Alexey A. Korenev
Ph.D., Senior Lecturer
Moscow State University
Коренев А.А. 2015
 Call and response – we need reaction from kids (that’s why “Guys!”
doesn’t work).
 Attention signals need to be strong enough to get through children’s
present concentration.
 What ever strategies you’ve decided upon, the important thing is
to have the children practice.
http://www.youtube.com/watch?v=yBPaQ9ctAwA
 Introducing attention getter, be clear and special.
 Be vigorous.
Коренев А.А. 2015
Interesting game
Sound – Vision – Action
(http://www.youtube.com/watch?v=78eiLtQjmss)
Get everybody’s attention
Practice
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 CLAPPING
 CHANTS
 WHISPER, SILENCE, FREEZING
 MAGIC ITEMS
Коренев А.А. 2015
 Think about your words and gestures (CALL)
 Think about children’s reaction (RESPONSE)
 Think about your style
 Show your attention getter in group (one will act like an assistant,
other will be “children”)
Коренев А.А. 2015
 General subjects;
 Linguistics;
 Psychology, pedagogy and methodology;
 Language training (General English+
Academic English+
Linguistics)
Коренев А.А. 2015
 S4: How do you go…
 [S1 falls from the chair rather noisily]
 T: Ульяна, подними свой стул, потом
будешь отвечать на мои вопросы.
Пожалуйста, не качайся на нем. Еще
раз. How do you go…
(Shaping the way we teach English in Russia, English
language office of the American Embassy in
Moscow,
Коренев А.А. 2015 2013)
 I am glad to see you, hope you are all well and you are
ready to work hard. Take a sit. Today we have a home
reading lesson. At home I asked you to read the story by
Roald Dahl which is called ‘The Poison’. And I have
divided you in two groups in order… I expect you to work
in groups discussing this story. And to start with I would
like to make sure that you know how to pronounce and how
to use some of the words which are very important and I
am sure you will need them during your discussion. So.
But before that just try to remember what we know about
Roald Dahl. You have two charts just on your table. That is
for your group work. There is going to be three tasks which
you have to do in a group. The first task is multiple
matching which is connected with the biography of Roald
Dahl. So I will show you all the sentences and how to make
the right choice and complete the first table putting down
the letters.
Коренев А.А. 2015
I am glad to see youAT, hope you are all wellAT and you are ready to work hard
AT. Take a sit.IT Today we have a home reading lesson.IT At home IT I asked
you to read the story by Roald Dahl which is called ‘The Poison’.GrG And I
have divided you in (to) two groups GrB in order… I expect you to work in
groups AT discussing this story GrG. And to start with I would like to make
sure AT that you know how to pronounce and how to use some of the words
which are very important and I am sure you will need them during your
discussion (GrB). So. But before that just try to remember what we know about
Roald Dahl. You have two charts just on your table GRT, IG. That is for your
group work. There is going to be three tasks GrG which you have to do in a
group. GrT The first task is multiple matching IT which is connected with the
biography of Roald Dahl. So I will show you all the sentences and how to make
the right choice and complete the first table putting down the letters IT. Are you
ready?
Коренев А.А. 2015
THOSE
 ST1: What’s you name?
 ST2: My name is V….
 ST1. What you job?
 ST2. My job is __doctor.
 ST1: Where do you work?
 ST2: Where? I work in a hospital.
 ST1. How do you go to work?
 ST2. I go to work by bike.
 TEACHER. Nice, nice! Applause!
Коренев А.А. 2015
 General English+EAP+linguistics vs. ESP.
 CELTA, DELTA, TKT
 China, Malaysia, Mexico, Oman, Pakistan, Turkey
 ETS Praxis – multiple choices (CF TKT)
 Aptis for teachers – general proficiency (context:
education)
 ELTeach – online course+assessment, classroom
English
 LPATE (Hong Kong) – 4 skills+classroom
assessment ‘Initial opposition from teachers and
unions’ (Drave 2013)
Коренев А.А. 2015
Issues involved
LEARN
TEST
PLAN
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What we have
No teaching
materials
No reliable
model of TLU
TEST
Коренев А.А. 2015
 Needs analysis;
 Interviews and surveys with both teachers
and their employers;
 Analysis of job descriptions;
 Analysis of regulations and professional
standards;
 Lesson observation, shadowing;
 Corpus linguistics;
 Expert interviews and moderation;
Коренев
Mapping
and grading.
А.А. 2015
Classroom management
Delivering the content
Giving feedback – error correction
Classroom listening
Questions
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 4-5, 6
Don’t let this to happen again.
We started for ten minutes ago.
We started since ten minutes.
We started ten minutes ago.
Коренев А.А. 2015
http://www.youtube.com/watch?v=YHAJ4VFStUE
‣ 8-9, 10
Now we listen to the dialogue.
Now we’ll listen to the dialogue.
At first, try to do it on your own.
First try to do it on your own.
At last we have some grammar.
Finally, we have some grammar.
Коренев А.А. 2015
 Are you ready? vs. Have you finished?
Коренев А.А. 2015
Look at the exercise 13 B.
Look at exercise 13 B.
Коренев А.А. 2015
 Always personal
 Always emotional (but don’t overdo this)
 Mostly instructive
 Always positive
(if negative – use positive+negative+positive scheme)
Коренев А.А. 2015
 Follow the SPT model
(self-peer-teacher)
 Always ask the student
to produce the corrected version
 Try to avoid negative words
(withhold praise instead).
Коренев А.А. 2015
 Pronunciation, intonation and
Criteria
sentence stress
 Grammatical range and accuracy
 Interaction (interactive fluency,
listening and reacting)
 Error correction and feedback
 Presentation, structure and
questions
Levels
Коренев А.А. 2015
Online
Classroom
Language
Assessment
www.teacher-assessment.com
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A 45-minute lesson video
recorded and uploaded
Assessed
Diagnostic feedback + certificate
Training – retake
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Learning-oriented
A real world task
Immediate feedback – a map of
classroom English language skills
Developed by teacher trainers,
teachers and trainee teachers
Accessible
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Коренев А.А. 2015
CEFR Levels
PRIVATE
TUTORING
346
UNIVERSITY
606
437
514
SECONDARY
SCHOOL
386
380
PRIMARY
SCHOOL
188
PRESCHOOL
62
PRIVATE
LANGUAGE… 149
Коренев А.А. 2015
0
100
200
300
400
500
A1-A2
B1-B2
C1-C2
Reading books/research on language teaching
Reading instructions/manuals/administrative
documents
Participating in/delivering at conferences and/or
training sessions
Reflecting in speaking or writing on your teaching
methods and courses/units that you have taught
Developing/translating into English
curricula/syllabi/manuals/course descriptions
Communicating with management/administration
Peer-induction for new teachers
Communicating with parents in English
Коренев А.А. 2015
670 96%
559 80%
511 73%
425 61%
377
341
227
81
54%
49%
32%
12%
Developing your own tasks/tests
Assessing students' written work
Writing comments to students' written work
Advising students, providing feedback
before/after class/outside the classroom
Writing emails to students/teaching
staff/administration
Writing letters of reference/support for your
students
Коренев А.А. 2015
643 92%
585 83%
526 75%
519 74%
503 72%
430 61%
Participating/delivering at conferences and/or training
sessions
Developing/fomulating tasks and tests
Reading books/research on language teaching
Writing comments to written work (essays, reports etc.)
Assessing written work
Advising students, providing feedback before/after
class/outside the classroom
Writing progress reports/comments
Writing letters of reference/support
Developing curricula/syllabi/manuals
Writing emails to students/teaching staff/administration
Reading instructions/manuals/administrative documents
Peer-induction for new teachers
Communicating with management/administration
Коренев А.А. 2015
Communicating with parents
573
563
548
82%
80%
78%
533
545
76%
78%
509
471
456
426
73%
67%
65%
61%
415
59%
399
315
296
231
57%
45%
42%
33%
 Labelling/Locating Errors
 Focused/Unfocused
 Written/Oral (recorded)
 Individual/Group
 Remember to read the whole work first and only then read for
error correction.
Коренев А.А. 2015
 organizing extracurricular activities for students
(competitions, celebrations, school trips, school English
theatre, school newspapers and magazines in English,
meetings with native speakers, student conferences,
including videoconferences, )
 creating online-materials for students (websites, blogs
etc.);
 communicating with international partners of school or
university;
 managing international school/university projects;
 publishing research articles in English;
 supporting and advising students during their application
for international
programmes, degree courses and
Коренев А.А. 2015
competitions.
[email protected]
Коренев А.А. 2015