TeachingSpeaking Trainer Notes 1 Intro

11 IInnttrroodduuccttiioonn –– TTrraaiinneerr N
Nootteess
OVERVIEW DVD content
Programme 1 is an introduction to the content of the whole Teaching Speaking
series and contains clips from the other 8 programmes in the series.
Materials content
The materials ask participants to think about the challenges for both teachers and
learners in teaching/learning spoken English.
KEY CONCEPTS Accuracy and Fluency
Accuracy refers to how correct learners' use of the language system is,
including their use of grammar, pronunciation and vocabulary.
Fluency refers to how well a learner communicates meaning rather than how
many mistakes they make in grammar, pronunciation and vocabulary.
One of the aims of this session is to help participants see the differences between
accuracy and fluency and to understand why each is important. Participants are
asked to think about the problems for their students. Are they problems with
accuracy or fluency – or both?
PLAN SUMMARY Note: All sessions in the Teaching Speaking series will be more effective if
participants are able to discuss things in pairs or groups. You should arrange your
training room to facilitate this as far as possible.
Warmer ‘Getting to know you’ activity.

1 Before you watch Reflection – problems for students. Prediction.
2 Watch Checking predictions/gist comprehension.
3 Watch again Grouping/listening for specific information.
4 Analysis & Reflection Reflection on the advice given in the programme.
Procedure
Warmer
(optional)
• Give each participant a blank piece of paper. Participants work alone while you dictate instructions.
Dictate the following instructions. Allow people time to write their answers.
In the middle of the paper, write your name.

In the top left hand corner, write the name of the school you work in.
In the top right hand corner, write how long you’ve been a teacher.
In the bottom left hand corner, write one thing you like about being a teacher.
In the bottom right hand corner write one thing you don’t like about being a teacher.
• When you have given all the instructions and the participants have written their answers, ask them
to get up and mingle to compare their answers and meet the other participants. Allow 5-10 minutes
for this. Ask participants to sit down again and have a quick feedback as a group. You could ask
questions like ‘Who has been teaching the longest?’
© The British Council, 2008
The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
1 Before you watch
• Before the session begins, cue the DVD to the menu screen. You could then turn off or cover the
TV set until you’re ready to watch.
• Ask participants to look at the first questions in the workbook
How do you teach your students to speak English?

What things make it difficult to learn to speak English well?
• Ask the group for answers to the first question. People might be quite nervous of speaking up at this
stage. If discussion does develop, make sure the focus is on teaching students to speak English.
• Ask for one or two answers to the second question to help raise ideas for pair/group discussion.
Some possible answers are:
pronunciation difficulties
lack of exposure to authentic English
• Ask participants to work in pairs/small groups to discuss the questions (remind them to discuss both
questions in the section) and make notes. Monitor the discussion for interesting points to talk about
with the whole group. Allow enough time.
• Feedback with the whole group – what ideas came up in more than one group? Any ideas for
solutions to these problems? Write the points people mention on the whiteboard.
2 Watch
• Look at the list of challenges you wrote on the whiteboard in the last activity. Ask participants:
Are these challenges for English teachers only in [your country] or are they challenges for teachers
everywhere?
• Now watch Programme 1 all the way through.
When the Programme finishes ask participants to work in pairs to say what they saw then feedback as
a group. Look at the list on the board – were any of the things they talked about mentioned?
3 Watch again
• Look at the exercise in the Watch Again section. This is a fairly simple grouping activity to help
prepare for the following section.
• Watch the Programme, ask participants to check their answers in pairs.
• You could ask participants if they particularly agree or disagree with any of the teachers’
comments.
4 Analysis & Reflection
• Give participants time to read section 4 alone. There’s quite a lot of text so make sure everyone has
enough time.
• When they have finished reading, ask participants to work in pairs to talk about their reactions to the
reading using the questions in the section (Which pieces of advice do you find most interesting and
why?) as a guide.
• After the participants have talked in pairs, feedback as a whole group to see what concerns the
whole group has.
• Encourage them to fill in the final section and to return to it later.

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11 IInnttrroodduuccttiioonn –– TTrraaiinneerr N

KEY CONCEPTS Accuracy and Fluency

Warmer ‘Getting to know you’ activity.

In the middle of the paper, write your name.

© The British Council, 2008

• Ask participants to look at the first questions in the workbook

How do you teach your students to speak English?

• Now watch Programme 1 all the way through.

© The British Council, 2008

• Watch the Programme, ask participants to check their answers in pairs.

4 Analysis & Reflection

• Encourage them to fill in the final section and to return to it later.

© The British Council, 2008

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