For Setting out teachers
Teaching Young Learners in Tbilisi? Book your place on a Setting Out training seminar!
- Setting out 3 Workbook: You can down-load the up-dated Answer keys for this workbook here.
- Training seminars: We have recently been conducting successful 'How to teach Setting out' seminars in Gori, Kutaisi and several districts in Tbilisi. For more information on this form of teacher-support and how to arrange a Setting out teachers' seminar for your school or your town, go to Free training seminars below.
- Saturday sessions in Tbilisi: We are now offering these 3-hour training seminars specifically for teachers – and their native-speaker assistants – working in Tbilisi. This training, which is free of charge, is open to all teachers of young learners but priority will be given to those who are currently using Setting out in their classes. The first such training seminar is planned for Saturday 27th November, at 10.00. To book your place for this date call Barrie Watson on 899 90 29 69 or Tea on 877 74 21 46 or Lia on 103 205.
Why use Setting out?
You have chosen Setting out for your Junior classes because you believe that young children will learn English ONLY if, in their English classes, they are busy all the time doing things which they know they can do, which make them think and which they enjoy doing.
Other reasons why Setting out is best for the teacher:
- The teacher is able to give her pupils active practice in all four skills (listening, speaking, reading, writing) as well as more traditional grammar and vocabulary practice.
- The purpose of every learning activity is clear.
- The difficulty levels of the language to be taught are strictly controlled.
- All new language – vocabulary and grammar – is thoroughly recycled in numerous and varied activities to ensure effective learning.
- Lesson preparation is made easy through clear guidelines given in the Teacher's Book, in Georgian as well as in English.
- There is plenty of scope for the more adventurous teacher to bring variety to the way she teaches and games and other optional activities are suggested.
- And Setting out teachers have easy access to several types of on-going support.
Three ways to make sure you have all the help you need.
How to teach Setting out: general methodology notes.
Games are not just fun.
Assessing students' progress.
Three ways to make sure you have all the help you need
1.The Teacher’s Book
We recognize that ‘teacher’s books’ are not a traditional part of course materials in Georgia and that many experienced teachers will not feel that they need any guidance on how to teach. However, we hope that teachers will recognize that the skills and knowledge needed for teaching a modern skills-based course are quite different from those needed for a traditional grammar and vocabulary- based course.
The Teacher’s Book is therefore an absolutely essential part of your materials and you will need to refer to it in every class you teach. Along with other useful information, it contains guidelines on how to teach the different types of activities, the complete texts of all the recorded material and of course the answer keys for all the tasks and exercises in the Student’s Book.
If by any chance you are not able to buy a copy of the Teacher’s Book, you can download the one you need by clicking here We have now uploaded the Teacher’s Books in Word format which we hope will simplify your access to them.
2. Getting answers to your questions and sharing experience.
As a teacher of Setting out, you can find answers to any questions you have, and solutions to any problems you meet, by sending us a message, in English or in Georgian. You are also invited to send your comments – critical as well as positive! - on any aspect of the Setting out course and the materials. How to do this? Either by sending an email to firstname.lastname@example.org or by clicking here and filling in a message box. We aim to reply by email to your message within one week and if we think your message and the reply are of general interest to all teachers, we will also post them on this website.
When sending a message, as well as your email address, please make sure you write your name, your town, and the name and telephone number of your school. Space / lines for this info in the message box.
Remember! ALL questions and comments are important, NONE are too trivial. And we promise to respond to ALL serious questions and comments.
3. Free training seminars
We are offering you the possibility of receiving free training seminars to help you make optimal use of Setting out in your classes.
1. Taking place in your town
2. 3 – 4 hours of training
3. Conducted by Barrie Watson with Tatiana Bukia
4. Minimum number of participants: 10
5. Flexible application and registration procedure
Three ways to apply for a training seminar near you:
Either: Fill in and send the online ‘seminar application’ form, which you will find by clicking here. .
Or: Send us your request (with all useful information) by email to email@example.com
Or: Make the arrangements with a phone call to Lia on (8.32) 103.205
If we receive a training seminar request from a group of 10 or more teachers, we will be able to conduct this training within one or two weeks. If you are able to make only an individual application, we will have to wait for other teachers in your town / district to apply in order to constitute a group of 10 or more.
How will this seminar help me?
The 2010-2011 training sessions consist essentially of demonstrations based on Setting out 3 and cover:
o basic procedures for organizing practice in the the skills of listening, reading and speaking,
o the importance of games for learning,
o testing students’ progress,
o ideas for extra whole-class work on texts
o and answering teachers’ questions.
How to teach Setting out: general methodology notes
The importance of methodology: There is still in Georgia a widespread view that the best teachers of English are those who speak English best, and that therefore a ‘native speaker’ – possibly unqualified and inexperienced – must be a more effective teacher than a competent and experienced Georgian teacher. In Setting out we take the view that successful teaching of English as a foreign language depends much less on the teacher’s own command of the language than on methodology – how the teacher manages her class and organizes learning activities. Obviously students will expect their teacher to be able to use with confidence the language that is being taught but they will be more motivated – and impressed – by her ability to make them work hard and enjoy themselves in class.
Your Teacher’s Book will show you how to conduct the different types of activities, but the following ‘Making sure…’ notes will help you understand the principles on which the Teacher’s Book guidelines are based.
Making sure you are ready: When you have decided which lesson and activities you are going to cover, your ‘lesson preparation’ should consist essentially of checking that you understand the purpose, the instructions and the expected result/answers for each activity. In some cases –in particular the listening and reading tasks - this may involve ‘doing’ the activity yourself before the class and checking it with the answer key.
Making sure they know what to do: This means that, before they start working alone on an activity or exercise, you should be satisfied that all the pupils have understood the rubric (instructions), whether they have to write words, numbers or sentences, whether they will write in their student’s book or in their notebooks, and (optionally) how many minutes they have to complete the job.
Making sure they are confident they can do it: Educational research has proved clearly that a pupil who expects to fail – and often who the teacher expects to fail! – will probably fail! This applies to all levels of education and all types of activity. When they are working on an activity or exercise, it is vital that every pupil should believe that they have a good chance of getting all or most answers right. One way for you to help the weaker pupils feel confident during a task is to walk round while they are working, praising any correct answers and correcting the wrong ones. You can also do ‘immediate correction’ for the whole class, in which each item is corrected separately, instead of waiting for the whole exercise to be finished.
Making sure they are all actively involved: The main reason why the majority of foreign language learners in schools worldwide fail to get beyond ‘beginner’ level, even after seven or eight years of study, is that they have too rarely been required/encouraged/stimulated in class to engage their brains in making sense of, or correctly producing, samples of the language. They have been largely inactive, and usually very bored. The aim therefore must be for all students to be actively engaged in every activity.
Making sure they have fun: It is important to keep in mind that pupils who are accustomed to understanding and correctly completing learning tasks will enjoy learning English: when they do a task successfully, this task will give them self-satisfaction and enjoyment. So successful learning is one way to ‘have fun’ in class. However it is also important, particularly with young learners, to organize regular activities that the pupils recognize as ‘games;’ they will enjoy them simply because they are ‘games’ and, provided that the games are ‘language games’ (and not purely physical games), the players will also revise and re-learn a lot of the words and grammar that they have already met. Your lesson preparation should therefore always include an idea for a 5-minute game that you can use to fill in any extra time left at the end of the lesson. And the game you think of does not have to be original! Children like nothing more than to play a game they have already played, and enjoyed, a dozen times, particularly if they think that this time they will win!
Some other topics: In the Teacher’s Book for Setting out Part 3, as well as detailed help with the teaching of the four skills (Listening, Reading, Speaking and Writing), you will also find advice on pronunciation practice, the use of ‘reading aloud,’ purposeful ‘copying’ and correction strategies.
Something to say about the methodology? If you would like to make a comment or ask a question about any aspect of how to teach Setting out, send us a message, in English or Georgian, either by email to firstname.lastname@example.org or by clicking here and filling in a message box. We promise to respond to your message within 3 days.
Games are not just fun
For children, playing a game in the English class means having fun – and for too many children it is the only part of the lesson that they enjoy! Many teachers, on the other hand, tend to see games as a distraction from the ‘serious’ business of learning; if they organize a game in class it is only because ‘the kids need a rest’ or ‘it wakes them up.’ Other teachers, even those teaching young learners, consider games to be a waste of time and feel they are not doing their job if they ‘allow’ their kids to play games in class. Still others might hesitate to organize a game in class because ‘they make too much noise’ or ‘we never finish a game because they get too excited’ or ‘they always argue about who is the winner.’
But some teachers also know that games – those that involve the pupils in using the language they have met and understand - are an extremely effective means of learning, as well as a source of fun. These teachers also know that games have rules and that they are successful only if the rules are respected and strictly applied; this means that the role of the teacher – or ‘referee’ – is not easy. There may be many different ways to organize a successful reading task, or a gap-filling grammar exercise, but there is one way to organize a game: by making sure the players (pupils) know the rules if the game and by applying the rules consistently when they are playing.
Obviously the teacher’s job is made easier by playing the same game – possibly with a different language focus – several times; once you have organized a Bingo game successfully, the basic rules are well-known and you can play Bingo with different sets of numbers and different sets of words with the same enjoyment. We recommend, moreover, that you should not hesitate to repeat games that have been successful as many times as the children want.
Below you will find a list of the games that have been suggested so far in Setting out Parts 1 – 3. You will find guidelines – and rules – for most of these games in the Setting out 1 and 3 Teacher’s Books, and we will be adding descriptions and ideas for variants of these games in the coming weeks.
We would also welcome your own ideas on how best to organize these games, or on other games you have found enjoyable with young children, by sending us a message, in English or Georgian, either by email to email@example.com or by clicking here and filling in a message box.
Beat the teacher
What’s in my bag? (Kim’s game)
I spy with my little eye (What am I thinking of?)
What am I talking about?
The anagram race
Add a logical word
Ten and fifteen! (Identifying additions)
Assessing students’ progress
These notes should be read in conjunction with the information on ‘testing’ in the Setting out 3 Teacher’s Book.
Five basic Setting out principles of preparing fair and reliable tests:
Testing what has been taught: A fair progress test will cover the language and the skills that the learners have been thoroughly taught – no more and no less.
No surprises in content: Sts should know in advance of a test exactly what language – or pages / lessons in their book – are being tested.
No surprises in question-types: Sts should know in advance of a test exactly what kind of questions (instructions/rubrics) they will have to answer. The questions and instructions should in fact be very similar to those used in tasks they are accustomed to doing in their Student’s Book.
Unpredictable test items: Sts should not know in advance what test items they are going to find in the test. Consequently, they should not have access to the question papers before the test. It is for this reason that we do not issue ‘test books’ that are inevitably available to students who logically learn the answers by heart before the test, and therefore provide no useful information on how much they have learned.
Objective question-types: All class tests should be ‘objective;’ the answers to all question items must be fixed and cannot be discussed. ‘Subjective’ tests – particularly some forms of speaking and writing tests – cannot provide valid assessment of what sts have learned.
You will find a description of the type of progress test that we recommend in the Setting out 3 Teacher’s Book, where you can also find a sample test designed to cover Lessons 1 and 2. Our intention is to continue to provide online sample tests – for progress and semestral ‘achievement’ tests - at regular intervals, for Setting out 3 but also for Setting out 1 and 2.
We would also welcome your own ideas and comments on effective and realistic testing of young learners’ knowledge of English; either send us a message, in English or Georgian, by email to firstname.lastname@example.org or by clicking here and filling in a message box.
Sending in your problems and your questions- Write your message in the message box, in English or in Georgian
- Make sure you write your name, your town, the number of your school, your telephone number (optional)
- look for the author's answer to your message on this page the following Monday or your email.