TRAINEE

WORKBOOK

Berlitz Virtual Instructor Qualification Program – Trainee Workbook – 01-03-06-2016

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PARTICIPANT WORKBOOK

Handouts Pages:

- 5 Class Principles 3
- Presentation Phase 3
- HW Simple Presentation Phase 4-6
- Class Cycle 7
- Presentation Techniques 8 – 10
- HW Presentation Techniques 10
- PP Cycle 11
- Questions From Students (QFS) 12 - 13
- Lesson Planning 13
- HW PP Cycle 14 – 17
- Task Structure (PTP Cycle) 18
- HW (PTP Cycle – Pre-Task) 19
- Learner Centered Goals 19 – 20
- Opening / Wrapping up /Signposting

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DAY 1

5 Classroom Principles

___________ oriented, lively instruction, focused on student’s needs

__________ use of the target language

Maximized student __________

Students learn through listening and ________ , supported by

_______ and writing

Grammar as a means of _________

Presentation Phase

• General structure for the Presentation phase is:

Lead In

R_____________
Instructor x _____ (___________)
Students x ______ (___________)

Confirmation / Control

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HOMEWORK (to be prepared at the end of day 1 session)
Prepare to present the Presentation Phase (see above) to introduce students to
new language items (all four options).
You will present ONE of the following in your native language or any other
language you know:
1. Country / City (including the language “this is (name of country)”, “this is
(name of city)”, “London is a city”, “England is a country”) (total of 3 items)
2. People, i.e. this is John Simpson; this is Mary Simpson, etc. (total of 3 items)
3. Numbers 1-5, i.e. this is number 1, this is number 2, etc. (total of 3 items)
4. Colors, i.e. this is red, this is green, etc. (total of 3 items)

The instructional manager hosting your live sessions will tell you which of the four
demos you will be delivering in the live session.
To prepare your demo, use the pictures below and on the following pages. In the
session, you will be able to show the relevant picture on the whiteboard.
The handouts for this module will help as you prepare this demo.

VISUAL FOR DEMO OPTION 1

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VISUAL FOR DEMO OPTION 1

VISUAL FOR DEMO OPTION 2

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VISUAL FOR DEMO OPTION 3

VISUAL FOR DEMO OPTION 4

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 The class teaching cycle

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DAY 2
Presentation Techniques

NAMING

• The "naming" technique is used for any introduction that can be accomplished simply
by pointing to an object or an illustration (e.g. the instructor points to a book, says a
"book", and student repeats).
• This technique can be used for objects, colors, numbers, countries, etc.
• Visual clues provide a clear context.

GESTURE

• Is categorized as part of the "Naming" technique in that gestures visually "name" the
new information, providing clearer context.

To introduce "big":

I:

S:

Gestures can help teach position, size, word order, and question form, and are very
useful when giving instructions (e.g. "Repeat", "Stop").
Verbs, prepositions, and adjectives can be acted out as they are taught. Tenses will
be clearer if gestures are used along with the verbal time cues (e.g. "yesterday" =
point behind you)
Gesture can be used to prompt corrections and complete answers, and to motivate
and encourage the learners.

• Gesture can be used with any presentation technique

ELIMINATION

• Using the elimination technique, the instructor asks a series of questions bringing a
negative answer, creating a situation where the new vocabulary can be introduced
logically in context.

For example, to introduce "fast food place":

I:
S:
I:
S:
I:
S:
I:

• The repeated series of negative questions creates a tension - a need to know - which
is resolved in the final introduction statement.
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SUBSTITUTION

• The substitution technique is used to introduce words and structures synonymous

with a known word or structure.

For example:
I:
S:
I:

• Substitution can be used to introduce: pronouns, and synonyms: e.g. he, she, etc.;
ours, theirs, hers, etc.; big-large; can - to be able to; should - be supposed to; etc.

CONTRAST

• Contrast is most often used to introduce opposites. The term being introduced is the
opposite of a word the student already knows.

For example, to introduce "small" when the student already knows "big":
I:
S:
I:
S:
I:
BUILD-UP

• With the Combination or build-up technique the student is led from known concepts,
"A" and "B," to the new concept, "AB".

To introduce the relative pronoun "who":

I:
S:
I:
S:
I:

DICTIONARY (BUILD UP)

• Using questions rather than an explanation, the instructor gives the student the key
characteristics or defining qualities of the new word. This technique may be short or
long depending on the concept introduced.

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 To introduce “competitors”

I:
S:
I:
S:
I:

HOMEWORK (to be prepared at the end of day 2 session)

1. ONLINE MODULE ON “PRACTICE ACTIVTIES” be prepare to answer the
questions and activities from the worksheet you will find online

2. Instructions:
You will be assigned one of the below HW and will have to present the item from the option
assigned using the most appropriate presentation technique.
Note that the words in parenthesis are concepts known to your “students” and therefore can be
used as part of your presentation.

WORDS FOR OPTION 1

- without (with is known) - get together -get off (get on is known)

WORDS FOR OPTION 2

- Deposit (money keep are known - withdraw - endorse (check and sign are known)
WORDS FOR OPTION 3

- Coming back (leaving is known) - going BY (car and going are known) - Flying (traveling by
plane is known)
WORDS FOR OPTION 4

- Bank account - Teller (manager, customer, secretary are known) - Busy (free is known)
WORDS FOR OPTION 5

- Fix (repair is known) - appointment - in good shape (working is known)

WORDS FOR OPTION 6

- Contract - take over (replace is known) - appointment

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 DAY 3

I PRESENTATION
II PRACTICE
I.1 Lead in II. 1____________
1.1 Naming 1.4 Elimination
1.2 Gesture 1.5 Substitution
1.3 Contrast 1.6 Build up

I.2 Statements for Repetition

II. 2_________________
2.1 Creation of the Statements
( ) ( )

I.3 Repetitions STATEMENTS PERSONAL

3.1 Teacher (3 times each - Alone)
3.2 Students (3 times each - Choral)

II.3 _____________________
I.4 Control
4.1 Give them a clue or hint (individual)

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 Questions from students

QFS allow the student to use the interrogative form, an essential part of daily conversation.
Remember that the instructor answers the student’s questions! (Or their partner’s if they’re
working in pairs).
QFS may be elicited by one or more of the following techniques:

Question-Answer-Answer-Question (Q-A-A-Q)

I:
S:
I:
S:

Answer-Question (AQ):

I:
S:

By varying the stress, the AQ technique can be used to elicit different questions from the
same sentence/answer:

I:
S:
I:
S:

“Negative statements” can also elicit questions:

I:
S:

Indirect Questions

I:
S:

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 This technique can be simplified by placing the question in direct speech:

I:
S:
I:
S:

GENERAL INSTRUCTION

I:

(Actual word cues may be written on the board to guide students)

Lesson Planning
1. Prepare statements:
- Make sure that statements are in line with the topic of the chapter
- Make sure that statements are in line with the communicative goal of the lesson.

2. For each statement ask YNKO (out loud)

Why? Because that way you will check if your statements are working, if your K question
is a bit off change your statement.
So make sure that for your K and O the answers are your original statements.

3. For each statement prepare lead in questions according to the presentation technique
used.

4. Prepare warm up questions and Lesson goal

Warm up questions that are in line with the topic of the chapter. Open questions will be
preferred in order to maximize participation (4 to 5) and have the lesson goal statement
ready.

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 HOMEWORK (to be prepared at the end of day 3 session)

1. ONLINE MODULE ON “FLUENCY ACTIVTIES” be prepare to answer the questions

and activities from the worksheet you will find online

2. Instructions: You will be assigned on of the following HW

As part of your demo you need to present the words that are on the left side (shaded
grey part) using the most appropriate presentation technique and continue with the
practice part of the cycle:
- Vertical Drill
- Mixed Drill (statement and personal)
- QFS
DEMO OPTION 1 & ILLUSTRATION
The suggestions here should be ignored when
they do not match the presentation techniques
and steps that were shown in training

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DEMO OPTION 2 The suggestions here should be ignored when
they do not match the presentation techniques
and steps that were shown in training

DEMO OPTION 3 & VISUAL

The suggestions here should be ignored when
they do not match the presentation techniques
and steps that were shown in training

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DEMO OPTION 4 The suggestions here should be ignored when
they do not match the presentation techniques
and steps that were shown in training

DEMO OPTION 5 & ILLUSTRATION

The suggestions here should be ignored when

they do not match the presentation techniques
and steps that were shown in training

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DEMO OPTION 6

The suggestions here should be ignored when

they do not match the presentation techniques
and steps that were shown in training

customs

DEMO OPTION 7
The suggestions here should be ignored when
they do not match the presentation techniques
and steps that were shown in training

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 DAY 4

FLUENCY ACTIVITY CYCLE - PTP

Stage Activities

HOMEWORK (to be prepared at the end of day 4)

1. ONLINE MODULE ON “LEARNER CENTERED CLASS” be prepare to answer the

questions and activities from the worksheet you will find online

2. Instructions: You will be assigned on of the following HW

As part of your demo you need to prepare the pre-task for the fluency activity. Note that
you can change the type of activity proposed as long as you keep the same objective.

Part of the Pre-task:

- Warm Up (introducing the topic)
- Mind map (recycling vocabulary – note that for the purpose of the exercise we
will assume that the students know all the words you need for the demo)
- Set the task (through questions)
- Set time

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Note: The material for the demos will be sent to your e-mail.

PTP CYCLE OPTION 1

LEVEL 2 CHAP. 5 PT. 6

PTP CYCLE OPTION 2

LEVEL 3 CHAP. 2 PT. 10

PTP CYCLE OPTION 3

LEVEL 3 CHAP. 2 PT. 6

PTP CYCLE OPTION 4

LEVEL 3 CHAP. 3 PT. 12

PTP CYCLE OPTION 5

LEVEL 3 CHAP. 5 PT. 3

PTP CYCLE OPTION 6

LEVEL 4 CHAP. 1 PT. 3

PTP CYCLE OPTION 7

LEVEL 4 CHAP. 3 PT. 3

DAY 5

Learner Centred Classroom

GOAL SETTING - Best Practice
Have _____________________ to lead to the goal
Use the word ‘_________’
__________ the goal on the ___________
_______ the goal to be ____________ and _________ for
the student
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•What should the opening include?

•How can we make it more personalized?

•What are the different possible warm up activities?

•What is the purpose of the wrap up?

•How can we confirm if the student has reached the goal?

•What are some examples of signposting during the lesson?

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