcomes

Following a unit from Outcomes

Additional reading and links

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