Pre-Departure Training Workbook

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Part Three: Applying The ILP Method To The Primary Teaching Level

Page 20
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3-1 Create A Context

1. Divide activity into short and
task segments.
2. Each activity should have 6 to
different objects and a variety of actions.
3. Training Exercise: Divide the "Butterfly" activity into as many task segments (things to do) as you can think of.
Page 21, 22, and 23
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3-2 The ILP Teaching Model (1)

1. To "expand the language" in SPEs: Draw out details from
.

3-3 The ILP Teaching Model (2)

1. Expanding language training exercise:

— Here's the full handout we use in training, but as a quick summary, as "Teacher A", 
you'll focus on talking about details for this part of the lesson:
  1. Show picture of a butterfly. Point out wings and talk about them, flap arms to demonstrate.
  2. Pass out bags and talk about how it feels, can you see through it, etc.
  3. Put your hand in it ... does it fit?
— Need ideas on what details to talk about? Here's a bunch!

What are its visual characteristics?
What words can be used to describe it?
What is it used for? What is it not used for?
What are its parts or components?
Where is it in relation to something else? Over, under, on, by, in, etc
Whose is it? Who has it?
What happens if you ______?
What are some rules about it? What do you have to do with it/to it?
How do you use it? How do you not use it?
Does it work?
How does it feel?
What can children do with it?
How can it change?
What is it called? What do you call more than one?
What does it sound like?
How does it compare to another object?
What does it smell like?
What do you like about it? What do you dislike about it?
What do you like to do with it?
What does it taste like?
What are its most distinctive features?
Where do you keep it?
What can it do?
Does it fit into _____?
Can you put it on a ______?
Where is it?
What going to happen to it?

— Write as many details as you can think of to talk about as "Teacher A".
Page 24
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3-5 The ILP Teaching Model (4)

Model (Primary Level)
1. Teachers should say the
after they ask a question.
2. The goal is to keep the activity speaking-centered. It is not important to
the activity.
3. Teachers speak to the entire group: Everyone does the same
at the same
, the same way.
4. Don't say instructions as much as the things the
need to say (speak in the 1st person).
5. Teachers should do the
 things that the children do throughout the activity.

Model: Micro Teaching — Practice modeling the language in an SPE 

Resource: Use this lesson plan (the same one from page 23) to find your tasks for "Teacher A" (and "B" if you have a partner). 
Page 25, 26
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3-6 Practice (1)

Resource: Take a look at the complete BMC list right here.
1. BMC stands for
.
2. BMCs are only those things on the
, not other expressions.
3. The goal is
speech of all BMCs.
4. Only give tickets for 1 BMC per
, but use/say all of them.
5. Give tickets for
, not behavior/conduct.
6. Don't
away tickets from the children.
7.
the ratio as the child gets more proficient.
Page 26, 27
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3-8 Practice (3)

Practice Exercise (Primary Level)

Resource: Here's the lesson plan form to use for the Games Cat and Mouse exercise.

Quick tip: The easiest tasks to do from home are 1-3, 7-10, and 15 (so probably focus on those for this teaching practice). 
Practice (Primary Level)
1. Teachers must get the children to
constantly throughout the activity (at least once each minute).
2. Teachers should have children practice a BMC 12 to
times (once every 2 minutes) for each 25 minute activity.
 3. Teachers must remind the children to
(every time they speak in their native language).
 4. Teachers should be accepting and non-directing when children make speech
.
Page 28
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3-9 Engage (1)

Engage the Children
1. Establish trust and order through a rigid
.
(It's more important to be
than to be fun).
2. Teachers adjust to children's
.
3. Hold weekly group 
. This is the most important key to establishing a routine.
Page 28, 29
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3-10 Engage (2)

Healthy Framework for Classes
1. Calls to attention — use frequently to restore order, but be sure to have something for the children
after you get their attention.
Evaluating Progress

Resource: You can take a peek at what the Daily Progress Evaluation form looks like right here.
1. List each child in your
on the Daily Progress Evaluation form.
2. Do the evaluation for each child after
.
3. Keep the form in your Store
.
Page 31
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3-11 Basic Reading

1. Happens in the 2nd
as part of the Primary program.
2. In a 2 hour session you'll teach 1.5 hours of Primary (including Opening, about 3 SPEs, and Store) and 30
of Reading exercises — think of it like a 7th teaching area.
3. Follow the ABCs &
packet — it tells you step-by-step what to do for your lessons.
Resource: Open and follow along in the ABCs & All of Me Packet right here. 
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