ENGLISH TRAINING 2021

Trainer: Rosa Bertha Llontop Yaipen

PURPOSES

To refresh your knowledge about English Methodology

To review English skills and strategies.
To solve and check case studies from different exams.
To give you some tips to solve the exams

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PROBLEM BASED LEARNING

Problems are complex and open-ended

Students work in groups collaboratively to solve

problems

Students use resources, including technology to work

together to solve problems

Problems often incorporate real-life situations

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PROJECT BASED LEARNING

Student led and teacher facilitated.

Students are driven by their natural curiosity.

Project based learning is a strategy for creating

independent thinkers and learners.

Results in a product, a presentation, or a performance.

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Similarities between Problem and Project based learning

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Both problem-based Problem and project
learning and project- based learning both
based learning help require students to
students gain critical be motivated and
thinking . self-directed.

Problem and project The teacher acts as

based learning allow facilitator in both
students to utilize project-based and
classroom resources problem- based
and technology. learning.
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Differences between Problem and Project based learning

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 PROBLEM BASED PROJECT BASED
LEARNING LEARNING

Problem-based learning Project-based learning can

involves students working be collaborative or
together to solve a problem. individual.
Usually problems are tied to
real-life situations
In problem-based learning Students choose a topic that
students do not choose their they are drawn to.
topics

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There are generally considered to be four elements which are common
to all project-based activities/classes/courses:

1. A central topic from which all the activities derive and which drives the
project towards a final objective.

2. Access to means of investigation (the Internet has made this part of

project work much easier) to collect, analyse and use information.

3. Plenty of opportunities for sharing ideas, collaborating and

communicating. Interaction with other learners is fundamental to PBL.

4. A final product (often produced using new technologies available to

us) in the form of posters, presentations, reports, videos, webpages,
blogs and so on.

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 Steps to a Problem-Based Learning Approach
Step 1: Explore the issue. Gather necessary information; learn
new concepts, principles, and skills about the proposed topic.
Step 2: State what is known. Individual students and groups list
what they already know about the scenario and list what areas
they are lacking information.
Step 3: Define the issues. Frame the problem in a context of what
is already known and information the students expect to learn.

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Step 4: Research the knowledge. Find resources and information that will
help create a compelling argument.
Step 5: Investigate solutions. List possible actions and solutions to the
problem, formulate and test potential hypotheses.
Step 6: Present and support the chosen solution. Clearly state and support
your conclusion with relevant information and evidence.
Step 7: Review your performance. Often forgotten, this is a crucial step in
improving your problem-solving skills. Students must evaluate their
performance and plan improvements for the next problem.

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CONTENT BASED LEARNING

CBL is based on the topic or subject

matter.

The topic or subject matter could be anything

that interests them.

Learners develop their linguistic ability in the

target language.

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There are many ways to approach creating a CBL lesson. This
is one possible way.

Preparation
Choose a subject of interest to students.
Find three or four suitable sources that deal with different
aspects of the subject. These could be websites, reference
books, audio or video of lectures or even real people.

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During the lesson

Divide the class into small groups and assign each group a
small research task and a source of information to use to help
them fulfil the task.
Then once they have done their research they form new groups
with students that used other information sources and share
and compare their information.
There should then be some product as the end result of this
sharing of information which could take the form of a group
report or presentation of some kind.

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During the lesson

Divide the class into small groups and assign each group a
small research task and a source of information to use to help
them fulfil the task.
Then once they have done their research they form new groups
with students that used other information sources and share
and compare their information.
There should then be some product as the end result of this
sharing of information which could take the form of a group
report or presentation of some kind.

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 Explicit Instruction

When you're teaching a second language, there are two major

instructional styles that you might use. One is explicit instruction,
which is formal instruction that has students consciously focus on
language aspects, such as grammatical forms.
Explicit instruction involves activities like worksheets, repetition
(e.g. having students repeat the conjugation forms out loud), or fill-
in-the-blank activities where students have to properly conjugate
the verb. The idea is to have students consciously focus on and
learn grammatical forms, as well as their purpose and position in a
sentence.

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 Implicit instruction

Implicit instruction involves giving students communication-

based activities, or having them watch movies or read
books, in their target language. The idea is that, through
these less formal mediums, they will subconsciously absorb
grammatical forms simply by seeing/hearing them in use.
Essentially, implicit instructions looks to mimic the way
students initially learn their native languages through
observation and practice.

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Practice
1.-What is the main purpose of having an end presentation in a
content-based instruction lesson?

a.-To make sure the students were actually doing their work
b.-To have students practice production skills
c.-You don't need an end presentation in CBI
d.-So the students have a goal to work towards

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 How does content-based instruction increase student
2.
motivation?

a.-By allowing them to choose topics they are interested in.

b.-By giving them complete free reign of the classroom.
c.-CBI does not noticeably increase student motivation.
d.-By having them do a presentation at the end.

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3.-Which of the following is NOT an example of implicit
language instruction?

a.-Vocabulary lists
b.-Content-based instruction
c.-Immersion
d.-Natural conversation in the target language

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4.-. Which of the following is NOT true of content-based
learning:

a.-It increases engagement

b.-Language becomes a tool for learning, rather than the
focus
c.-It immerses students in subjects related to the language
d.-It relies on rote memorization and repetition

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 ANSWER KEY

1.-B
2.-A
3.-B
4.-D

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CASE STUDIES

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1.-Renzo’s students watched a video about the pollution of the main
river in their city and got really interested in the topic. He wants to
take advantage of that context to help his students develop their
reading skills. He has planned the following sequence:
 The teacher brings a four -paragraph article about the pollution of
the rivers. Each paragraph of the article makes reference to a
specific aspect of the topic, as follows:
- Paragraph 1: Description of the problem
- - Paragraph 2: Causes
- - Paragraph 3: Effects
- - Paragraph 4: Solutions
• The teacher divides the class into four groups and gives a different
paragraph of the article to each group.

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• The teacher tells the students to read the paragraph they got
and discuss what they understood about it. He tells them to
write down the ideas they find the most important.
• After the students finish the discussion, the teacher picks up
all the paragraphs he gave them at the beginning of the
sequence.
• He tells the students to stand up to form new groups. The
new groups have to include one member of each of the
previous groups.
• Next, the students use their notes to share with their new
group the information they gathered during the reading.
• Finally, the teacher asks the groups to write their own version
of the full article using the information shared by each of their
members.
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Which teaching method to reading is developed in the
sequence above?

A.-Project-Based Learning.
B.-Content-Based Learning.
C.-Problem-Based Learning.

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2.-Roberta’s fifth graders have been working on different
kinds of writing products during the past few months. She has
planned the following sequence to reinforce her students’
writing skills:

• The teacher writes the following questions on the board:

“How do you recycle things at school?” and “How could you
promote recycling in your school community?” She gives the
students some time to reflect on their answers individually.
• Next, the teacher asks the students to get in groups to share
their ideas on the proposed topic. Then some volunteers
comment their points of view to the rest of the class.

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• The teacher reminds the students of the different writing
products they have been working on: brochures, posters and
flyers. She asks the groups to select one of these formats to
promote recycling. They are given some time to write their
products.
• Finally, the students display their products in the school
premises to create awareness on the importance of recycling in
the school community.

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Based on the sequence above, which of the following
methods to teaching writing has Roberta adopted?

A.-Task-Based Learning.
B.-Problem-Based Learning.
C.-Presentation-Practice-Production.

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 3.-To continue working on her lesson, Karina has planned the following
sequence:

 First, the teacher tells the students that they are going to write their own
survey taking into account the survey presented in the previous activity.
 Then she forms groups of four students and gives the following instructions:
“Each group has to write one survey. The survey has to include five
questions that help you know the free time activities your classmates enjoy
doing.”
 The students work in their groups to decide what questions to include in the
survey while the teacher monitors and provides help when necessary.
 Next, the students use the survey they elaborated to interview peers from
other groups and then report their findings to the class. Finally, the teacher
asks the students to analyze the kind of language used in their surveys (Wh-
questions/Yes-no questions, adverbs of frequency, etc.). She also asks them
in which other situations they can use that language.

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 Which of the following teaching methods has
Karina applied in the sequence presented?
A.-Task – Based Learning
B.-Content – Based Learning
C.-Presentation – Practice – Production

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 4.-Eduardo wants to help his students develop their oral skills. He has
designed the following teaching sequence:
The students watch a video about traffic issues (traffic jams, bad driving,
etc.) in different cities around the world. Next, in pairs, the students
discuss their impressions about the video.
Then the teacher writes the following questions on the board: “What do
you think about the traffic in our city?”, “What can our authorities do to
deal with traffic issues?” and “How can we contribute to the authorities’
efforts?”
Next, the teacher forms groups of three and asks the students to discuss
the questions and write their conclusions on a flipchart.
After that, the groups give an oral presentation in front of the class and
answer some other questions made by the audience.
Finally, the teacher asks the students to report how they organized the
activity and what difficulties they found during the process.

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Which of the following methods has NOT been promoted in
Eduardo’s teaching sequence?

A.-Task – Based Learning

B.-Content – Based Learning
C.-Problem – Based Learning

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.
ANSWER KEY
1.-B
2.-B
3.-A
4.-B

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