LIFELONG LEARNING PROGRAMME.ppt

7/27/2019 LIFELONG LEARNING PROGRAMME.ppt

1/32

LIFELONG LEARNING PROGRAMME

COMENIUS INDIVIDUAL MOBILITY

IN-SERVICE TRAINING FOR TEACHERS AND OTHEREDUCATIONAL STAFF

PERIOD

26.08.2012-07.09.2012

2 WEEK COURSE FOR EUROPEANTEACHERS OF ENGLISH AT

SECONDARY LEVEL:

Language and Methodology

PORTSMOUTH, UK

Kiss Kinga Iulia


2/32

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


3/32

PEDAGOGICAL PRORITIES

ACCURACY

COGNITIVE

ACADEMIC

LANGUAGE

PROFICIENCY

FLUENCY

BASIC

INTERPERSONAL

COMMUNICATION

SKILLS


4/32

TEACHING:

DIAGNOSE SCAFFOLDING

ANALYSE THE TASKS WITHIN A LESSON

AND CONCLUDE IF THEY ARE MAINLY

FOCUSING ON ACCURACY OR FLUENCY

??????????????

ACCURACY ONE CORRECT ANSWER

FLUENCY- MANY POSSIBLE ANSWERS


5/32

MOVING A STEP FURTHER

DO MAKE

REPEATED COGNITIVE NON-COGNITIVE CREATIVE

NON-CREATIVE

MAKE SENSE OF DISPOSABLE TEACHING UNDERSTAND

SHORT-TERM MEMORY LOOK AT THE TEXTAND WRITETRUE/FALSE QUESTIONS

OR

ASK/WRITE WH-QUESTIONS


6/32

3 BRILLIANT STUDENTS

INVISIBLE AVERAGE

7 UTTERLY SHY STUDENTS


7/32

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 topicspecific chunks.

Possible tasks:

A melting pot textUnderline specific chunks: cotton farms, descendants of

the slaves.

Underline general chunks: arrived from , there are about 25


8/32

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 yourchain patterns.

The cat sat on the mat. It was grey. It was

very old. It was on the floor. Mrs. Greenliked it a lot.


9/32

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 insidethe circle. Work together and match them

up.


10/32

DE-(CON)(TEXT)UALISED

TURBOT FISH DISHES MENU

TURBOT


11/32

THE RIGHT APPROACH IS TO START FROM

STUDENTS COGNITIVE/CREATIVE LEVEL

DESCRIBE THE PICTURE

THERE ISNT

ARENTT ANY + L1TRANSLATE

CREATE A NEED FOR LANGUAGE, SELF-NOMINATION


12/32

REFLECTION SLOW THINKING TIME

TEACHING PAST CONTINUOUS

SARAJEVO

WHY ?

CONTEXT WHEN YOU TEACH GRAMMAR 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


13/32


14/32

ACTION RESEARCH SHEET

What do I do in class?

What do my students do in class?Time T. is doing what? SS are doing what? Task Outcome

10-10.05

10.05-10-10

10.10-10.15

10.15-10.20

10.20.10.25

10.25-10.30

Etc.


15/32

THINKING GRAMMAR

Work alone/with a partner. Choose some sentenceoutlines. Using the verb provided make as manysentences as you can using different tenses(forms/structures). You can add other chunks to

give greater meaning. Explain the meaning ofeach 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)


16/32

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?


17/32

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


18/32

Reading strategies

1. UNDERGROWTH IS CLEARED

5. INDIANS START PLANTING

2. BIGGER TREES ARE FELLED

4. NUTRIENTS ARE WASHED INTO THE SOIL

3. DRY VEGETATION IS BURNT


19/32

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 stopclosing the dockyards

e. The thieves cut off electricity

EtcWhat clues did you use to help you?

Give each group a title.


20/32

Cultural enrichment: Winchester


21/32


22/32


23/32


24/32


25/32


26/32


27/32


28/32


29/32


30/32


31/32


32/32

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-study-

programmes.org.uk/
http://www.llp-ro/http://ec.europa.eu/education/trainingdatabase/http://ec.europa.eu/education/trainingdatabase/http://ec.europa.eu/education/trainingdatabase/search.cfmhttp://ec.europa.eu/education/trainingdatabase/search.cfmhttp://ec.europa.eu/education/trainingdatabase/search.cfmhttp://ec.europa.eu/education/trainingdatabase/search.cfmhttp://ec.europa.eu/education/trainingdatabase/http://ec.europa.eu/education/trainingdatabase/http://www.llp-ro/http://www.llp-ro/http://www.llp-ro/

Documents

LIFELONG LEARNING PROGRAMME.ppt