Dennis Johnson
Donna Price
Sylvia Ramirez
K. Lynn Savage, Series Editor
TEACHER-TRAINING WORKSHEETS
with Ann Jackman
West Palm Beach, Florida
Authors acknowledgments
Cambridge University Press would like to extend its thanks to the following reviewers
and consultants for their valuable insights and suggestions.
Karen Batchelor, City College of San Francisco, San Francisco, California
Catherine Bell, LAUSD Division of Adult and Career Education, Los Angeles,
California
James Chang, 1199SEIU ESL Program, New York, New York
Maria Koonce, Consultant Teacher Training, Cocoa, Florida
Portia La Ferla, Torrance Adult School, Torrance, California
Jean Maracle, Scottsdale Community College, Scottsdale, Arizona
Laura Martin, Adult Learning Resource Center, Arlington Heights, Illinois
Tim McDaniel, Green River Community College, Auburn, Washington
May OBrien, Harris County Department of Education, Houston, Texas
Kathleen Olson, Teacher-Trainer, Hilliard, Ohio
Jean P. Rose, ABC Adult School, Cerritos, California
Gilda Rubio-Festa, Central Piedmont Community College, Charlotte, North Carolina
Guadalupe Ruvalcaba, SAISD Adult and Community Education Department, San
Antonio, Texas
Debbie Talavera, Austin Community College, Austin, Texas
Claire Valier, School District of Palm Beach County, West Palm Beach, Florida
iii
Contents
Module 1 Enhancing instruction with visuals
iv
8
10
12
14
Module
2. What do you think are the main goals of using visuals at the beginning of a
unit? Number them in order of importance. (1 = most important; 4 = least
important)
to create interest in a topic
to activate students prior knowledge (find out what students already know)
to build vocabulary and grammar
to prompt pair work
3. What questions could you ask about the picture above to activate students
prior knowledge?
Cambridge University Press 2009 Photocopiable
B
efore using visuals, create interest in
the topic
U
se visuals to activate students prior
knowledge
U
se visuals to build vocabulary and grammar
4 Try it out
Choose one of the four strategies for using visuals presented in the video.
On your own or with a colleague, describe what you would do to implement
the strategy in a class you are currently teaching. Use the picture below or
select another visual.
Module
B
efore students listen, preview the material
P
rovide independent listening practice
4 Try it out
Look at the picture and the accompanying audio script excerpt. On your
own or with a colleague, do the following:
1. Develop a list of questions that you could pose to students in a class you are
currently teaching to preview the material before they listen.
2. Create two listening tasks, each with a different focus.
Excerpt from audio script
Conversation A
A Whats the matter?
B I have a headache.
A Oh, Im sorry.
Conversation B
A Whats the matter?
B I have a fever.
A Get some rest.
Conversation C
A Whats the matter?
B I have a sprained ankle.
A Oh, Im sorry.
Conversation D
A Whats the matter?
B I have a stomachache.
A Oh, thats too bad.
Ventures Students Book 1, Unit 4, page 44
Module
P
resent grammar points in meaningful
context
4 Try it out
On your own or with a colleague, describe a context you might use to illustrate
to students the meaning of the grammar in the chart below.
Module
B
efore students read, preview the material
H
ave students read in more than one way
C
heck for student understanding
4 Try it out
On your own or with a colleague, outline a lesson plan for the narrative
reading passage below. Be sure to include activities for each of the following:
a) preview the material
b) have students read in more than one way
c) check for student understanding
3. Do you see any vocabulary that might be difficult for students? If so,
which words?
4. How would you explain unfamiliar vocabulary words to students?
10
B
efore students read, preview the structure
of the document
C
heck for student understanding
H
ave students scan for specific information
4 Try it out
On your own or with a colleague, select a help-wanted or for-sale ad from a
local newspaper or Web site. Outline a lesson plan for a document-literacy
activity based on this ad. Be sure to include activities for each of the following:
a) preview the structure of the ad
b) check for student understanding
c) have students scan for specific information
11
Module
B
efore students write, provide a warm up for
the topic
P
rovide a model of the writing
P
rovide tasks that break the writing into
small chunks
H
ave students share their work
H
ave students revise their work
12
4 Try it out
On your own or with a colleague, outline a lesson plan to help students write
a note. Use the note below as a model to give your students. Be sure to
include activities for each of the following:
a) provide a warm up for the topic
b) develop questions that focus students on key elements of the model
c) provide tasks that break the writing into small chunks
13
Module
U
se different materials for different students
O
rganize students in like-ability groups
O
rganize students in cross-ability groups
C
heck student understanding as a
whole class
14
4 Try it out
On your own or with a colleague, study the exercise below and answer the
questions.
1. How could you modify this exercise for lower-level students to make it
less challenging?
2. How could you modify this exercise for higher-level students to make it
more challenging?
3. If you wanted your students to complete the exercise in like-ability groups,
how would you set up the task?
4. If you wanted your students to complete the exercise in cross-ability groups,
how would you set up the task?
Cambridge University Press 2009 Photocopiable
15