Having all the talent and good looks in the world is great, but unless you can convince people to buy what you're selling, you're going nowhere! Kieran is a certified platform speaker and will share with you some of his secrets to captivate your audience, engaging them from the moment you stand on stage. You will be taught how to identify and utilise different learning styles, bringing your audience with you every step of the way.
The course last six days, usually over the course of three weekends, so you dont have to take time out of your busy week!
The speaker made an effort to engage the audience, "I am sure you are all familiar with". Now that you have decided you are giving a Teaching Seminar and identified your goals, it is time to craft your own introduction.
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Kousuke* was writing quickly in his notebook, but hesitated when he reached the fourth item. Most of the items were familiar to them, after all they'd been speaking about dogs, bats, cups and foxes for several weeks. It might be considered surprising that none of these first graders had ever seen these items in print before, or that letters were never mentioned. There are four surface skill areas in language study- Listening, Speaking, Reading and Writing (thinking and comprehension are underlying skill areas).
When they are taught carefully in a coordinated manner, each of these skills help develop the other three.
The first step of writing, as shown in the final photo in the previous article, is simply learning to write individual letters, as a symbol for a phoneme.
Once Taro has learned a dozen basic single letter graphemes, he should be able to write several of the words that he has been using already in spoken class activities. If the teacher models a basic sentence structure (the first letter is upper case, there are spaces between each word, there must be a period at the end) and introduces the written words 'is' and 'a', Hanako can now write full sentences ('It is a mop.'), and by the time she's learned 24 basic single-letter alphabetic symbols, can now write over a hundred basic nouns.
Words that are within her growing spoken vocabulary, but are written in patterns that are well beyond her beginning stage alphabetic code instruction, can still be part of beginning writing tasks, although in a reduced form. There are four stages of logic and complexity in the English alphabetic code, and as the class curriculum gradually advances through those levels, more and more of the vocabulary that is being spoken in class activities (which are also constantly expanding in scope and complexity) comes within the margins of the student's alphabetic code understanding. It is hard to overstate the value of writing by pronunciation as a teaching and verification method. Writing by personal pronunciation onto blank lined paper also forces Taro to listen carefully (even to himself), something many students don't bother to do. In an intermediate stage of code instruction, the pattern 'ing' (actually a phonogram, a spelling pattern of multiple graphemes representing multiple phonemes) is commonly introduced, which enables students to now write verbs in present continuous sense (jumping, standing, fishing).
When taught carefully and in a coordinated curriculum, individual writing by pronunciation and alphabetic code understanding helps the student develop an accurate understanding and perception (and production) of the spoken language. It would be dishonest to suggest that this procedure of writing by personal pronunciation and code recall is a smooth process for every student, or even for any student.
Because the sound structure of spoken Japanese is so dramatically different from spoken English, every Japanese speaker will struggle to perceive, produce and blend the phonemes of the spoken English language, but avoiding that challenge only leads to confusion and inability to communicate, solidifying poor habits and delaying language ability.
Because the spelling patterns of romaji taught in public school in fourth grade in Japanese study are so dramatically different from basic English graphemes, every Japanese student will struggle to overcome the distractions of romaji patterns when trying to recall the spelling patterns of written English.
Most students (and many teachers as well) would prefer to avoid these difficulties, and certainly, writing by copying is easier, faster and less demanding. When students learn to copy text as complete words, there is no clear connection between what they are writing and what they are saying. The results can be alarming: it is not unusual at all for students to match the numbers 1, 2, 3 and 4 to their text forms, and yet then recite them confidently as 'wum', 'tsuu' 'suree' and 'foe'. When students are taught to copy whole words as stroke patterns, the vital connection between spoken language and its written form is often ignored and unappreciated.
When beginning English students write independently by personal pronunciation and alphabetic code recall, all four surface skills of language (Listening, Speaking, Reading and Writing) are integrated in one focused personal activity. This will all be happening in a visible and precise format which is both personal and time efficient, which students can use to self-correct some errors in learning, and which their teachers can also use to correct previously unidentified misunderstandings about English, before those misunderstandings become deeply ingrained bad habits which are much more difficult to correct. Peter Warner (USA, 1953) has been teaching young students in Nagoya, Japan for twenty years, and has been applying the principles of Linguistic Phonics (see Diane McGuinness) to EFL for fifteen years. If the teacher models a basic sentence structure (the first letter is upper case, there are spaces between each word, there must be a period at the end) and introduces the written words 'is' and 'a', Hanako can now write full sentencesA  ('It is a mop.'), and by the time she's learned 24 basic single-letter alphabetic symbols, can now write over a hundred basic nouns.
Whether you have an important presentation, an interview or a meeting with your bank manager, these are skills that you must have!
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Staring at the row of images I had propped up along the chalk tray, he yelled across the room, 'What's number four?' Glancing at that image of a leg, I answered playfully, 'Hmmmm, a nose?' Kousuke wasn't fooled a bit: 'No!
It might be surprising that all they were doing was saying the words, and then writing them down. Because the foundation of language is spoken communication, each of these four skills are based on the spoken language. The implication of that is quite strong: as soon as Taro begins developing a sense of the sounds of spoken English, he will benefit tremendously if he also is introduced (gradually) to a basic set of symbols (graphemes) for each of those sounds. The teacher dictates a single sound (like 'mmm'), and demonstrates a correct stroke pattern for the grapheme, which the students would then write a series of in their large lined notebooks.
In fact, he will be eager to, because there is a great personal satisfaction in being able to apply his growing understanding of this letter code to words he actually knows and speaks. Encoding even simple three-letter CVC pattern words correctly requires both accurate pronunciation and also accurate grapheme recall. For example, students who are familiar with even just basic colors can be asked to write the first and last 'sounds' of black, pink, brown and green, and in the process will find their perception of even basic vocabulary is improved. If the reading and writing tasks are coordinated with the code instruction and speaking activities, the process of writing by pronunciation becomes a lesson multiplier: accurate writing encourages careful language perception, and verifies correct pronunciation.
When Taro is writing by his personal pronunciation and code recall, what he puts on the paper reveals what he actually hears and speaks.
If Taro avoids the effort of clear enunciation, his errors might never be noticed in a group activity, but the instant he is required to write that vocabulary, his true ability is plainly revealed. It is not unusual to see students who have been speaking for years about sitting and running to write 'sittin' or 'runnin', even though they may have been enunciating the phonogram 'ing' flawlessly for months. Indeed it may be the most effective method: working through words like 'branch', 'trumpet', 'studying' and 'very many' is often a process of personal discovery for the student, and a practical validation of the alphabetic code instruction.
Any task that depends on both the student's personal pronunciation (which itself requires an accurate production of English pronunciation to be provided by the teacher) and the student's accurate recall of the code correspondence for that pronunciation, is going to produce a fair share of errors. There is a world of difference between a 'retto retto bahkku' and a little red bag: if the student pronounces them as the same, accurate understanding and perception of the language cannot advance. If the purpose and object of English language study is to gain competence in the language, these struggles are a necessary effort, and indeed writing by pronunciation compels the student to face that challenge directly.
This may explain why almost every published EFL text provides tracing or copying exercises, instead of having students write independently into blank lined spaces. When Taro writes 'sock' and says 'sox', or writes 'apple' and yet reads it as 'ahppuroo', it indicates he lacks a clear understanding of the alphabetic letters he is writing; they mean nothing to him as a phonic code. This can explain why students can write 'It's big' and then read their own writing a moment later as 'They're bick', or read 'two subs under a ship' as 'two suns under a ship' five times over.
This lost opportunity often results in misperceptions and errors in all four skill areas, encouraging guessing instead of providing clarity. In fact, the effort involved, and the materials required, to have students writing independently is not overwhelming. It is important that the vocabulary which students are asked to write independently on blank lined paper is selected from words they have used in meaningful spoken activities (i.e. This kind of beginning writing instruction needs to be included as a regular part of beginning English language lessons. This can explain why students can write 'It's big' and then read their own writing a moment later as 'They're bick', or read 'two subs under a ship' as 'two suns under a ship' five times over.A  These students have not learned to perceive the phonic value of alphabetic letters, instead they have been taught to perceive (trace, copy,A  memorize) whole words as single symbolic units. Of course you will have to customize it for your own unique background, qualifications and goals.
A couple they hadn't seen before, like the cot and the rip, so I had to tell them what those were. Actually, the really surprising thing is that this wasn't surprising at all- this has been their closing activity of each class for the last four months. This is why the ability to discriminate and produce the sounds (phonemes) of the spoken language (phonemic awareness) is an essential first stage for every language student.
Conversely, his perception and understanding of the spoken pronunciation will be delayed or even misled if he is deprived of a logical and gradual instruction of that alphabetic code. While this might appear to be penmanship, it's important to note that the letter names are not mentioned, because letter 'names' are both unnecessary and highly interfering with learning the direct sound-to-symbol correspondence of the code. Writing familiar spoken words like 'cup', 'bag', 'hen' and 'pot' correctly just from seeing images of those items and then speaking the words to himself, not only verifies to Taro that this code works, but he also discovers that he can use it himself. Although this is more demanding, when Hanako does it successfully she gains a sense of personal confidence, because the encoding process exercises and validates her ability in all four skill areas. Common words like elephant, pencil and fourteen do not need to be avoided (or their graphemes exposed prematurely) with this approach. This gives the teacher a direct window on Taro's language perception, which can reveal his misperception and mispronunciation in a clear and helpful way.


Watching a student write 'It's sinnin', and then helping them discover through correcting their own pronunciation how to write the verb correctly 'It's singing' exposes their misperception and mispronunciation that has gone on unnoticed, and clearly reveals to themselves the correct pronunciation and structure of the spoken verb.
Seven minutes of such writing as a concluding class activity brings all four skill areas together and allows each student to personally retain all the previous instruction in tangible form, in a way that speaking or reading activities on their own cannot. However, it would be a grave mistake to think that the mistakes that each student goes through in this effort are better left avoided. The necessity of clear enunciation required by independent writing on blank lined paper is actually valuable for learning. Copying, because it is usually accurate (although frequently it isn't), can give the appearance of understanding and competence.
This is a logical consequence of being taught whole words as a pattern of strokes to copy, just like many Japanese kanji. Staring at her text, Hanako reads aloud 'fost', and from hearing that spoken, you're not sure if she meant fast or first. Equipped with an understanding and lesson plan of the four stages of the alphabetic code, all that is really needed is your clear voice to model pronunciation, and blank lined paper. Conversely,A  his perception and understanding of the spoken pronunciation will be delayed or even misled if he is deprived of a logical and gradual instruction of that alphabetic code. Writing familiar spoken words like 'cup', 'bag', 'hen' and 'pot' correctlyA  just from seeing images of those items and then speaking the words to himself, not only verifies to Taro that this code works, but he also discovers that he can use it himself. Watching a student write 'It's sinnin', and then helping them discover through correcting their own pronunciation how to write the verb correctly 'It's singing'A  exposes their misperception and mispronunciation that has gone on unnoticed, and clearly reveals to themselves the correct pronunciation and structure of the spoken verb.
There is no need to impress your audience with your pedigree or training unless it is particular interesting or odd.
Remember in your Teaching Seminar introduction to express your enthusiasm for the subject at hand. There had been an occasional misspelling, which they had each corrected themselves after I'd coached them to produce a clearer pronunciation, as I'd just done with Kousuke and the 'leg'.
They are not copying words from the board (or a textbook), nor are they following spelling dictation; they are simply putting their own spoken words onto paper. As discussed in the previous article on reading, the English alphabetic code (letters) is simply a phonic code (although sometimes imprecise) for the sounds of spoken English. If Hanako can speak clearly with confidence and can control a pencil, she can (and should) also be writing. This personal sense of success and ownership is the start of a lifetime of English literacy, and is extremely rewarding to offer and observe as a teacher. Of course, he can also now be asked to read them in print form, now that they are fully within his code instruction, or 'decodable'.
Writing 'cyp' for cat, 'bik' for big, 'jag' for jug, 'sox' for sock, and 'tem' for ten are all clear indications of personal pronunciation errors that have gone unnoticed in spoken class activities, which can now be corrected with precision.
In most cases, however, this appearance is misleading, and it would be dishonest to pretend otherwise.
When the text includes katakana furigana in small print above the English being copied, the written English is almost overlooked and certainly not appreciated as a phonic encoding of a spoken language. With a set of images illustrating common nouns and verbs, students can begin putting their spoken language onto paper. It is also important that the words they are asked to write are within their alphabetic code instruction (i.e that they already know how toA decode the letters in those written words into sounds). Just as writing by pronunciation and internal alphabetic code understanding reinforces a clear perception of spoken language, writing by copying does not: in fact, it can actually reduce phonic awareness and delay language understanding. Staring at the written text 'Two dogs in a box', Taro vocalizes 'the dog's in the box', a clear indication that he's projecting his concepts onto the print, instead of drawing the author's message out by accurate decoding. The sense of discovery and understanding is instant, and the sense of satisfaction in personal success builds excitement and confidence.
In short, these students lack a healthy sense of the language that they are supposedly being taught. Personal writing tasks bring together kinetic, aural, visual and spatial aspects of learning, and provide a physical record of accomplishment that many students thrive on.
He was eager to catch up with his classmates who were also busy writing, some of them already on the eighth item.
In the next seven minutes, each student had finished writing twenty neat sentences, naming twenty vocabulary items displayed on the board, by themselves, with no spelling or punctuation mistakes.



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