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From the drawing board to worksheet design: Creating a course

From the drawing board to worksheet design: Creating a course . ELTAF Workshop 22 nd June 2013 Claire Hart. About me. Workshop structure. 1) Approaches to course design a. Some key terms b. Three recipes for course design

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From the drawing board to worksheet design: Creating a course

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  1. From the drawing board to worksheet design: Creating a course ELTAF Workshop 22nd June 2013 Claire Hart

  2. About me

  3. Workshop structure 1) Approaches to course design a. Some key terms b. Three recipes for course design - case studies 2) Top ten tips for designing worksheets

  4. Let´s look at some key terms… What is: A course Personalisation Tailor-made A negotiated syllabus Course design

  5. A course

  6. Three RECIPES FOR COURSE DESIGN • Topic-driven • Communication situation analysis • JIT (Just In Time)

  7. 1. THE Topic-Driven approach • Topic options • Choose 5 or 6 topics • What vocab? grammar? • 4 skills work • Business skills • Spend 4- 5 weeks on each topic

  8. Mixing anDmATCHING • Context: In-company • Industry: Construction • Timeframe: 38 weeks • Participants: 8 • Level: mixed from high A2 to B2 • Jobs: salesman, quality engineer, civil engineer, architect • Needs: -> Broaden knowledge of industry-specific vocabulary -> Improve accuracy -> Work on business skills, especially telephoning and emailing

  9. WhAT WAS The first topic?

  10. PLAN • Week 1: Starting a conversation • Week 2: Tenses review -> present simple, continuous & perfect, past simple • Week 3: Have you ever? • Week 4: Technology landmarks • Week 5: Showing interest

  11. What really happened • We spent 7 weeks on this topic • In particular we spent a lot of time working on tenses • I realised we needed to focus more on conversation strategies and techniques • The learners enjoyed working on this topic

  12. Designing worksheets

  13. Worksheets?

  14. MY Top 10 tips

  15. Number 10 Be consistent

  16. Number 9 Use boxes and tables

  17. Number 8 Use tabs, bullets and numbering

  18. NUMBER 7 Leave space for the learners

  19. IS THIs enough space? 1 Concrete is used to ______build walls______. 2 Copper is used to _________________________ . 3 Steel is used to _________________________ . 4 Fibreglass is used to _________________________ . 5 Carbon is used to _________________________ . 6 PVC is used to _________________________ .

  20. Is this enough space?

  21. Number 6 Use images

  22. Number 5 Use a variety of activity types

  23. Matching pictures with words • Matching words with meanings • Matching sentence halves • Matching questions and answers • Ordering conversations • Categorising words • True or false

  24. Number 4 Try jumbled phrases

  25. Number 3 Ask a different question

  26. What does Karsten want to know? • Why? • Consequences?

  27. Number 2 Include topics and issues that matter to the learners

  28. NUMBER 1 The learners should know or be able to do something at the end of the lesson that they didn´t know or couldn´t do at the start of the lesson Michael Swan

  29. Thank you very much for your attention You can email me at: clairehart@gmail.com

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