Teaching Learners Communicatively

Teacher Development Programmes
Teaching Learners Communicatively
Course summary:
Help your teachers to support adult and young adult learners more effectively by developing
their knowledge and skills in communicative language teaching.
This programme considers the role of the teacher as well as learner needs and motivation, and
deals with the teaching of language systems and the development of language skills.
Suitable for:
This programme is designed for teachers who:
 Have a recommended B2 level of English or higher
 Are currently teaching adult or young adult learners
 Have any level of teaching experience but are new to this topic.
Programmes are designed to be collaborative and so we recommend at least 10 teachers per

group.
Aims:
By following this programme your teachers will learn:
 Approaches to communicative language teaching
 How they can influence learner motivation
 How to develop good lesson plans
 Classroom management skills and techniques for giving feedback
 Techniques for teaching language systems and developing skills
 How to reflect on this and its implications for their teaching.
Programme structure:
1. Orientation session
The programme will begin with an orientation session, usually delivered by webinar, to explain
how the programme will work, understand your teachers’ needs and help them to achieve the
best possible results from their programme.
2. Video introduction
Your teachers will then be invited to watch a video introduction giving them more information
on the content of the programme.
3. Online courses
Our tutor will then guide your teachers through the 12 2-hour online courses that make up the
programme. Each course includes:
 Online input
 Discussion groups
 Interactive exercises
 Classroom tasks to apply their learning
 Review sections.
Teaching Learners Communicatively includes the following courses:
Course title Contents

Teaching This course focuses on the key concepts of Communicative
Communicatively Language Teaching (CLT). It considers:
 communicative competence;
 characteristics of and approaches to CLT;
 teacher roles in CLT; and
 typical communicative activities.
Understanding This course focuses on understanding learners' needs, motivations
Learners and learning style preferences. It considers:
 different learner needs based on their reason for learning;
 the impact of preferred learning styles; and
 the concepts of intrinsic and extrinsic motivation and how the
teacher can influence learner motivation.
Lesson Planning This course focuses on developing good lesson plans. It considers:
 key issues in lesson planning;
 the principles of staging a lesson; and
 different types of lesson aim.
The Role of the This course focuses on the classroom management areas of
Teacher teacher roles and teacher language. It considers:
 the skills and responsibilities related to classroom
management;
 setting up activities; and
 effective teacher language.
Giving Feedback This course focuses on feedback on language, on tasks and on
progress. It considers:
 feedback tips;
 immediate and delayed feedback; and
 techniques for giving feedback.
Teaching Grammar This course focuses on both knowledge of grammar and techniques
for teaching it. It considers:
 analysing grammar in terms of meaning, form, pronunciation
and spelling; and
 classroom techniques for focusing on the meaning and form of
structures.
Teaching Vocabulary This course focuses on the many factors involved in 'knowing' a
word. It considers:
 different kinds of word knowledge;
 techniques for clarifying the meaning of vocabulary items; and
 planning to teach vocabulary.
Teaching This course focuses on three key features of pronunciation and
Pronunciation activities related to them. It considers:
 the importance of sounds, word stress and sentence stress;
 techniques for raising learners' awareness of sounds, word
stress and sentence stress; and
 techniques for drilling pronunciation.
Developing Reading This course focuses on the theory and practice of teaching reading
Skills skills. It considers:
 a basic procedure for practising reading skills;
 reading for gist, for specific information and in detail; and
 how to identify the aims of typical reading activities.
Developing Writing This course focuses on the methodology associated with writing
Skills skills development. It considers:
 text-based writing skills development;
 language-focused writing sub skills; and
 steps in the writing process.
Developing Listening This course focuses on core methodology associated with listening
Skills skills. It considers:
 the importance of providing different types of listening texts in
the classroom;
 top-down and bottom-up listening strategies; and
 planning the different stages of a listening activity.
Developing Speaking This course focuses on second language speaking skills and helping
Skills learners to develop those skills. It considers:
 the nature of spoken language;
 the difference between language-focused and fluency-focused
speaking activities;
 spoken interaction strategies; and
 the planning and management of speaking activities.
4. End of programme webinar
This session will help your teachers to review and discuss their learning and its impact on
student outcomes and identify opportunities for further learning.
How to order:
To discuss your requirements and request a quote, contact your local Cambridge office.
Find your local Cambridge contact at:
cambridge.org/cambridgeenglish/contact

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Teacher Development Programmes

Teaching Learners Communicatively

Programmes are designed to be collaborative and so we recommend at least 10 teachers per

Teaching Learners Communicatively includes the following courses:

Course title Contents

4. End of programme webinar

Find your local Cambridge contact at:

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