Congratulations on reaching the
end!
There’s been an awful lot covered
in this course, and even if you haven’t been completing the ‘over to you’
sections for peer review or discussion with someone from your institution’s
professional development/support department, we hope you’ve got some ideas to
take away and implement in your own teaching.
To help recap on what you’ve
looked at, and by way of reflection, try and answer these 16 questions about
the content of the course. If you’re unsure about any of the answers, go back
to the relevant session and remind yourself about what was covered. You could
also check with a peer or someone from your institution’s professional
development/support department.
Session
|
Question
|
|
1
|
a
|
What are two common problems non-native English speaking learners
face when operating in an English speaking context and what can we do to help
them?
|
b
|
Give two practical classroom suggestions about how we can support
learners who have dyslexia?
|
|
2
|
a
|
As well as writing new words on the board, what else can teachers do
to help learners develop their vocabulary/language skills?
|
b
|
If you create a glossary of terms for your subject area, what else
can you include apart from the terms themselves?
|
|
3
|
a
|
What are the
sub-skills of reading?
|
b
|
What problems do
learners have with reading?
|
|
4
|
a
|
What are the main
error categories?
|
b
|
What are the pros and
cons of self, peer and teacher correction?
|
|
5
|
a
|
Give three reasons why learners can find
spelling in English difficult?
|
b
|
Detail two strategies you can employ to encourage good spelling?
|
|
6
|
a
|
What factors should a
teacher consider when giving instructions?
|
b
|
How do different
classroom seating plans contribute to an effective learning environment?
|
|
7
|
a
|
What are the three different approaches used when dealing with
written texts and which do you use most? Why?
|
b
|
Give three reasons why using a writing frame can be helpful for
learners?
|
|
8
|
a
|
Why do learners find
listening in English challenging?
|
b
|
What stages might you expect to find in a lesson that develops listening skills?
|
|
If you're interested in doing more work in this area, think about studying for the Supplementary Diploma in ESOL and Literacy (available at Newham College of Further Education and Ealing, Hammersmith and West London College) or the Cambridge CELTA for work with learners visiting from overseas (also available at both colleges). Feel free to contact learner information in either college for more details or for suggestions about other learning paths.
Thanks for taking part in this
online course and we wish you the very best of luck with your teaching!
