Having devoted two years to learning how to teach lexically,
Year 3 participants will now practice designing their own materials
About the course:
We expect to cover more around these areas:
- writing clear rubric / teachers notes; - how students and teachers interact with the material; - leaving space for student and teacher input; - L1 and mediation; - comprehension tasks and ‘no comp’ options; - developing automaticity; - ensuring recycling; - sticking to time / flipped class options.
By the end of this course participants will:
- have collaborated in producing two or more lessons; - working towards a particular outcome; - have a framework for producing their own materials; - have some techniques for language research and - identifying useful language; - understand the different roles and their importance within a collaborative creative process; - have found their favoured role within that process; - will have developed greater insight into learning and teaching – even where they are not producing material themselves.
About the speakers
Andrew is the co-founder of Lexical Lab and the co-author of over twenty coursebooks, workbooks and teacher manuals (Innovations, Outcomes, Perspectives and Roadmap), as well as the methodology book Teaching Lexically and Grammar Nonsense . . . and what to do about it.
Hugh has over twenty-five years’ experience in the field and is the co-founder of the online school and training company www.lexicallab.com. He has co-authored two five-level General English series, Outcomes and Innovations, both published by National Geographic Learning, as well as one level of the high-school series Perspectives. His first methodology book, Teaching Lexically, came out via Delta Publishing in 2016. Most recently, he has worked on two levels of the new Pearson General English series, Roadmap and Grammar Nonsense . . . and what to do about it, which was put out by Wayzgoose Press.
In the video Andrew Walkley is explaining why Outcomes is called Outcomes, and what the implications are in terms of syllabus, lesson design, and how you might adapt or write your own material.
Hugh Dellar is unpacking five things he has learned from TTT teachers on lesson planning and preparation.
Webinar: June 14, 1:30 p.m. (GMT+3) Follow-up: June 28, 1:30 p.m. (GMT+3)
Task: establishing outcomes
Editing your outcomes, researching language and identifying what to focus on
Webinar: September 13, 1:30 p.m. (GMT+3) Follow-up: September 27, 1:30 p.m. (GMT+3)
Task: language research and initial draft of the writing brief
Options to reaching your outcome – speaking tasks and lesson shapes
Webinar: December 6, 1:30 p.m. (GMT+3) Follow-up: December 20, 1:30 p.m. (GMT+3)
Task: establish the frame of your lessons and task/text content
Task options, editing and teachers notes – thinking about how language will be acquired and how tasks will work in class
Webinar: March 14, 1:30 p.m. (GMT+3) Follow-up: March 28, 1:30 p.m. (GMT+3)
Task: writing first drafts and first edits
We will work in a responsive way as we write new drafts and new lessons.