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LIFELONG LEARNING PROGRAMME COMENIUS INDIVIDUAL MOBILITY IN-SERVICE TRAINING FOR TEACHERS AND OTHER EDUCATIONAL STAFF

PERIOD 26.08.2012-07.09.2012 2 WEEK COURSE FOR EUROPEAN TEACHERS OF ENGLISH AT SECONDARY LEVEL: Language and Methodology PORTSMOUTH, UK Kiss Kinga Iulia

The course included:


Workshops on Teaching English as a Foreign Language (Methodology) 3 days English Language Tuition-3 days Lecture-Multicultural Britain Visit to a secondary school Cultural studies: Winchester

PEDAGOGICAL PRORITIES
ACCURACY COGNITIVE ACADEMIC LANGUAGE PROFICIENCY FLUENCY BASIC INTERPERSONAL COMMUNICATION SKILLS

TEACHING: DIAGNOSE SCAFFOLDING


ANALYSE THE TASKS WITHIN A LESSON AND CONCLUDE IF THEY ARE MAINLY FOCUSING ON ACCURACY OR FLUENCY

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ACCURACY ONE CORRECT ANSWER FLUENCY- MANY POSSIBLE ANSWERS

MOVING A STEP FURTHER


DO REPEATED MAKE
COGNITIVE NON-COGNITIVE CREATIVE NON-CREATIVE MAKE SENSE OF DISPOSABLE TEACHING UNDERSTAND SHORT-TERM MEMORY LOOK AT THE TEXT AND WRITE TRUE/FALSE QUESTIONS OR ASK/WRITE WHQUESTIONS

3 BRILLIANT STUDENTS INVISIBLE AVERAGE

7 UTTERLY SHY STUDENTS

TEXT ATTACK STRATEGY: CHUNKS


CHUNKS ARE TWO OR MORE WORDS WHICH ARE FREQUENTLY USED TOGETHER e.g. A GREAT MAJORITY OF, A LARGE PERCENTAGE OF. Students need to know and use both general and topic specific chunks. Possible tasks: A melting pot text Underline specific chunks: cotton farms, descendants of the slaves. Underline general chunks: arrived from , there are about 25

READING USING ANAPHORIC REFERENCE


Students divide the chunks according to anaphoric reference. Use different coloured pens to show the reference chains in the texts. Tell your partners your chain patterns. The cat sat on the mat. It was grey. It was very old. It was on the floor. Mrs. Green liked it a lot.

Adjective + noun chunks


Work with a partner. Draw a circle in your copy book. Choose noun or adjectives. One of you writes the adjectives outside the circle and one writes the nouns inside the circle. Work together and match them up.

DE-(CON)(TEXT)UALISED
TURBOT FISH DISHES MENU TURBOT

THE RIGHT APPROACH IS TO START FROM STUDENTS COGNITIVE/CREATIVE LEVEL

DESCRIBE THE PICTURE THERE ISNT ARENTT ANY + L1 TRANSLATE CREATE A NEED FOR LANGUAGE, SELFNOMINATION

REFLECTION SLOW THINKING TIME


TEACHING PAST CONTINUOUS SARAJEVO CONTEXT WHEN YOU TEACH GRAMMAR WHY ? WHERE ? WHEN ?

FORM

USE

USE

FORM (ACTIVELY RPODUCING)

TEACHING PRESENT SIMPLE: GIVE IN L1 THE PRESENT SIMPLE AND ASK THE WHY, WHERE WHEN QUESTIONS. SETTING THE DISCOURSE SPEECH BUBBLE CREATE SIMILAR SENTENCES

ACTION RESEARCH SHEET What do I do in class? What do my students do in class?


Time T. is doing what? 10-10.05 10.05-10-10 10.10-10.15 10.15-10.20 10.20.10.25 10.25-10.30 Etc. SS are doing what? Task Outcome

THINKING GRAMMAR
Work alone/with a partner. Choose some sentence outlines. Using the verb provided make as many sentences as you can using different tenses (forms/structures). You can add other chunks to give greater meaning. Explain the meaning of each sentence in MT. 1. Tom a new bookshelf (make) 2. The children .in the garden. (play) 3. The writer.books (write) 4. Cooking ..great fun. (be) 5. The prisoner ..his cell (walk)

Grammar sorting
Cut up the sentences and put them into as many different groups as you can. What criteria did you make for your groupings?

TEACHING VOCABULARY
1. I KNOW +I USE THIS WORD 2. I RECOGNISE THIS WORD BUT I DONT USE IT 3. I DONT KNOW IT Teachers role 3 2 1

Reading strategies
1. UNDERGROWTH IS CLEARED
2. BIGGER TREES ARE FELLED

3. DRY VEGETATION IS BURNT


4. NUTRIENTS ARE WASHED INTO THE SOIL

5. INDIANS START PLANTING

SHELTERED WRITING
Work together and put the sentences into groups: a. ..strike working conditions.. b. Last night thieves c. When I am an old woman I shall wear purple.. d. Shipbuilders have told their leaders to stop closing the dockyards e. The thieves cut off electricity Etc What clues did you use to help you? Give each group a title.

Cultural enrichment: Winchester

SITE - URI UTILE


http://www.llp-ro. http://ec.europa.eu/education/trainingdata base/ http://ec.europa.eu/education/trainingdata base/search.cfm http://www.international-studyprogrammes.org.uk/