TEACHING IMPLICATIONS - Lancaster University

59 Chapter 4 TEACHING IMPLICATIONSL omniczi gnes and Philip GloverThis chapter looks at how TEACHING IMPLICATIONS of the new examinations were dealtwith in the course. It describes how teachers needs were identified and how it wasdecided to address these needs. It shows how TEACHING needs were consideredthroughout the course, and focuses on the TEACHING IMPLICATIONS sessions forreading, listening, speaking writing and Use of IntroductionOne of the main aims of the NETT course is to promote better classroom practicethrough participants examining the TEACHING IMPLICATIONS of the new , the purpose of the course is to encourage and support positive washbackfor the new examinations through in-service teacher training. This chapter describeshow TEACHING IMPLICATIONS were covered in the pilot courses. The first part of thechapter describes how the needs of teachers were established and the second partlooks at how TEACHING IMPLICATIONS were addressed in the courses and howparticipants How TEACHING needs were identifiedThe principal source of information about needs and current TEACHING practice wasthe classroom observation project described in Chapter 8 of the Baseline Study(Nikolov in Fekete et al, 1999: 221-246).

Headway Intermediate (Soars and Soars, 1996) or Blueprint Intermediate (Abbs and Freebairn, 1995), but used “in an eclectic way, exploiting techniques of the grammar-translation and audio-lingual” methods (Nikolov in Fekete et al, 1999: 238). Once again the factors mentioned in the previous paragraph could be affecting the classroom situation.

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  Grammar, Headway

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