This model is for an input session on teaching grammar. Click on each title to read more about the stage. Then put the suggested stages into what you consider to be the most logical order. Finally, compare with our suggested sequence.
In this session on teaching reading the trainer acts as the model for teaching.
This is a session on teaching writing.
This is a suggested sequence for a workshop on classroom management.
How would you structure input on teaching vocabulary taking a flipped approach? Draw on your experience where possible. Make some notes. Then compare your ideas with ours. Again, what similarities and differences are there?
Before the input session: Trainees watch a vocabulary lesson and read about how to teach vocabulary. They make a note of different techniques and what it means to know a word.
Lead-in: Trainees discuss their answers to the pre-input session tasks producing a list of good practice for teaching vocabulary.
Planning: Working in pairs, teachers are given a list of words and have to produce a context and plan how to teach their words.
Discussion: Trainees are regrouped and either describe their ideas or peer teach their vocabulary presentation.
Reflection: Trainees give feedback to each other on the good aspects of their vocabulary presentations as well as some suggestions for improvement. The trainer also feeds in further advice.
Make some notes in your journal.