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The inlingua TRP are generally made for group lessons however that doesn’t mean it cannot be used for one on one lessons. Surely, some of the contents have to changed: it’s not possible to do many of the basic activities such as weaving, pair work, feeding between classmates, brainstorming or roleplaying. During feeding process maybe it won’t change so much from the group learning, but during practice phase, yes. (As mentioned before, it won’t be possile to do all the classical activities). The only “necessary downside” compared to the group learning – but also a positive aspect – is that TTT rises as well as the learner’s : using well the roleplaying and the vocabulary feeding time it can be a great occasion for the learner to have a full time speaking occasion and all the “teacher’s attention” about his/her own needs especially during production. Once the learner is well engaged in the target language I think it’s also a great way to approach the student in 360 degrees since he/she has the possibility to use everything in production with a teacher who can decide whether to interrupt or not the fluency of the moment or not and so on depending on the learner.
The Inlingua teaching material can be effectively used to teach to one-to-one learners. There are many different useful visual and audio material as well as various activities, discussion topics and useful content.In order to take a deep look,it is better to analyse three stages; presentation, practice and production.
During the presentation stage I think adaptation in one-to-one class is quite easy to reach, because it’s always something a person can do on its own. of course the idea is less but learner can do it in anyway and the teacher can guide learner. I think,the difficulty is when the trainer wants to elicit target language,there is no other learner to share idea,or peer correction has not happened.so TTT is higher due to the fact that the trainer should speak more to convey the message.
Practice stage is somehow difficult, learner does not have any chance to weave, to work in pair.The teacher cannot do some activities like choral repetition or chaining. But, the question and answer technique and statement / response could be used with an individual student, in this case the teacher would take the place of the classmate, so in this case, TTT increases. Finally, in the production stage, there can not be any pair work or group discussion. But, the trainer can use cue cards to perform the practice exercise and reduce their TTT. Moreover, they can use the role play technique, but the trainer will have to be part of that role play, and visuals and realia can be used in this part.The inlingua TRPs can be adapted relatively easy to accommodate one -to -one learners, by modifying or adapting the format of texts by simplifying them. Eliciting can be with no doubt used, in a one- to – lesson by using cue cards, gestures, mime, brainstorming, talking points and realia, as this would help the learner understand the new words.
The trainer needs to keep the learner interested during the lesson and this could be somewhat difficult, so therefore it would be a good idea for the trainer to talk about the target topic in the warm up section, to create interest. Reading and listening can also be adapted, just like in the small group of learners, by introducing the title first, which would give the learner a motive to read the text. General understanding could also be used without any problems to see if he or she has understood the text
It’s the trainer’s duty to help the learner relax and enjoy the lesson. The responsibility of the trainer is to inspire, encourage and motivate their student, so that he or she is able to progress in their academic and personal life.
However, there can be some disadvantages because it would be impossible to use pair work, choral repetition and chaining. Then of course there would be the disadvantage that the Trainer Talking Time increases.With one-to-one lessons the material has to be adjusted maybe to include more or less realia, with more question asking and maybe suggest a role play between teacher and learner.Asses and build on the learners existing understanding or knowledge and create a more fluent learning experience also maybe adjusting the pace of the learner to more focus on the individual learners progress. Focus on more in-depth discussion of the lesson. Encouraging or more detailed feedback on the learners progress . Encourage talking time from the learner , asking open ended questions.
I have been teaching one-to-one lessons using the Inlingua material, and it’s true that some activities are not meant for one-to-one lessons but most of the time we can use it or adapt it to fit in our class.
First of all, the structure of the TRP and the way we teach is the same, respecting the 3 Ps progress and applying the 10 principles of the Inlingua method we can implement the TRP most of the time.
In general, the visuals that we can find in the TRP, some exercises or the progress check, between others, are materials that can still be used in a one-to-one lesson, perhaps just some specific points are not so easy to implement because some types of activities can require the interaction between more than 2 learners. In this case, when interaction between learners is needed, we can pretend we are a student and make the student interact with us. It may be not the best thing as it is not the same to interact with a peer as with a trainer, however this would increase LTT rather than skipping this type of exercises. Some advice that another teacher gave me was to use a teddy bear in class to pretend it is another student. It can be uncomfortable depending on the learners age and personality, however, it’s another way of making the learner practice his speaking, and it is important to do it as this may be the most affected part of being in a one-to-one lesson, the speaking interaction.
When presenting content to learners, trainers can still use the “ask me a question” technique, negative build-up and some others that are used in a normal group class environment. Especially the first one is important as the peer interaction is limited, this will make the learner practice asking questions, even if it’s not as natural as a peer interaction and could look as forced interaction.
However, in the Practice and Production steps it can become more challenging. First of all, techniques such as weaving and chaining are limited to the fact that the only people in the class are the learner and the trainer, so the only way of doing this is to adapt it and weave between the two of you. On the other hand, role-play is one of those techniques that can be implemented to increase LTT without requiring any adaptation. It is also important, that during these steps and during activities such as the role-play, the trainer avoids yes or no questions as these can be answered with very short answers and would decrease LTT. In this case, “Wh” questions are preferred as a long answer will increase LTT and would make them practice more structures and vocabulary than the other type of questions.Inlingua’s course is well-structured in all its aspects and the trainer might hardly face any difficulties when using the material. The notable difference though lies in the format of the lesson proposed, in other words, one-to-one lesson. At this point maximum attention should be paid firstly to TTT and grading the language, as the student needs to understand perfectly the instructions in order to complete the exercise. Secondly, the trainer has absolutely to take into account that the planned length of the lesson may vary as lecturing one student is less time consuming, on the contrary of having a group lesson. So some additional activities prepared in advance might be helpful in case the student manages to cover the requested material.
Obviously, for a number of reasons one-to-one lesson has a lot of benefits for a student as all the attention is dedicated exclusively to him/her and in certain cases some students, especially advanced ones, might slightly take advantage of it. At this point, it is crucial for the trainer to remain professional, respectful, and not to give too much confidence to a student so that the latter does not take the lesson in a wrong way, as a friendly chat, for example.The Inlingua teaching material and resources can effectively be adapted to accommodate 1 to 1 learners. There’s lots of useful visuals, listening exercises as well as numerous reading activities and discussion topics. The usual presentation, practice and production stages of the lesson will however be affected by this setting, as there won’t be any group discussion, working in pairs or weaving. The trainer can still perform the presentation stage using ask me questions, long and short answers, creating context, feeding opposites and synonyms, presenting timelines, asking ‘wh’ questions, using local examples and negative build-up. Specially during this feeding stage, the lesson will not look much different from a group session. The trainer can still use miming, visuals, lead in questions and ask the learner to brainstorm their ideas during the eliciting stage. From the practice stage onwards though the lesson will have to be adapted slightly as there can be no weaving or chaining techniques incorporated. However, the learner will get more opportunity for increased LTT compared to a group session as the attention will be focused on them. Finally, during the production stage, there can’t be any pair work or group discussion but the trainer can still use the cue cards to perform the practice exercise and reduce their TTT. Additionally, they can use talking points, questionnaires, visuals, realia and role play techniques, but will have to be part of the activity themselves.
TRPs can be easily adapted to teaching one-to-one lessons, what matters the most is keeping the attention on the learner and remember that the Inlingua method focuses on teaching through speaking.
There are different steps in a lesson and each of them can be adapted. Let’s think about the presentation phase: this one will remain quite similar and no big changes are required. the practice phase, instead, will change a lot: there’s no possibility of using all the different techniques such as weaving, chaining, choral repetition and this can be solved by using ask-me questions as well as realia and cue cards. The production phase must be adapted too because in this case the trainer will have to increase TTT to help the students speak, for examples in role-plays where the trainer will play a role to carry out the activity.Inlingua TRPs can be adapted effectively for one-to-one learners with some modifications. Here are some suggestions:
– adjust lesson plans to the specific needs and goals of the individual learner.
– Modify teaching materials to align with the learner’s interests, profession, or personal experiences.
– Encourage open dialogue to enhance speaking and listening skills in a one-on-one setting.
– Utilize online resources, language learning apps, or virtual tools to enhance the one-to-one learning experience.
– Integrate multimedia elements for a dynamic and interactive approach.I think you can easily adapt TRPs for one-to-one lessons.
You can use all the materials, RSs, practice and production exercises with your learner. You should also find creative ways to encourage open dialogue to enhance speaking and listening skills in a one-on-one setting.
I consider you could also use online resources, language learning apps, or virtual tools to enhance the one-to-one learning experience and integrate multimedia elements for a dynamic and interactive approach.
An advantage of one-to-one lessons is that you can focus a little more on each student’s weaknesses and strengths, so you can come up with specific exercises than may help him/her a lot. However, the communicative part of the lesson may be a little tricky since the learner won’t have classmates to talk about. You can become that partner or you can use flashcards to make the learner speak in third person.Inlingua TRPs are also used to teach one-to-one lessons. Since the material to be used as visual or real elements, the guide cards are to be remodelled for the individual lesson. The techniques “ask me …”, “negative accumulation” and “talking points” can be used, always trying to keep the TTT low and the Ltt high. one can however also try to weave a plot by starting from a starting point and then developing the discourse.
The trainer can continue to use the tools: role plays, simulations and questionnaires quietly. Team and pair work will be null and void as it will be exclusively individual work.I love one-to-one lessons.
It’s very easy to adapt the material you find in the TRP.
The most difficult thing for me is not to have too many TTTs.It’s possible to adapt the TRPs to a frontal lesson, of course by making some changes.
The presentation phase remains the same, while the practice and production will be modified due to the absence of a class group.
The learner can’t work in pairs and weave the language with other people, so the practice is very limited. In any case, the teacher at this stage can stimulate the learner to produce examples. If the student has been sufficiently stimulated in the presentation and practice phase, even if limited by the impossibility of getting in touch with other people, he/she can produce good results. The aim is to increase his/her talking- time by bringing dynamic activities into the classroom.How can the inlingua TRPs be adapted to accommodate one-to-one learners?
I personally don’t see a problem adapting the inglingua TRPs to accommodate one-to-one learners. I mean there are obviously some teaching/learning methods that a trainer can only use in a group session. Some of them are:
-Groupwork
-Weaving
-Pairwork
-Chaining
-Choral repetition
-3-learner-weave
-Contrasting weave
-Transformation weaveBut you can still use mime, certain gestures when talking to an individual. You can also do questions and answers. You can also do role-play and simulation. All of those would still work, it would just involve a lot of Trainer Talking Time, which should just be greatest in the presentation stage.
However, I personally think that lessons with individual learners can even be more effective because the trainer can focus solely on this learner and even though the trainer will be talking more than in group sessions, the learner will obviously also be talking more since it is just the two of them.
Also, when looking at the three key techniques: ask questions, have learners weave new language, use the course book selectively. Two out of three are still possible without any problems, so I think adapting the Inlingua TRPs is easily possible and sometimes the learner might even finish a course speaking even more fluently.In language classes, using inlingua teaching materials for one-to-one lessons works well, with lots of helpful pictures, audio, activities, and topics. Some parts of the lesson, like group discussions or weaving techniques, might be different, but the starting part where the teacher talks and asks questions can stay the same. As the lesson goes on, without group activities, the teacher might need to ask more questions, which could mean talking more. Still, the learner gets more chances to talk and focus on their learning.
In one-to-one lessons, there’s no group work during the final stage. However, the teacher can use tools like cue cards for practice and talk less. Adapting is important, especially in bringing up new words when there’s no one else to help. While a bit tricky, one-on-one lessons let the teacher make lessons that suit the learner, using pictures, questions, and acting. The main thing is to find a balance so the teacher doesn’t talk too much, and the learner gets to be a big part of learning the language.
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