EaSTE

5-day training course:

Module 5
March 2024

www.britishcouncil.org
1
 2
Day 1 Session 1
Warmer - your perfect holiday!
Think about:
● Ways to travel
● Places to travel
● Things to do

3
Day 1 overview
Session Learning outcomes
Identify and share effective practice and
1.1 Successes and
9.00-11.00 lessons learnt from Module 4 training and
solutions PST support.

1.2 Intro to Module 5 Understand key concepts from Unit 1

11.15-1.00 Collaborating with about teacher collaboration and peer
other teachers observation.

Identify the importance of teaching

1.3 Planning and integrated skills.
2.00-4.00 teaching integrated Analyse an integrated lesson plan and
skills lessons identify other ways to add speaking or
4
writing.
Day 1 Session 1
EaSTE

Day 1, Session 1:
Successes and solutions
March 2024

www.britishcouncil.org
5
Three wishes

What do you want to achieve this

week?
Write down three wishes.

I’d like to…

I want to…
I hope to…

https://pixabay.com/illustrations/board-blackboard-structure-paneling-142741/

6
Day 1 Session 1
EaSTE

Day 1, Session 2: Introduction to

Module 5;
Collaborating with other teachers

March 2024

www.britishcouncil.org
7
Module 5 overview - guess the missing words

l_____ s___.
Unit 1: Planning and teaching lessons that include different language skills.
Collaborating with other teachers.
c____ links in English
Unit 2: Scaffolding and using L1. Making cross- curricular
lessons.
e___.
Unit 3: Revision, recycling content, and how to prepare learners for exams.
s_ learning space for your learners.
Unit 4: Creating a safer
g___ citizens
Unit 5: How to make your learners effective global c____ through ELT. Social
development and citizenship, climate crisis, sustainability and climate action.
l_____and
Unit 6: Review the whole course. Plan how to keep learning anddeveloping
d_____ as a
teacher.
8
Day 1 Session 2
Module 5 overview - answers

Unit 1: Planning and teaching lessons that include different language skills.
Collaborating with other teachers.
Unit 2: Scaffolding and using L1. Making cross-curricular links in English
lessons.
Unit 3: Revision, recycling content, and how to prepare learners for exams.
Unit 4: Creating a safer learning space for your learners.
Unit 5: How to make your learners effective global citizens through ELT. Social
development and citizenship, climate crisis, sustainability and climate action.
Unit 6: Review the whole course. Plan how to keep learning and developing
as a teacher.
9
Day 1 Session 2
Collaborating with other teachers
How can PSTs work together to support each other professionally?
Make notes on the mind map.

How can PSTs

collaborate?

10
Day 1 Session 2
Buddy system
What do you remember about the
buddy system that was introduced
in Module 4?

How did PSTs respond? Do you

think they are using the buddy
system?

How could PSTs work with their

buddies after the course?
https://pixabay.com/photos/children-road-supportive-support-1149671/

11
Day 1 Session 2
Peer observation
● Have you participated in peer observation before? When? How was
the experience for you? What did you learn?
● What are the benefits of peer observation? Make notes in the table.

Benefits to the Benefits to the teacher Benefits to learners

observer who is observed

12
Day 1 Session 2
Peer observation - teacher concerns
● Do the PSTs you know
I don’t have time.
feel this way about peer
observation?
● What could you say or
I’m nervous and I won’t do to support them with
be at my best. their concerns?

I’m afraid I’ll be

criticised.

13
Day 1 Session 2
Advice for teachers
● Make sure you make your section coordinators a part of your peer
observation planning. This will help you to conduct smooth
feedback sessions that will not clash with your regular classes.
● Ensure the meetings are well planned to maximise impact and are
interactive enough so that all participants can engage and
contribute.
● Receiving feedback can be emotionally challenging for some
teachers, and they may feel vulnerable or defensive. Managing
emotions and creating a supportive environment are essential for
effective peer observations.
● Both teachers in a peer observation relationship need to be able to
trust each other, even if they have different teaching philosophies or
backgrounds. It helps them to take their peer’s feedback as 14

objective.
Ghost observations

After the lesson

Before the lesson
The teachers meet
The ‘observer’ meets
The lesson again. The ‘observer’
with the teacher they
The teacher teaches asks questions about
are going to
their lesson but the the lesson. They
‘observe’. They ask
observer doesn’t help the teacher to
questions about the
attend or observe reflect on their
lesson. They help
the lesson. lesson - what went
the teacher to think
well, what could be
through their plan.
improved.

15
Day 1 Session 2
EaSTE

Day 1, session 3:
Integrated skills
March 2024

www.britishcouncil.org
16
Integrated skills

Modules 1-4 focus on the key principles, strategies and techniques for teaching
language and individual language skills. However, in real life, we naturally use
different language skills at the same time.

For example:
● Having a conversation (speaking and listening)

17
Day 1 Session 3
Integrated skills - examples

Examples of integrated skills in real life:

● Having a conversation (speaking and listening)

● Reading an email or SMS and replying to it (read and write).
● Making a shopping list and using it when you go shopping (write and read).
● Watching the news and discussing it with your family (listen, read and
speak).
● Calling someone to ask for information, and noting down what they tell you
(speak, listen and write).
● Reading and commenting on a social media post (read and write). 18
Day 1 Session 3
Video lesson - before watching

Look at the materials that the

teacher used to plan her lesson.
● What do you think is the
main focus of this lesson?
● Which skills do you expect to
see learners using in the
video?
Grammar / Vocabulary /
Reading / Critical thinking / Grade 3, p.119
Writing / Listening / Speaking
19
Day 1 Session 3
Video lesson

The video you watched is a good example of an integrated skills lesson -

where learners practise more than one skill in the same lesson.
● Although the main focus was reading, the learners also practised
critical thinking, listening and speaking skills:
● They listened to the teacher telling the story and did a listening task.
● They spoke and listened to each other when they tried to remember
the story.
● They practised critical thinking when they drew a picture to illustrate
the story.
20
Day 1 Session 3
Adapting the coursebook

Compare the notes you made with the teacher’s lesson plan and the
textbook activity.
● What additional activities did the teacher use? Why?
● Do you think this required a lot of additional preparation time?
Why/Why not?

21
Day 1 Session 3
Adapting the coursebook - feedback

The teacher slightly adapted the textbook materials to add two oral
communication activities - a listening task and a speaking task.
This gave her learners more practice in listening and speaking skills
before doing the reading task.
Preparation time
Integrating skills does not require a lot of additional preparation time. You
can create an integrated skills lesson from any language focus, reading or
listening lesson by adding one simple speaking or writing activity.
If you already do this, you are already teaching integrated skills!
22
Day 1 Session 3
Integrating speaking and writing

● A simple way to create an integrated skills lesson is to make sure there

are opportunities for learners to speak together in every lesson.
● Speaking and writing activities help learners use English for real
communication. Therefore, it’s particularly important to notice
opportunities to get learners speaking and writing in class.

● Groups A and B: Brainstorm other speaking activities that could be

integrated into the lesson you saw on the video
● Groups C and D: Brainstorm writing activities that could be integrated
into the lesson you saw on the video 23
Day 1 Session 3
Integrating speaking and writing

● Check the suggestions in your Participant’s Book.

● Tick the ideas you already thought of.
● Circle other ideas you like.

24
Day 1 Session 3
Integrated skills quiz

1. Reading lesson.
Learners read a text about special days in Pakistan. They answer
comprehension questions about the text. Which additional skills activity
integrates better into this lesson after the reading?
a. Learners speak about what they did at the weekend.
b. Learners write about how they celebrated a special day with their
family.

25
Day 1 Session 3
Integrated skills quiz

Question 1 ANSWER
1. Reading lesson.
Learners read a text about special days in Pakistan. They answer
comprehension questions about the text. Which additional skills activity
integrates better into this lesson after the reading?
a. Learners speak about what they did at the weekend.
b. Learners write about how they celebrated a special day with their
family.

26
Day 1 Session 3
Integrated skills quiz

2. Oral communication lesson.

Learners read aloud regular past simple verbs. They put the verbs into
three groups according to the pronunciation (/d/ /t/ /ɪd/). Which additional
skills activity integrates better into this lesson after the pronunciation
activity?
a) Learners use the verbs to write and perform a dialogue.
b) Learners write sentences using the verbs.

27
Day 1 Session 3
Integrated skills quiz
Question 2 ANSWER
2. Oral communication lesson.
Learners read aloud regular past simple verbs. They put the verbs into
three groups according to the pronunciation (/d/ /t/ /ɪd/). Which additional
skills activity integrates better into this lesson after the pronunciation
activity?
a) Learners use the verbs to write and perform a dialogue.
b) Learners write sentences using the verbs.

28
Day 1 Session 3
Integrated skills quiz

3. Writing lesson.
Learners write a description of a special meal they enjoyed.
Which additional skills activity integrates better into this lesson after the
writing?
a) Learners tell their partner about the special meal they enjoyed.
b) Learners write an email to a restaurant complaining about a meal.

29
Day 1 Session 3
Integrated skills quiz
Question 3 ANSWER
3. Writing lesson.
Learners write a description of a special meal they enjoyed.
Which additional skills activity integrates better into this lesson after the
writing?
a) Learners tell their partner about the special meal they enjoyed.
b) Learners write an email to a restaurant complaining about a meal.

30
Day 1 Session 3
Integrated skills quiz

4. Reading and critical thinking lesson.

Learners read a poem about Spring. They think about words that they
associate with different seasons. Which additional skills activity integrates
better into this lesson before the reading?
a) Learners tell their partner about their favourite season.
b) Learners write a poem about Spring.

31
Day 1 Session 3
Integrated skills quiz
Question 4 ANSWER
4. Reading and critical thinking lesson.
Learners read a poem about Spring. They think about words that they
associate with different seasons. Which additional skills activity integrates
better into this lesson before the reading?
a) Learners tell their partner about their favourite season.
b) Learners write a poem about Spring.

32
Day 1 Session 3
What’s happening now?

Discuss the questions:

1. Do you think PSTs teach integrated skills lessons at the moment?
How often?
2. Which skills do you think PSTs should be integrating more into their
lessons? Why?
3. What support will PSTs need with teaching integrated skills lessons?
4. Who can provide this support?

33
Day 1 Session 3
Supporting PSTs

PSTs are probably already teaching integrated skills lessons. For example,
oral communication activities naturally involve speaking and listening.
PSTs can also get support through:
● Discussion forums.
● Their buddy (another teacher who works in their school).
● CoP meetings.
● Observations and pre- / post-observation discussions.
● ‘Where to learn more’ links at the end of each unit.
● Returning to sections of the course more than once (for example,
watching the integrated skills video several times). 34
Day 1 Session 3
Day 1 overview
Session Learning outcomes
Identify and share effective practice and
1.1 Successes and
9.00-11.00 lessons learnt from Module 4 training and
solutions PST support.

1.2 Intro to Module 5 Introduce key concepts from the course

11.15-1.00 Collaborating with about teacher collaboration and peer
other teachers observation.

Identify the importance of teaching

1.3 Planning and integrated skills.
2.00-4.00 teaching integrated Analyse an integrated lesson plan and
skills lessons identify other ways to add speaking or
35
writing.
Day 1 Session 3
Day 1 reflection: Scales

1. Think about what

you’ve learned today.
What do you have
questions about?
2. Make notes on the
scales.

What I’ve learnt Questions

36
Day 1 Session 3 https://pixabay.com/illustrations/scale-weight-weighing-scale-balance-5660499/
EaSTE

Day 2

March 2024

www.britishcouncil.org
37
Day 2 overview
Session Learning outcomes
Understand enough about
2.1 Scaffolding and scaffolding and the use of L1 to
9.00-11.00
classroom language be able to support AEOs in
facilitating the project
Understand how to support
2.2 English inside and
11.15-1.00 AEOs in facilitating the delivery
outside the classroom of LOs 2 and 3 from Unit 2

Understand how to support

2.3 What to revise and
2.00-4.00 AEOs in facilitating the delivery
how to recycle of LOs 1 and 2 from Unit 3

38
Day 2 Session 1
EaSTE

Day 2
Session 1: Scaffolding and classroom
language

March 2024

www.britishcouncil.org
39
Scaffolding
Scaffolding is when some sort of support is provided for learners
to help them achieve a task.

Example:

Learners are asked to describe pictures in their books in terms

of colours. The teacher can display flashcards showing the
words for colours as the learners do the activity. Then, the
flashcards are taken away and the learners are asked to repeat
the activity.

40
Day 1 Session 3
Scaffolding
Think of six learning points and write them on the cards with one
practice activity from a lesson on that subject.
They don’t have to be from English courses.

Examples:

English - Members of the family - Describe your family, listen to a

partner describing their family and draw their family tree.

Geography - River formations - Write a description of the flow of

a river.

41
Day 1 Session 3
Scaffolding
Look at the learning points and activities and think of a support
which could be provided to make that task more achievable.
Write the supports on the cards but don’t write what subject or
learning point they correspond to.

Examples:

English - Members of the family - Describe your family, listen to a

partner describing their family and draw their family tree.
A written glossary giving the translations of family vocabulary in
the learners’ L1.

Geography - River formations - Write a description of the flow of

a river.
A set of labelled diagrams showing different river formations.
42
Day 1 Session 3
Scaffolding
Separate the teaching point cards from the support cards and
pass them to the next group.

43
Day 1 Session 3
Scaffolding
Match the supports to the learning points.

Each group member should take one support and describe to

the group how it makes the activity achievable.

The group decide together which is the best example of

scaffolding.

44
Day 1 Session 3
Scaffolding
Listen as the other groups describe their example of scaffolding.

Can you suggest any changes or improvements to the

procedure they describe?

45
Day 1 Session 3
Using L1
Teachers and learners should always use the maximum amount
of English they can.

Agree or disagree?

46
Day 1 Session 3
 Tea
to chin
u g
Sh nder this
o
are uld s stand lesso
the he ‘W n , t
e
pro xp hat he t
s a lain goe eac
nd i s h

Day 1 Session 3
con t to th arou er wa
Using L1

s o e c nd, nts
fd l
oin ass i come the c
gt nU s a lass
ha r
t? du? roun
Wh d.’
at

47
Using L1
The materials give the recommendations on the next slide on
how L1 might be used in this lesson.

Given that lessons are usually taught in 35-minute periods, a

teacher might not be able to follow all these tips. Which three do
you think would be most helpful?

48
Day 1 Session 3
Using L1
1. Ask her learners to relate an event from the near past when they realised
that they were experiencing the result of what they did themselves some
time ago, whether good or bad.
2. Give the instructions in English first. Then, translate them into L1.
3. Group the good L2 learners with the less confident ones.
4. Let them discuss the lesson in L1 at least once amongst themselves and
then switch to English when they have to respond to an activity or a
question in class.
5. Also ask the learners who can’t make a few sentences in English to write
their assigned task in their L1 and then translate in L2 with the help of
their peers.
6. This will help them build a mind map from their background knowledge. In
this way they could begin to get engaged in speaking.
7. Give them some more time, e.g., 5 minutes, to read the translation twice
before taking part in communicating the write-up to the class.
49
Day 1 Session 3
Using L1
Watch the video.

What instructions has the teacher given the learners?

What are the advantages of doing the task in this way?

50
Day 1 Session 3
Using L1
One advantage is that the teacher can easily find out what words
or expressions her learners don’t know by listening and listing
the words they say in Urdu.

Let’s try this activity, but an adult version.

51
Day 1 Session 3
Using L1
A - How is the weather affected by seasons and emissions from
human activities?

Talk about this topic, using English where you can. If you don’t
know the word you need, use the Urdu word.

B - Listen to your partner and list the Urdu words they use.

52
Day 1 Session 3
Using L1
A - How is people’s thinking affected by the media?

Talk about this topic, using English where you can. If you don’t
know the word you need, use the Urdu word.

B - Listen to your partner and list the Urdu words they use.

53
Day 1 Session 3
Using L1…
…allows learners to bring their cultural and linguistic ________ ________ into
the classroom.

…can make learners more willing to take part in classroom tasks and interact
with the teacher and their peers. This willingness to participate promotes
language development and effectively ________ ________ .

…lets learners gain a better understanding of complex concepts when they

and the teacher can use their first language to clarify meanings where
necessary. It allows them to bridge the gap between their previous knowledge
and new information in English, thus ________ ________ .

background enhances improves

knowledge comprehension communication
54
Day 1 Session 3
EaSTE

Day 2
Session 2: English inside and outside
the classroom

March 2024

www.britishcouncil.org
55
Classroom language

What’s the meaning of the phrase target language?

56
Day 1 Session 3
Classroom language

What’s the meaning of the phrase target language?

In a lesson, what language will be used other than the target language?
For example: Teacher might remind the learners of the rules.

57
Day 1 Session 3
 class routines

rules metalanguage

Classroom language

questions classroom vocabulary

58
Day 1 Session 3
Classroom language

s?
ST
yP
db
e
us
le
ab
st
t hi
is
w
Ho

59
Day 1 Session 3
 Ho
w
ma
ny
i te m
si
si
de
a

Day 1 Session 3
l fo
re
ac
hs
ec
tio
n ?
Classroom language

60
Classroom language
Read the forum activity relating to the plan.

What is the AEOs’ role in this activity?

Considering how the discussion forum tasks have been running

so far, what guidance can you give to AEOs on how to facilitate
this task well?

Go to Discussion Forum Unit 2 Task 1. Share your plan with

the other teachers. Look at another teacher’s plan and
compare it with yours. Has the other teacher been more
ambitious than you or less? Do you want to borrow any ideas
from their plan?

61
Day 1 Session 3
Extra practice
What opportunities do learners have to practise English, other
than in the classroom?

62
Day 1 Session 3
Extra practice
These examples are discussed in the online materials:

A - Writing to a penpal in English

B - Publishing a blog online

C - Practising English on https://learnenglish.britishcouncil.org/

D - A public speaking competition

E - A debating club

63
Day 1 Session 3
Extra practice
Think of the pros and cons of setting up this kind of practice at
your PSTs’ schools.

A - Writing to a penpal in English

B - Publishing a blog online

C - Practising English on https://learnenglish.britishcouncil.org/

D - A public speaking competition

E - A debating club

64
Day 1 Session 3
Extra practice
Rank the activities by how strongly you would recommend your
PSTs to set up these activities. Take into account how feasible
they are and the quality of practice the learners would get.

A - Writing to a penpal in English

B - Publishing a blog online

C - Practising English on https://learnenglish.britishcouncil.org/

D - A public speaking competition

E - A debating club

65
Day 1 Session 3
Extra practice
Compare your answers with another group. What similarities and
differences are there in your rankings? Can you persuade the
other groups to change their minds?

66
Day 1 Session 3
Extra practice
What could you say to PSTs to mitigate the difficulties they’ve
come up with and empower them to take action?

67
Day 1 Session 3
EaSTE

Day 2
Session 3: What to revise and how to
recycle

March 2024

www.britishcouncil.org
68
What to revise

Read about Huma’s situation. What does she need help with?

The syllabus tells me I have the last two English periods

of next week to revise, but it doesn’t tell me what to
revise. There’s no upcoming exam I need to prepare my
class for. If I start from the beginning of the semester and
try to revise everything, there’s no way I’ll be able to finish
in two periods. What should I do?

69
Day 1 Session 3
 What to revise

s
rn lan cyc tive nt ake
re jec sme ist
s
be ob es n m
ss mo

led s
m

Revisit the formative assessments from throughout the

Co

term. Are there any areas your class are particularly

A

struggling with?
to um

s ce
ge ul
ua rric

lea s ba
ng Cu

er
he ill
k t Sk
La

As

70
Day 1 Session 3
 What to revise

s
rn lan cyc tive nt ake
re jec sme ist
s
be ob es n m

Thinking of your course in terms of the four main skills

ss mo

led s

of speaking, listening, reading and writing, is there

m
Co

one which has been practised less than the others?

A

Can you return to one of the topics but give your

to um

s ce

learners an opportunity to practise the less-focused

ge ul
ua rric

skill to achieve a balance?

lea s ba
ng Cu

er
he ill
k t Sk
La

As

71
Day 1 Session 3
 What to revise

s
rn lan cyc tive nt ake
re jec sme ist
s
be ob es n m
ss mo

led s
m
Co

Think about the vocabulary or grammar your students

A

often get wrong. Make a list and then plan your

to um

s ce

session to correct the learners’ misconceptions.

ge ul
ua rric

lea s ba
ng Cu

er
he ill
k t Sk
La

As

72
Day 1 Session 3
 What to revise

s
rn lan cyc tive nt ake
re jec sme ist
s
be ob es n m
ss mo

led s
m
Co

Out of the language points the course has covered,

A

which are likely to be most useful to your learners in

to um

s ce

the future?
ge ul
ua rric

lea s ba
ng Cu

er
he ill
k t Sk
La

As

73
Day 1 Session 3
 What to revise

s
rn lan cyc tive nt ake
re jec sme ist
s
be ob es n m
ss mo

led s
m
Co

Look at the aims of the curriculum. Are there any

A

areas where your class aren’t achieving the

to um

s ce

objectives?
ge ul
ua rric

lea s ba
ng Cu

er
he ill
k t Sk
La

As

74
Day 1 Session 3
 What to revise

s
rn lan cyc tive nt ake
re jec sme ist
s
be ob es n m

Perhaps the most direct way to decide what to revise

ss mo

is to ask the learners which topics they are less

led s
m
Co

confident about. If they have reflective journals, you

A

can look at those to see what they have written or

to um

ask them to look through their journals themselves to

s ce
ge ul
ua rric

see which areas they need help with. If different

lea s ba
ng Cu

er

learners have different areas for improvement, you

he ill
k t Sk

can differentiate your teaching to meet different

La

needs.
As

75
Day 1 Session 3
What to revise
If you had to choose just three of these techniques to
tell your PSTs about, which three would you choose
and why?

n m ist akes sessm ents

Commo As

anc e be r ecycled
bal to
Skills Language

objec t ives
Curriculum t he lear ners
Ask
76
Day 1 Session 3
How to recycle
Learners retain information better when they’ve
applied it. After introducing a new language point, you
can find a way for your learners to apply it so they
remember it better.

77
Day 1 Session 3
How to recycle

78
Day 1 Session 3
How to recycle

to
s
i ti e
c t iv
r a s?
t he s et
o ry
y
n ula
a
of c a b
i nk o
th s e v
ou e
y th
a n le
C c yc
re

79
Day 1 Session 3
How to recycle
Teachers commonly ask students to record new vocabulary in
their book, but simply writing a list of new words does not help
learners remember them.

It’s helpful for learners to record their vocabulary in a way which

uses the meaning or significance of the word in some way.

Look at the diagrams showing how a learner could record the

word athletic and decide the advantages of each.

80
Day 1 Session 3
How to recycle

81
Day 1 Session 3
How to recycle

82
Day 1 Session 3
How to recycle

83
Day 1 Session 3
How to recycle

84
Day 1 Session 3
How to recycle

85
Day 1 Session 3
How to recycle
Record vocabulary with similar words and opposites.

Write the new word in a sentence.

Record vocabulary in thematic lists.

Write the word together with words with a similar spelling rule.

Record the new vocabulary with its word family.

86
Day 1 Session 3
How to recycle
Unit and Theme Grammar

4 Kindness to Children Adjectives

Present Continuous
Conjunctions

5 Road safety Countable/uncountable nouns

can/cannot

6 The day of silence Single/plural nouns

Article a/an/the

7 What I like to play Describing actions

87
Day 1 Session 3
Day 2 overview
Session Learning outcomes

9.00-11.00 2.1

11.15-1.00 2.2

2.00-4.00 2.3

88
Day 2 Session 1
Day 2 reflection: Food for thought
Make a balanced meal out of today’s
workshop content.

Meat: A concept which has been difficult to

grasp.

Carbohydrates: Something you think is

useful and easily applicable for teachers.

Vegetables: Something it might be difficult

to get teachers to buy into.
89
Day 4 Session 3
EaSTE

Day 3

March 2024

www.britishcouncil.org
90
Day 3 overview
Session Learning outcomes

Know about interleaving and

9.00-11.00 3.1 Effective revision preparation for exams to be able to
support AEOs

3.2 Teacher discourse Be able to support AEOs in

delivering sections of the project
11.15-1.00 and classroom concerning building a classroom
community community.
Understand about safe spaces and
3.3 Safe spaces and global citizenship enough to be able
2.00-4.00
global citizenship to support the AEOs in facilitating
the project
91
Day 3 Session 1
Warmer: Get in order

Stand in a line with the other participants.

You have two minutes to put yourselves in order.

The ordering criteria are on the next slides.

92
Day 3 Session 1
Warmer: Get in order

Order yourselves by:

Who has been working in education the longest

shortest longest

93
Day 3 Session 1
Warmer: Get in order

Order yourselves by:

What time you went to bed last night.

earliest latest

94
Day 3 Session 1
EaSTE

Day 3, Session 1:
Effective revision
March 2024

www.britishcouncil.org
95
Interleaving
A teacher is planning a revision session focusing on the present
simple and past simple. Look at two structures for the session. Which
one is better?

present tense present tense

present tense past tense
present tense present tense
present tense past tense
past tense past tense
past tense present tense
past tense present tense
past tense past tense

96
Day 3 Session 1
Interleaving
In some circumstances, the pages of a book can be referred to as
leaves. For example, the term see overleaf can be used to refer to
something on the next page. The idea of interleaving imagines
examples in a lesson like pages of a book. The pages are not all on
the same topic, but rather are interspersed with examples of
something different.

97
Day 3 Session 1
Interleaving
What are the advantages of interleaving?

This moves away from a situation where learners are doing tasks
a________ly, relying again and again on one strategy, to one where
they have to think and use their p_____-s____ing skills. Because the
learners have to think h___er, they retain what they learn better. It
also means that learners don’t become overconfident in their English
just from their proficiency at completing straightforward g______ or
v________ exercises. They get an experience of making d_____s on
what language is appropriate with less guidance from the teacher.

98
Day 3 Session 1
Interleaving
What are the advantages of interleaving?

This moves away from a situation where learners are doing tasks
automatically, relying again and again on one strategy, to one where
they have to think and use their problem-solving skills. Because the
learners have to think harder, they retain what they learn better. It
also means that learners don’t become overconfident in their English
just from their proficiency at completing straightforward grammar or
vocabulary exercises. They get an experience of making decisions
on what language is appropriate with less guidance from the teacher.

99
Day 3 Session 1
Interleaving

d ?
v i se
re
i n g
be
t ’s
h a
W

100
Day 3 Session 1
Interleaving

h is ?
t t ng
a p vi
a
ad rle
u te
y o in
uld ate
co rpor
o w o
H inc
to

101
Day 3 Session 1
Exam preparation
Agree or disagree?

Exams are a good measure of how well learners can use English.

Exams have a bad effect on the practice of teaching.

There should be more exams.

Learners enjoy exams.

102
Day 3 Session 1
Exam preparation
instructions sentence worry
assessments complete

1. Make some of your formative _________ during the semester match the format of the
summative assessments.
2. Encourage students to read the _________ carefully and underline key words to make
sure they have understood what to do.
3. Make sure learners understand what format they are supposed to answer in, e.g. by
selecting an option, giving a word or writing a full _________.
4. Make learners aware of how much time they have to _________ the test or exam so
that they don’t rush through it.
5. Encourage your learners to relax and not to ______ about the test or exam. Explain
that it doesn’t determine the outcome of their whole year of English study. 103
Day 3 Session 1
Exam preparation- Answers

1. Make some of your formative assessments during the semester match the format of
the summative assessments.
2. Encourage students to read the instructions carefully and underline key words to
make sure they have understood what to do.
3. Make sure learners understand what format they are supposed to answer in, e.g. by
selecting an option, giving a word or writing a full sentence.
4. Make learners aware of how much time they have to complete the test or exam so
that they don’t rush through it.
5. Encourage your learners to relax and not to worry about the test or exam. Explain that
it doesn’t determine the outcome of their whole year of English study.

104
Day 3 Session 1
Exam preparation

Can you remember what the tips were and explain them in your own words?

instructions sentence worry

assessments complete

105
Day 3 Session 1
Exam preparation

Follow the link to the example English paper for Grade 5. Look for these question
types. Which do you find? You only need to look at the first six pages.

● True/False question
● Multiple-choice question - one correct answer
● Multiple-choice question - more than one correct answer
● Written response - one word or number
● Written response - sentence
● Written response - letter
● Written response - essay
● Spoken response - sentence
● Spoken response - long-form answer
● Label a picture or diagram
● Make sentences from the given words
106
Day 3 Session 1
Exam preparation
Choose the correct word to complete the tips for responding to certain types of exam
question.
1. Multiple-choice question - one correct answer

Make sure you only select one answer. If you change your answer, make sure the
wrong answer is clearly/quickly crossed out.

2. Written response - letter

Learners can gain marks easily by putting the address/reader in the

correct place and remembering to use ‘Dear ____’ and ‘Yours _____.’

3. Spoken response - sentence

In this case, it might help learners to encourage them to play/pause to think before
answering, so that they don’t give the answer as a single word.
107
Day 3 Session 1
Exam preparation
Choose the correct word to complete the tips for responding to certain types of exam
question.
4. Label a picture or diagram

A good strategy for answering this type of question might be to try to fill all the gaps
before deciding on any one answer. In that way they can make sure they have a
brilliant/suitable answer for each box before committing themselves.

5. Make sentences from the given words

Learners should first think about what class of word they are working with – e.g. verb,
noun, adjective–so they can decide where/whether to put it in a sentence.

108
Day 3 Session 1
EaSTE

Day 3, Session 2: Teacher

discourse and classroom community

March 2024

www.britishcouncil.org
109
Classroom community

What do you think is meant by a classroom community?

110
Day 3 Session 1
Classroom community

One of the golden rules for developing a classroom community is to make your
learners believe that they ‘learn together and g___ together’. Remember that
learning is an e_______ process. Enabling learners to i______ their own
positive traits is important. Developing their s___-e_____ and encouraging
them to help others helps them grow as positive individuals.

111
Day 3 Session 1
Classroom community

One of the golden rules for developing a classroom community is to make your
learners believe that they ‘learn together and grow together’. Remember that
learning is an emotional process. Enabling learners to identify their own
positive traits is important. Developing their self-esteem and encouraging
them to help others helps them grow as positive individuals.

112
Day 3 Session 1
Classroom community

Read the card you have been given to understand the ideas for creating a
classroom community.

113
Day 3 Session 1
Classroom community

Turn over the card and explain the idea in your own words.

As you listen to the other participants explain, fill in the table.

114
Day 3 Session 1
Classroom community

Which of the ideas do you think are the best?

Choose three which you think would be most effective.

115
Day 3 Session 1
Classroom community

Now match the principles for creating an environment where everyone can
learn to the descriptions.

116
Day 3 Session 1
Classroom community
ch ork
pre
a no w r s’ w
u tk c es ne
o n’ i ar
at
y do cho y le
h ou f er la
ac hw mi ty Of
D i s p
Te Ad
By doing this, the teacher encourages learners to read each other’s work and also
provides them with an opportunity to share ideas. This can be a stage for publishing
work as part of the writing process.
It is all right to admit that you as a teacher do not always have the answer. But remember
to check and respond in good time so that learners know you will get back to them.
Often it is very easy for a teacher just to tell learners to be kind. At times, by losing their
temper and not remaining patient, the teacher does not ‘walk the talk’.
The teacher can encourage learners to write about their own experiences after modelling
hers. For example, how the teacher felt after a surprise birthday party. The teacher can
ask learners to write about an experience when they were surprised. 117
Day 3 Session 1
 s to
rn er with
Classroom community - e l e a
s to ri te
on r ag o n d w rs
e n s ou l ut i an e
v l e c o s d r n
Ha tiab En ind s blem Rea e lea
go f ro th
n e p
A teacher can enable learners to come up with solutions to issues their friends might have
faced. These can be issues they have identified as a class and are collaborating to find
solutions for.
By doing these activities with the learners, the teacher makes them feel encouraged and
appreciated. The teacher can start off by writing a sentence on the board and asking
learners to take turns building up a story, or the learners can take turns reading a story and
acting out dialogues.
Although setting rules together with the learners is a great idea for developing a classroom
community, making sure that learners understand the consequences of breaking those
rules is also important. The teacher needs to be firm when certain actions are not
acceptable. For example, name-calling or hitting. The learners should be well aware of the
consequences for these actions. 118
Day 3 Session 1
Classroom community
ns s k s
er s ta
a tt re i n rs
p tu t e e
t i on ges c i pa arn
e rac i ti v e a rti he le
i nt o s P th t
ary e p wi
V Us

While the teacher should facilitate teaching, it is also a good idea to be a part of a discussion,
especially during a circle time meeting.
Pairwork, group work and setting individual tasks are important to ensure effective learning.
However, the teacher can create a safe learning environment when the learners are
paired / grouped with different learners. This allows them to open up with other classmates
and encourages close connections.
Smiling, using positive gestures, maintaining eye contact, monitoring learners while
encouraging them, all develop a healthy physical and emotional space for learners.
119
Day 3 Session 1
Classroom community

o f
e s
g
n ta s?
v a itie
ad ctiv
e
th y a ll
re dd i
t a u s w
ha se b p t
W he k P
t in ?
th m
o u the
y to
o
d nd
o w o
H es p
r
120
Day 3 Session 1
EaSTE

Day 3, Session 3: Safe

spaces and global citizenship
March 2024

www.britishcouncil.org
121
Personal space

On the next slide is a list of ways to respect personal space.

Take a moment to think of a time when someone has not followed these rules.
How did you feel in that situation?

122
Day 3 Session 1
Personal space

I always ask for permission before entering my colleague’s room.

I do not talk loudly in public places.
I do not touch other people’s children.
I do not stand too close to other people in queues in public places.
I make sure I clear up my personal belongings before leaving a space.
I do not drop litter on roads or in any public place.
I do not laugh out loud in public.
I avoid calling my colleagues late at night.
I make sure I maintain appropriate distance with my colleagues and learners.
I maintain eye contact with my colleagues and learners and know the
difference between maintaining eye contact and staring.
123
Day 3 Session 1
Personal space

Now tell your story to your group along with how you felt.

124
Day 3 Session 1
Personal space

Are there any of these rules which children at school frequently break?

Are there any which apply less to children than to adults?

125
Day 3 Session 1
Emotional space

As well as creating a physically safe space, a teacher should try to foster an

emotionally safe space for learners.

How might a teacher do this?

126
Day 3 Session 1
Emotional space
Which of these ideas did you come up with?

Do you ask your learners how they are?

Do you meet your learners after class and talk to them individually about their
concerns?
Do you have class meetings to address class concerns?
Do you think your learners are happy inside and outside your classroom?
Are you a happy teacher inside and outside of your classroom?
Do you engage learners in discussions and facilitate their learning?
Do you praise learners and allow them to share their unique ideas?
Are learners willing to learn in your class?
Are you and the learners in a good mood in your class? 127
Day 3 Session 1
Emotional space

What might be the results of not creating an emotionally safe space for
learners?

128
Day 3 Session 1
Global citizenship

What is global citizenship?

129
Day 3 Session 1
 Global citizenship

Which of these statements do you agree with?

● By making learners aware of global citizenship, they become more respectful
towards diverse people and their cultures.
● By teaching learners about global issues, teachers can make them more aware
of local environmental issues.
● Global warming and climate change are issues that learners need to be aware of.
● Learners should be aware of gender equality and intercultural education.
● Learners should be aware of rising crime, poverty, anti-minority violence and
refugee problems, and teachers should prepare them to think about possible
solutions to these issues.

130
Day 3 Session 1
Global citizenship

You’re going to watch a video giving a good example of a lesson on how to

care for the environment by saving resources.

What do you think you will see in the video?

For example:

Students talking about how to save resources during their daily routines.

131
Day 3 Session 1
Global citizenship

Now, watch and check which of your answers appear in the video.

132
Day 3 Session 1
Global citizenship

Watch again and decide is these statements are true or false.

1. The teacher values every participant’s response.

2. The teacher provides equal opportunity to all learners to participate.
3. Differentiation and inclusion are being practised in the classroom.
4. Learners don’t take turns.
5. Learners are given sentences they can use in their presentations.
6. Learners use words like please, thank you, kindly.
7. Groups are not made.
8. The teacher is not a facilitator.
9. Physical and emotional space are not created in the classroom.
10.The work displayed in the classroom does not encourage collaboration. 133
Day 3 Session 1
Global citizenship

Think about a school context you know about.

How feasible is it that a lesson like this could be taught in that school?

Which parts are possible and which parts are not possible?

134
Day 3 Session 1
Day 3 overview
Session Learning outcomes

Know about interleaving and

9.00-11.00 3.1 Effective revision preparation for exams to be able to
support AEOs

3.2 Teacher discourse Be able to support AEOs in

delivering sections of the project
11.15-1.00 and classroom concerning building a classroom
community community.
Understand about safe spaces and
3.3 Safe spaces and global citizenship enough to be able
2.00-4.00
global citizenship to support the AEOs in facilitating
the project
135
Day 3 Session 1
Day 3 reflection: - First contact

Choose one of the sessions from

today’s workshop.

Imagine you are talking to an alien

who has just come to Earth and does
not understand the concept of a school or a teacher.

Try to think how you can explain the content and importance of
that session to the alien in the simplest possible way.

136
Day 2 Session 3
EaSTE

Day 4

March 2024

www.britishcouncil.org
137
Day 4 overview
Session Learning outcomes
Understand key concepts from
4.1 Unit 5: Social and Module 5 about how to integrate
9.00-11.00 ethical development social and ethical development in
English lessons
Understand key concepts from
4.2 Unit 5: Environmental Module 5 about how to integrate
11.15-1.00 issues environmental issues in English
lessons.

Review key points from the course

4.3 Unit 6: Reviewing key
2.00-4.00 points from Modules 1-4
about planning, teaching and
assessment.
138
Day 4 Session 1
EaSTE

Day 4, Session 1: Social

and ethical development
March 2024

www.britishcouncil.org
139
What do teachers teach?

● Do PSTs teach only English? Or do they

teach learners other things, too? What?
● How do teachers prepare learners to
understand and play a part in the world?

Read the poem. Are your ideas similar or

different?

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Day 4 Session 1
 141
Day 4 Session 1
Why teach social development and ethical values?
character critical thinking
civic engagement interpersonal skills
1. Teaching ethical values promotes active …………………………… This
encourages learners to participate responsibly in their communities.
2. Students develop strong ………………………….. traits such as
empathy and resilience.This helps in developing a positive mindset.
3. Social development activities enhance ………………………….. This
enables learners to communicate effectively, collaborate and resolve
conflicts

4. Exploration of social issues encourages ……………………………

Learners analyse and form well-informed opinions about complex 142

topics. Day 4 Session 1

Why teach social development and ethical values? - answers

1. Teaching ethical values promotes active civic engagement. This

encourages learners to participate responsibly in their communities.
2. Students develop strong character traits such as empathy and
resilience.This helps in developing a positive mindset.
3. Social development activities enhance interpersonal skills. This
enables learners to communicate effectively, collaborate and resolve
conflicts

4. Exploration of social issues encourages critical thinking. Learners

analyse and form well-informed opinions about complex topics. 143
Day 4 Session 1
Benefits of teaching social development and ethical values

Think of an example of how teaching social development and ethical

values has benefited a learner or learners.
You can think about your own experience, a teacher you know or have
worked with, or another idea that you have read or heard about.
Tell your partner.

144
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Day 4 Session 1 3042584/
Teaching moral values
Look at the textbook extracts.
How do they help learners to develop
moral values?
Can you think of other examples of
themes and activities from different
grades to develop moral values?

Grade 1 textbook

145
Day 4 Session 1
EaSTE

Day 4, Session 2:
Environmental issues
March 2024

www.britishcouncil.org
146
Environmental issues

Work in groups. Discuss the questions.

1. Why is it important for children to learn
about the world around them?
2. Which environmental issues are most
important in 2024? Why?
3. Which environmental issues concern
young people and their families the
most? Why?
4. How is environmental education
integrated into the English textbook?
Grade 3 textbook, p.14

147
Day 4 Session 2
Environmental education themes and subthemes
Theme Subthemes Sub-themes
Grade I-III Grade IV-V

Knowledge/ awareness of the Understanding and appreciation

immediate natural environment of the natural environment
9. Use of clean drinking water
Environmental Importance of the use of Planting of trees
education biodegradable products Making sustainable lifestyle
Conservation of natural choices
resources (water, gas, etc.) Introduction to climate change
Importance of plants and trees

148
Day 4 Session 2
Video lesson: Global heating role play - before watching

Go to your Participant’s Book.

Look at some of the benefits of using role plays to
introduce environmental issues. Tick two that you
feel are the most important.

Discuss with a partner:

- What do you expect to see in a lesson that
uses role play to teach learners about global heating https://pixabay.com/illustrations/climate-change-climate-8405380/

in English?

149
Day 4 Session 2
Video lesson: Global heating role play

Watch the lesson. Were your ideas similar or different?

Discuss:
1. What do you think was the aim of the lesson?
2. What did learners learn? What did you learn?
3. What did you like about this lesson?
4. How can it be useful for PSTs to watch this lesson?
https://pixabay.com/illustrations/climate-change-climate-8405380/

150
Day 4 Session 2
Video lesson: Global heating role play
Lesson objective:
● By the end of this lesson, primary learners will
visually understand how the greenhouse effect
works and begin to explore its implications,
particularly the impact of human activity on global
heating.

https://pixabay.com/illustrations/climate-change-climate-8405380/

151
Day 4 Session 2
Video lesson: Global heating role play
What do learners learn about global heating in this
lesson?
● Heat travels from the Sun to the Earth, and greenhouse
gases trap some of it. This is the greenhouse effect.
● The greenhouse effect is a natural process and without
it the Earth would be too cold for life to continue.
● Human activity adds greenhouse gases to the
atmosphere, enhancing the greenhouse effect.
● This keeps too much of the Sun's heat close to the https://pixabay.com/illustrations/climate-change-climate-8405380/

Earth and make it too hot and leading to negative

consequences for our planet.

152
Day 4 Session 2
After watching
How can role play be used for teaching other environmental
topics?
1. Knowledge/ awareness of immediate natural
environment
2. Importance of the use of biodegradable products
3. Conservation of natural resources (water, gas, etc.)
4. Importance of plants and trees
5. Understanding and appreciation of the natural
environment
6. Use of clean drinking water
7. Plantation of trees
8. Making sustainable lifestyle choices
9. Introduction to climate change 153
Day 4 Session 2
Climate action projects
1. Look at the list of projects in your Participant’s
Book. Choose a grade and select the projects you
think are most suitable for that grade.
2. Work with a partner. Choose one project. Discuss
how it also helps learners to develop their English
language and skills.
https://pixabay.com/illustrations/climate-change-climate-8405380/

154
Day 4 Session 2
EaSTE

Day 4 Session 3: Reviewing

key points from Modules 1-4

March 2024

www.britishcouncil.org
155
Key learning points - preparation
Group 1: Planning lessons
Group 2: Classroom management
Group 3: Assessing learners

● Brainstorm key learning points from the course for

your focus area.
● Create a poster to illustrate the key points.
● Nominate a representative for your group.

156
Day 4 Session 3
Key learning points - gallery walk
● Stick your poster on the wall.
● The representative from each group stays by the
poster.
● Each group moves to a different group’s poster:
○ Read the ideas
○ Ask the representative questions
○ Suggest additions, if necessary.
The representative adds suggestions to the
poster.

157
Day 4 Session 3
Analyse a lesson plan - true or false?
1. Aminah teaches the lesson exactly as it appears in the textbook.
True / False
2. Aminah uses the picture to introduce the new language. True / False
3. This lesson helps learners to make connections to words they already
know in English. True / False
4. There is no pronunciation practice in this lesson. True / False
5. Learners have the opportunity to practise the new language. True / False
6. Aminah has included pairwork in her lesson. True / False

158
Day 4 Session 3
Amina’s lesson plan
1. Adaptation: Aminah includes all the textbook activities, but she has
added her own ideas too, to involve her learners and get them talking.

2. Aminah uses the picture to introduce the new language. This is the
context for the language.

3. This lesson helps learners to make connections to words they already

know in English. Aminah asks learners to put nouns they know in
English into the different categories in the table.

159
Day 4 Session 3
Amina’s lesson plan
4. Aminah drills words that learners have difficulty with in the lesson. This
helps learners to understand and say them correctly (pronunciation).

5. Learners have the opportunity to practise the new language in the

drawing game. They will have written practice for homework.

6. Aminah has included pairwork in her lesson:

a. Learners work together to write nouns they know in the table.
b. Learners play a drawing game to practise the vocabulary.

160
Day 4 Session 3
Video observation
Look at the textbook materials for
an oral communication lesson for
Grade 4.
Think about the questions:
● What’s the aim of the lesson?
● What would you do before the
speaking activity?
● How would you make sure
learners have plenty of Grade 4 textbook, p.28
speaking time?
● What would you do after the
speaking activity?
161
Day 4 Session 3
Effective classroom management 1
1. The teacher used pictures to help learners understand the idea of
apologising. This provided a context for the language and the role play.
2. The teacher got learners speaking in pairs. She gave a simple speaking
task before the role play to build learners’ confidence.
3. The teacher helped learners with pronunciation. She modelled and
drilled the language. She helped learners to sound sorry when they
apologise and to accept an apology in a kind way.
4. The teacher was encouraging. She praised learners and helped them
to give answers to her questions by guiding them.
5. The teacher asked questions to make sure learners understood.

162
Day 4 Session 3
Effective classroom management 2
6. The teacher involved learners and asked them for ideas. She asked for
examples of reasons why they might be late, to help them express
themselves in English. This prepared them for the role play.
7. The teacher differentiated the role play task. She gave them the choice
of trying to remember the conversation or using the book for support. This
gave options for both more and less confident learners.
8. The teacher monitored learners quietly and didn’t interrupt while they
were speaking. She did error correction after the role play.
9. The teacher wrote some common mistakes on the board and helped
learners to correct them.
163
Day 4 Session 3
Day 4 overview
Session Learning outcomes
Understand key concepts from
4.1 Unit 5: Social and Module 5 about how to integrate
9.00-11.00 ethical development social and ethical development in
English lessons
Understand key concepts from
4.2 Unit 5: Environmental Module 5 about how to integrate
11.15-1.00 issues environmental issues in English
lessons.

Review key points from the course

4.3 Unit 6: Reviewing key
2.00-4.00 points from Modules 1-4
about planning, teaching and
assessment.
164
Day 4 Session 3
Day 4 reflection: Elevator pitch
1. Think of your learning points from each
section today:
● Social and ethical development
● Environmental issues
● Reviewing Modules 1-4 (planning,
classroom management, assessment)

1. Prepare a 1-minute elevator pitch.

2. Say your pitch to different people in https://pixabay.com/illustrations/presentation-stud-person-silhouette-1282379/

your group. Did you identify similar or

different points?
165
Day 4 Session 3
EaSTE

Day 5

March 2024

www.britishcouncil.org
166
Day 5 overview
Session Learning outcomes
Analyse purpose of Module 5
5.1 Module 5
9.00-11.00 classroom tasks and how to support
Classroom tasks PSTs with them.
Identify how discussion forum tasks
5.2 Module 5
11.15-12.30 help PSTs to build on their learning
Discussion forum tasks in Module 5.
Consider how the LOs of this
5.3 Classroom module will manifest in classroom
2.00-4.00
observations observations and how they can
prepare AEOs.

167
Day 5 Session 1
EaSTE

Day 5, Session 1:
Classroom tasks
March 2024

www.britishcouncil.org
168
Classroom tasks - Analyse your task

Your group will focus on one of the classroom tasks.

Analyse your task by discussing the questions below.

1. What is the teacher asked to do?

2. What should be the outcome of the task?
3. How will the AEO know that the teacher has done the task?
4. What support might PSTs need with this task? Where can they get this
support?

169
Day 5 Session 1
Classroom tasks quiz

1. Which task involves sharing learners’ work with others?

2. Which task involves selecting an idea to try from a video?
3. Which task involves making a poster or flashcards?
4. Which task helps learners to learn a new learning strategy?
5. Which task helps PSTs to integrate different skills in lessons?
6. In which tasks do PSTs need to discuss or think about how they work with
their buddy?
7. After which tasks do PSTs reflect by posting on the discussion forum?
8. Which task reflections encourage PSTs to look ahead how they’ll plan or
teach in the future as well as looking back?
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Day 5 Session 1
Classroom tasks quiz - ANSWERS

1. Which task involves sharing learners’ work with others? 5

2. Which task involves selecting an idea to try from a video? 6
3. Which task involves making a poster or flashcards? 2
4. Which task helps learners to learn a new learning strategy? 3
5. Which task helps PSTs to integrate different skills in lessons? 1
6. In which tasks do PSTs need to discuss or think about how they work with
their buddy? 1, 4, 6
7. After which tasks do PSTs reflect by posting on the discussion forum? 2, 3
8. Which task reflections encourage PSTs to look ahead how they’ll plan or
teach in the future as well as looking back? 1, 2, 4, 6
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Day 5 Session 1
Classroom tasks - discussion

1. How will the classroom tasks in Module 5 help PSTs to develop their
skills and knowledge about the Module 5 unit topics?
● Unit 1: Integrated skills and collaborating with other teachers
● Unit 2: Scaffolding and cross-curricular links
● Unit 3: Effective revision
● Unit 4: Creating a safer classroom space for learners
● Unit 5: Making my learners effective global citizens through ELT
● Unit 6: Review of the course and continuing
1. How does the reflection part of each task help PSTs to think about
their future teaching?
2. How can AEOs support PSTs with classroom tasks?
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Day 5 Session 1
Classroom tasks - Unit 1

Unit 1: Integrated skills and collaborating with other teachers

The task practically applies what PSTs have done in the unit. They
have to add a simple speaking or writing activity to their next lesson to
ensure it is an integrated skills lesson.

The reflection helps them to think about if the lesson was different from
usual and encourages them to consider how they’ll plan and teach
integrated skills lessons in the future.

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Day 5 Session 1
Classroom tasks - Unit 2

Unit 2: Scaffolding and cross-curricular links

The task is a practical application where PSTs select specific classroom

language phrases and consider how to introduce them in class and
start learning them.

The reflection helps them to think about the impact of classroom

language on their learners and their classroom atmosphere.

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Day 5 Session 1
Classroom tasks - Unit 3

Unit 3: Effective revision

PSTs introduce their learners to the two vocabulary recording systems

that they saw in the unit, and give them a choice of which to try.

The reflection encourages PSTs to really look at what learners write

when they record new vocabulary.

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Day 5 Session 1
Classroom tasks - Unit 4

Unit 4: Creating a safer classroom space for learners

PSTs use strategies from the unit to consciously try to make their
classrooms a safer space for learning. For example: collaborative
learning, respecting each other, creating physical and emotional safety,
showing appreciation for learners.

The reflection encourages PSTs to think beyond the course and

continue to use the strategies and work with their buddy .
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Day 5 Session 1
Classroom tasks - Unit 5

Unit 5: Making my learners effective global citizens through ELT

PSTs apply ideas from the unit by planning a community environmental

project.

The reflection helps them to evaluate the impact of the project on

learners’ environmental awareness and the community.

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Day 5 Session 1
Classroom tasks - Unit 6

Unit 6: Review of the course and continuing to develop

professionally

PSTs use an idea from the review classroom video to plan and teach
an oral communication lesson.

The reflection encourages them to compare this to their usual lessons,

and to plan how to continue to use strategies for developing speaking
skills in the future.

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Day 5 Session 1
EaSTE

Day 5, Session 2:
Discussion forum tasks
March 2024

www.britishcouncil.org
179
Discussion forum tasks - Groups
As - look at the Discussion Forum tasks for Units 1 and 2.
Bs - look at the Discussion Forum tasks for Units 3 and 6.
Cs - look at the Discussion Forum tasks for Units 4 and 5.

Analyse your tasks using the questions on the next slide:

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Day 5 Session 2
Discussion forum tasks - Analysis
For each of the tasks your group is looking at, discuss:
1. What do PSTs have to discuss in each task?
2. How do the tasks help PSTs achieve the learning outcomes
for the unit?
3. How do you think PSTs will benefit from doing each task?
4. Can you predict any issues with any of the Discussion Forum
tasks? What? How could AEOs support PSTs with these
issues?
Choose a spokesperson (or two!) to present a summary of your
discussions to the other groups.

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Day 5 Session 2
Discussion
1. Which discussion forum tasks do you think are the
most beneficial for PSTs in this module?
2. Which might be the most challenging? Why?

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EaSTE

Day 5, Session 3:
Classroom observations

March 2024

www.britishcouncil.org
183
Classroom observations

Look through the learning objectives for this module and compare them
to the criteria in the Classroom Observation Tool.

Which criteria will test which learning objectives?

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Day 3 Session 1
Classroom observations

Unit 1
● Examine the importance of integrating skills and language teaching in
communicative English lessons.
● Identify opportunities to integrate writing and speaking in different
types of lesson.
● Evaluate the importance of collaborative teaching through peer
observation and feedback.
● Identify opportunities to collaborate with other teachers when
conducting peer observation and feedback.

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Day 3 Session 1
Classroom observations

Unit 2
● Identify when to use L1 for learners’ support to learn L2.
● Ensure that learners have gained the ability to use English where
required.
● Reduce learners’ dependence on L1 throughout the course.
● Effectively conduct cross-curricular activities during English lessons
to make learning meaningful.

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Day 3 Session 1
Classroom observations

Unit 3
● Select what content to revise.
● Structure an English course toward recycling of content.
● Select and use effective revision activities.
● Prepare learners for tests or exams.

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Day 3 Session 1
Classroom observations

Unit 4
● Develop positive attributes and a healthy classroom community.
● Create a safe physical and emotional learning space for learners.
● Provide opportunities to make learning accessible for all learners.
● Prepare learners to become global citizens.

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Day 3 Session 1
Classroom observations

Unit 5
● Adapt lesson plans to effectively incorporate social values, citizenship
and curriculum objectives for your learners.
● Design engaging lessons that connect the local environment to global
issues, promoting environmental consciousness.
● Prepare learners to take informed actions through language towards
a sustainable and climate-resilient future.
● Develop and implement project-based learning (PBL) activities that
align with curriculum goals and integrate the knowledge and skills
learned in previous modules.
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Day 3 Session 1
Classroom observations

Unit 6
● Evaluate what you have learnt about planning language, skills and
integrated skills lessons.
● Evaluate what you have learnt about classroom management, error
correction and responding to learners.
● Evaluate what you have learnt about formative and summative
assessment of vocabulary, grammar and skills.
● Design an action plan to continue to develop as a teacher.

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Day 3 Session 1
Classroom observations

● Look at the descriptors for COT criteria 16 and consider the lesson in
your Participant’s Book.
● What would an observer see during each stage of a low-, medium-
and high-scoring delivery of this lesson?

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Day 3 Session 1
Misconceptions

An AEO has asked the PSTs to write a short summary of what they have
learnt and how their teaching has changed.

Look for misconceptions in their summaries.

How could the AEO clear up these misconceptions during COP

sessions?

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Day 3 Session 1
Misconceptions

I’ve learnt a lot about revision. I know what to revise and I know how to
use spacing and interleaving to revise effectively. I’m just waiting for
exam season to arrive so I can start using what I’ve learnt.

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Day 3 Session 1
Misconceptions

I can get learners thinking about global and local issues in English
lessons. Learners can consider global challenges as well as their
immediate surroundings, and project-based challenges are a good way
to get them thinking about this.

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Day 3 Session 1
Misconceptions

I’m glad that I can go back to teaching in Urdu since we covered the unit
on using L1 to teach English. My students are more comfortable learning
English when they don’t have to speak it.

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Day 3 Session 1
Misconceptions

The course has been really useful. I’ve learnt about planning, classroom
management, error correction and different kinds of assessment. My
development as a teacher is complete.

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Day 3 Session 1
Summarise

In your group, look back at the day overview you are assigned.

Prepare a two-minute summary of the day for the rest of the group.
Make sure everyone is ready to speak because the trainer may call on any
member of the group to share your summary.

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Day 6 Session 2
Day 1 overview
Session Learning outcomes
Identify and share effective practice and
1.1 Successes and
9.00-11.00 lessons learnt from Module 4 training and
solutions PST support.

1.2 Intro to Module 5 Understand key concepts from Unit 1

11.15-1.00 Collaborating with about teacher collaboration and peer
other teachers observation.

Identify the importance of teaching

1.3 Planning and integrated skills.
2.00-4.00 teaching integrated Analyse an integrated lesson plan and
skills lessons identify other ways to add speaking or
198
writing.
Day 1 Session 1
Day 2 overview
Session Learning outcomes
Understand enough about
2.1 Scaffolding and scaffolding and the use of L1 to
9.00-11.00
classroom language be able to support AEOs in
facilitating the project
Understand how to support
2.2 English inside and
11.15-1.00 AEOs in facilitating the delivery
outside the classroom of LOs 2 and 3 from Unit 2

Understand how to support

2.3 What to revise and
2.00-4.00 AEOs in facilitating the delivery
how to recycle of LOs 1 and 2 from Unit 3

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Day 2 Session 1
Day 3 overview
Session Learning outcomes

Know about interleaving and

9.00-11.00 3.1 Effective revision preparation for exams to be able to
support AEOs

3.2 Teacher discourse Be able to support AEOs in

delivering sections of the project
11.15-1.00 and classroom concerning building a classroom
community community.
Understand about safe spaces and
3.3 Safe spaces and global citizenship enough to be able
2.00-4.00
global citizenship to support the AEOs in facilitating
the project
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Day 3 Session 1
Day 4 overview
Session Learning outcomes
Understand key concepts from
4.1 Unit 5: Social and Module 5 about how to integrate
9.00-11.00 ethical development social and ethical development in
English lessons
Understand key concepts from
4.2 Unit 5: Environmental Module 5 about how to integrate
11.15-1.00 issues environmental issues in English
lessons.

Review key points from the course

4.3 Unit 6: Reviewing key
2.00-4.00 points from Modules 1-4
about planning, teaching and
assessment.
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Day 4 Session 1
Day 5 overview
Session Learning outcomes
Analyse purpose of Module 5
5.1 Module 5
9.00-11.00 classroom tasks and how to support
Classroom tasks PSTs with them.
Identify how discussion forum tasks
5.2 Module 5
11.15-12.30 help PSTs to build on their learning
Discussion forum tasks in Module 5.
Consider how the LOs of this
5.3 Classroom module will manifest in classroom
2.00-4.00
observations observations and how they can
prepare AEOs.

202
Day 5 Session 1
Praise

Think of an idea, suggestion or example that one of your colleagues has

suggested during the week. Get ready to share your idea with the group.

203
Day 6 Session 2
Day 5 overview
Session Learning outcomes
Analyse purpose of Module 5
5.1 Module 5
9.00-11.00 classroom tasks and how to support
Classroom tasks PSTs with them.
Identify how discussion forum tasks
5.2 Module 5
11.15-12.30 help PSTs to build on their learning
Discussion forum tasks in Module 5.
Consider how the LOs of this
5.3 Classroom module will manifest in classroom
2.00-4.00
observations observations and how they can
prepare AEOs.

204
Day 5 Session 1
Day 5 reflection: 1 minute writing
1. Find a blank piece of paper and write for
one minute about what you have learnt
today.

2. After one minute, exchange your paper

with a partner. What similarities are there
between the two papers? What differences?

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Thank you!

Any final questions?

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Day 6 Session 3