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All course participants should be teachers of English or trainee teachers of English in their native country.
| Week 1 | Monday | Tuesday | Wednesday | Thursday | Friday |
|
09.00- 10.30 |
Ice-breakers - Getting to know your activities - Warmers and fillers - Revision activities |
Error Correction - Approaches to error correction - When? What? Why? - Reformulation |
Dictation in the class - Your experience - New ways - Why dictation? |
Collocation and word-building - What are collocations? - Collocation games - Vocabulary Building |
Dictionaries - The pros and cons of dictionaries - Types of dictionaries - Dictionary activities |
|
10.30- 11.00 |
Break | Break | Break | Break | Break |
|
11.00- 12.30 |
Methodologies and coursebooks - Latest methodologies - The coursebook Analysing new material |
Teaching writing skills - What to teach - Practice & fleuncy activities Process writing |
Music and songs - Why songs? - New ideas Practical suggestions |
Learning-training - What makes a good learner? - Vocabulary strategies Learner independence |
Using video - Why use video? - Pre and post-viewing activities - Latest materials |
|
12.30- 13.30 |
Lunch | Lunch | Lunch | Lunch | Lunch |
|
13.30- 15.30 |
General English | General English | General English | General English | General English |
| Week 2 | Monday | Tuesday | Wednesday | Thursday | Friday |
|
09.00- 10.30 |
Classroom management - Roles of the teacher - Instructions and Boardwork - Discipline |
Using readers in the classroom - Types of reader - Reasons for using readers - Activities for readers |
Using the Internet - Useful sites for students - Class activities - Resource sites for teachers |
Teaching literature - Exploiting texts - Making poetry accessible - Which texts work best? |
Open workshop session - Contributions from teachers - Questions on previous sessions - Sources for further development |
|
10.30- 11.00 |
Break | Break | Break | Break | Break |
|
11.00- 12.30 |
Phonology - Individual sounds - Word and Sentence stress - Intonation |
Teaching listening skills - Listening strategies - Techniques/ideas - Practice material |
Spoken fluency - Task types: accuracy vs fluency - Problems with fluency - Solutions |
Exams and assessment - Continuous assessment - The EFL exam system Strategies for teaching exam classes |
Bookshop visit - Your feedback - Final questions - Bookshop visit |
|
12.30- 13.30 |
Lunch | Lunch | Lunch | Lunch | Lunch |
|
13.30- 15.30 |
General English | General English | General English | General English | General English |
• All timetables are samples and may be subject to change.
The course content is negotiated based on the pre-course evaluations and group discussion on the first day. Sessions on teaching business English, learner training, presentations in the classroom, using video, task based learning and so on can also substituted.
LANGUAGE IMPROVEMENT: Teachers can improve their language skills in afternoon lessons where they can choose from the following options – authentic English, literature, grammar workshop or communication skills.
Dates 2010
| Regent London | Regent Oxford |
| 04.01 - 15.01.10 |
04.01 - 15.01.10 |
|
29.03 - 09.04.10 |
29.03 - 09.04.10 |
| 28.06 - 09.07.10 |
28.06 - 09.07.10 |
| 12.07 - 23.07.10 | 12.07 - 23.07.10 |
| 06.12 - 17.12.10 | 06.12 - 17.12.10 |
Fees per week 2010
| Regent London |
Regent Oxford |
|
| 15 hours morning course | £249 | - |
| 25 hours full day course | £340 | £340 |
Groups
If you are a group of teachers, then we will be very happy to design a tailor-made-closed-group course, covering any particular requirements you may have. We are also able to send experienced trainers to your country to deliver training courses. Please ask us for a quotation.
For groups of more than 10 students please contact us for a special quotation.
> See accommodation fees
28.06 - 09.07.10