Trainer Plan Day Six
Language(s): English
Published: 2011
This curriculum outlines objectives and activities for the sixth day of the Phase One training session for the Algeria Ministry of Higher Education Faculty Course. The focus of this curriculum is teaching vocabulary.
Class/Lecture Skills: Questions and Suggested Actions
Language(s): English
Published: 2011
This handout provides a list of questions for teachers or trainers to ask themselves in the classroom. The questions focus on preparation and organization, delivery, and post-class activities and evaluations.
Trainer Plan Day Four
Language(s): English
Published: 2011
This curriculum outlines objectives and activities for the fourth day of the Phase One training session for the Algeria Ministry of Higher Education Faculty Course. The focus of this curriculum is linguistics.
Find Someone Who Handout
Language(s): English
Published: 2011
This exercise encourages teachers to ask other teachers questions about their backgrounds, their interest in the English language and their use of technology when teaching classes.
Experimental Language Cycle (ELC) Diagram
Language(s): English
Published: 2011
This diagram lists the steps for a successful Experimental Learning Cycle (ELC) lesson. The steps include: providing a sample English Language Learner (ELL) lesson, a description of the lesson, analysis of the lesson and a plan for action.
Prediction within a Sentence Exercise
Language(s): English
Published: 2011
This exercise helps students with their reading comprehension skills.
Circles Handout
Language(s): English
Published: 2011
This diagram helps to explain the relationship between the teacher educator, the English teacher and the student.
Trainer Plan Day One
Language(s): English
Published: 2011
This curriculum outlines objectives and activities for the first day of the Phase One training session for the Algeria Ministry of Higher Education Faculty Course. Included are a list of objectives, orientation activities and instruction to develop and teach language competence.
Language Analysis Grid
Language(s): English
Published: 2011
This handout is helpful for English students to map out and understand the form, meaning and use of specific words in the English language.
Guiding Principles for Teaching English in Algeria
Language(s): English
Published: 2011
This document explains teaching principles and corresponding competencies necessary for teaching English to Second Language Acquisition (SLA) students.
Sample Lesson Plan: Speaking
Language(s): English
Published: 2011
This lesson plan suggests a series of exercises designed to encourage students to speak about every day activities and expand their vocabularies.
Trainer Plan Day Eight
Language(s): English
Published: 2011
This curriculum outlines objectives and activities for the eighth day of the Phase One training session for the Ministry of Higher Education Faculty Development Course. The focus of this curriculum is on giving valuable feedback.
Day Three Trainer Plan
Language(s): English
Published: 2011
This curriculum for the third day of the Algerian Ministry of Education Faculty Course focuses on teaching listening skills to English students.
How to Do Informal Testing Handout
Language(s): English
Published: 2011
This handout explains the value and process of conducting informal testing in a classroom. Informal tests utilize methods like peer testing and concept questions in order to encourage students to track their progress and motivate themselves.
Moodle Site and www.algeriatesol.org Orientation
Language(s): English
Published: 2011
This handout introduces teachers and trainers to the Moodle website. The website helps teachers find sample lessons, teacher competencies, the meaning of English language teaching terminology, and other useful teaching related material.
Trainer Plan Day Seven
Language(s): English
Published: 2011
This curriculum outlines objectives and activities for the seventh day of the Phase One training session for the Algeria Ministry of Higher Education Faculty Course. The focus of this curriculum is planning a teacher education series.
Pre-During-Post Framework for Listening Texts Questions
Language(s): English
Published: 2011
This handout accompanies "Pre-During-Post Framework for Listening Texts." It provides a list of questions for teachers to ask when administering the activity.
Listening Problems ELL Students Have Studying in English University
Language(s): English
Published: 2011
This is a list of problems that English Language Learners tend to have when learning how to speak and listen in English.
Sample Lesson Plan: Grammar
Language(s): English
Published: 2011
This sample lesson plan focuses on teaching grammar, pronunciation and vocabulary.
How to Activate Vocabulary Handout
Language(s): English
Published: 2011
This handout suggests ways that teachers can most effectively "activate" new vocabulary words in their learners. Included are exercises, questionnaires and creative activities.
Phase Two: Day One Trainer Plans
Language(s): English
Published: 2011
This curriculum outlines objectives and activities for the first day of the Phase Two training session for the Algeria Ministry of Higher Education Faculty Course. It also gives recommendations for "getting to know you" activities.
Day Four Trainer Plan
Language(s): English
Published: 2011
This curriculum outlines objectives and activities for the fourth day of the Phase two training session for the Algeria Ministry of Higher Education Faculty Course. It focuses on developing lecture/speaking skills.
Pre-During-Post Task
Language(s): English
Published: 2011
This activity accompanies the "Pre-During-Post Framework for Listening Texts." It encourages teachers to ask themselves what they believe students will and will not know about a text before reading to it.
Listening Strategies
Language(s): English
Published: 2011
This is a checklist for teachers or students to ask themselves after a lecture or conversation in English, with the goal of increasing listening comprehension.
Reading Strategies Exercise
Language(s): English
Published: 2011
This exercise asks teachers to identify reading strategies and determine if they should be utilized in the pre-reading phase, during-reading phase or post-reading phase.