Certificate in EMI Skills Module 4 Part 2
- Slides: 28
Certificate in EMI Skills Module 4 Part 2 Language for Tutorials and Supervision Luciana Carvalho Fonseca & John Corbett
Session outcomes • To review and practise language for dealing with problems and suggesting solutions • To review and practise language for encouraging learner independence and personalisation • To focus on different ways to use language when managing tutorials
Activity 1: Dealing with problems • • • Work in groups of four or five. You are going to look at some problem situations, one problem for each group. Each group will prepare a poster with a spidergram. The problem should be placed on the blank bubble at the centre and the group will draw at least 5 lines radiating outwards from the bubble. Each line will lead to another bubble in which you will write a possible way to respond to the problem. You should write the exact words that the tutor could use.
Problem 1
Problem 1
Problem 2
Problem 2
Problem 3
Problem 3
Problem 4
Problem 4
Sharing problems Now. . . each group should write a new problem for another group to respond to.
Sharing problems. . . and responses Now. . . each group should write a new problem for another group to respond to. Which responses did you like? Say why. Did you learn anything about your own responses to these and similar problems from the discussion in your group?
Activity 2: Encouraging autonomy Can you modify the advice given by this tutor so that it encourages the student to be more autonomous? a. You need to research the topic more thoroughly. > How could you research the topic more thoroughly? b. You didn’t answer the question. c. Please include a complete bibliography. d. You should always define key terms.
Activity 2: Encouraging autonomy Possible reformulations. . . a. You need to research the topic more thoroughly. > How could you research the topic more thoroughly? b. You didn’t answer the question. > How could you improve your essay so that it answers the question more effectively? c. Please include a complete bibliography. > It’s important to include a complete bibliography to show that you have based your argument on current research. d. You should always define key terms. > It’s important to define your key terms so that your reader knows exactly which definitions you are using.
Activity 3: Directing students Improve the professor’s language:
Activity 3: Directing students Improve the professor’s language:
Activity 3: Directing students Possible improvements
Activity 4: Role play • Form groups of three. • In each group, two people will role play student and tutor and one will be an observer. • After completing each role play, the observer will give feedback using the checklist provided. • Then you will switch roles and do the second role play. • Repeat these steps with the third role play. • If you have a group of four, two participants can be observers.
Activity 4: Role play
Activity 4: Role play 1
Activity 4: Role play 1
Activity 4: Role play 2
Activity 4: Role play 2
Activity 4: Role play 3
Activity 4: Role play 3
Reflection a. One thing I liked about the session(s) today. . . b. One thing I learned from the session(s) today. . . c. One thing I found difficult about the session(s) today. . . d. One thing I will try to improve on after the session(s) today. . . What questions do you have for the trainer?
CAE Cert in EMI Skills EMI@USP Thanks for your participation!
